Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and Models fair and respectful Reinforces positive, Develops shared Facilitates student self-
communicates behavior. Demonstrates responsible, and responsibility with reflection and ongoing
expectations for fair and commitment to fairness respectful student students for resolving improvement of the
respectful behavior to and respect in interactions. Assists conflict and creating and caring community based
support social communications with students to resolve maintaining a caring on respect, fairness, and
development. 10/23 students about language conflicts. classroom community.   the value of all members.
and behavior. Incorporates cultural Supports students in 5/20
Promoting social Seeks to understand awareness to develop a taking leadership in
Development and cultural perceptions of positive classroom developing a caring
responsibility within caring community. 10/23 climate. 10/23 community that is
a caring community responsive to the diverse Students take leadership
where each student Some students share in cultural norms of in resolving conflict and
is treated fairly and responsibility for the Students participate in Students demonstrate identities of all students. creating a fair and
respectfully classroom community. occasional community efforts to be positive, 10/23 respectful classroom
10/23 building activities, accepting, and respectful community where
designed to promote of differences. Students take student’s home culture is
caring, fairness, and responsibility resolving included and valued.
respect. conflicts and maintaining Students communicate
a caring classroom with empathy and
community. Students understanding in
promote respect and interactions with one
appreciation for another. 5/20
differences.
Starting from the I use modeling at the I use positive I use language to engage Teacher promotes and
beginning of the school beginning of the school reinforcement verbally students to solve their encourages social skill
year, classroom and year and review and with classroom own problems with building, self-advocacy
school expectations for throughout the year how management incentives classmates by using their and problem solving
Safe, Responsible and to treat classmates with to reinforce positive, safe, respectful words and techniques. Teacher
Respectful behavior is respect and fairness. I use respectful and communicating their establishes a community
implicitly taught and the same language taught responsible behavior feelings in a respectful of learning based respect
communicated and to students when from students. 10/23 and responsible manner. I and responsibility.
reinforced throughout the reminding them of work throughout the Teacher promotes the
Evidence school year. 10/23 expectations during a school year to transfer common goals and values
disagreement with a the responsibility from reinforced throughout the
Students are responsible classmate or an instance being teacher led to school year. 5/20
for maintaining the of not following student initiated. 10/23
cleanliness of their classroom or school rules.
classroom environment. 10/23
Students participate in
whole group clean up
after lessons and
activities. 10/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student 10/23 resources for learning. resources, displays, and engage students in
learning. 10/23 artifacts that are current learning. Ensures that
and integral to environments enhance
Is aware that structured Structures for interaction Utilizes a variety of instruction. learning and reflect
interaction between are taught in single structures for interaction diversity within and
Creating physical or students can support lessons or sequence of during learning activities Integrates a variety of beyond the classroom.
virtual learning learning. lessons to support that ensures a focus on structures for interaction
environments that student learning. 10/23 and completion of that engage students Selects from a repertoire
promote student learning tasks. 10/23 constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and 5/20 accelerated learning for
encourage the full range of students.
constructive and Some students use
productive available resources in Students use resources Students use a variety of Students routinely use a Students participate in
interactions among learning environments provided in learning resources in learning range of resources in monitoring and changing
students during instruction. environments and environments and learning environments the design of learning
interact with each other interact in ways that that relate to and enhance environments and
to understand and deepen their instruction and reflect structures for
complete learning tasks in understanding of the their diversity. interactions.
single lessons or content and develop Students share in
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 5/20
Evidence Students engage in I would like to Teacher builds a
routine structures of continue to grow in learning environment
interaction during creating a classroom of inclusivity and rich
instructional time environment that is with learning
e.g., pair share, reflective of student resources. Students
partner reading. diversity, as well as engage in a variety of
10/23 expand the resources activities and groups
available for the to differentiate and
I would like to classroom sustain learning.
expand my environment. 10/23 5/20
knowledge of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
accessing virtual
learning in order to
expose students to a
instructional material
to support learning.
10/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. 10/23 in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
their own language and
maintaining learning
Explores strategies to Models and provides behavior that contributes
environments that
establish intellectual and instruction on skills that to intellectual and
are physically,
emotional safety in the develop resiliency and emotional safety in the
intellectually, and
classroom. 10/23 support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students develop and for academic
procedures and the Students follow teacher Students take risks, offer practice resiliency skills achievement.
school and classroom guidance regarding opinions, and share and strategies to strive Students maintain
rational for maintaining potential safety issues for alternative perspectives for academic intellectual and emotional
safety. 10/23 self or others. 10/23 achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
I teach the safety Students are aware of Classroom
procedures and and often review environment is
protocols our school safety protocols for safely, intellectually
implements in case of materials and and emotionally
emergencies, such as interactions within engaging and
natural emergencies and out of the conducive to
or in the case of classroom. 10/23 learning.
Evidence unsafe circumstances
on campus. Students I would like to learn Students feel safe to
are aware of the more strategies to share ideas and do so
procedures in case of explore establishing with regularity and
emergency as well as intellectual and ease. 5/20
escape routes. 10/23 emotional safety in
the classroom. 10/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring Applying Integrating Innovating
Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment on learning environment learning environment throughout the learning learning environment in
accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all gaps. expectations for to meet high expectations.
students achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. 10/23 support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. 10/23 and problem solving in order thinking, and factual and analytical
learning. 10/23 problem solving across learning.
subject matter.
Students ask for In small group
support to settings, activities
understand and and material is
complete tasks and differentiated by
have one-on-one student level to
opportunities for support and
support from teacher challenge students
Evidence or support staff in the geared to their
classroom. 10/23 learning needs. 5/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.5 Emerging Exploring Applying Integrating Innovating
Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. 10/23 behavior. across learning activities. standards for individual
5/20 and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine
communicating, and
behavior and applies behavior with students in references to standards Guides and supports
maintaining
consequences as needed. single lessons or for behavior prior and students to self-assess,
high standards for
sequence of lessons in during individual and monitor, and set goals for
individual and group
anticipation of need for group work. 12/14 individual and group
behavior
reinforcement. 10/23 behavior and
participation. 5/20
Students are aware of Students know Students follow behavior Students demonstrate
classroom rules and expectations for behavior expectations, accept Students respond to positive behavior,
consequences. and consequences and consequences and individual and group consistent participation
respond to guidance in increase positive behaviors and encourage and are valued for their
following them. 10/23 behaviors. 12/14 and support each other to unique identities.
make improvements.
5/20
Students create a Routines and Expectations for
classroom contract procedures taught learning and
wherein they can and revisited often, behavior are
establish what rules student expectations communicated at the
they feel are fair to of behaviors, beginning of the
follow throughout classroom and school school year. Students
the year. Teacher norms widely participate in
refers to student understood and creating expectations
contract when accepted by students for the classroom and
Evidence
reviewing rules or and families. 12/14 school that they
redirecting behavior believe are fair and
that is not adjacent to manageable.
established Students evaluate
classroom rules. their progress
10/23 throughout the year
and work on
individual learning
goals. 5/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
5/20 builds on student integrates school
strengths. standards and culturally
Seeks to promote positive relevant norms.
Employing classroom Responds to disruptive behaviors and responds Provides positive Promotes positive
routines, procedures, behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
norms, and supports Responds appropriately consistently prevents or behaviors and establishes
for positive behavior to behaviors in ways that refocuses behaviors preventions and a
to ensure a climate in lessen disruptions to the disruptive to the learning positive classroom
which all students learning climate. climate. climate that eliminate
can learn Students participate in most disruptive behavior.
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for
procedures, routines, and correction for behavior positive behaviors. 5/20 Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
learning, and positive Students receive timely monitoring of routines, teacher for managing and
reinforcement in and effective feedback procedures, and norms in maintaining a positive
following routines, and consequences for ways that improve the classroom climate that
procedures, and norms. behaviors that interfere learning climate. promotes learning.
with learning. 5/20

Routines and
procedures
established and
revisited as needed.
Students are
Evidence supported through
constructive and
supportive feedback.
Students work on
individual, group,
and whole class
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. 10/23
behavior rewards for
following class rules
and procedures. 5/20
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
10/23
Students use their Students monitor their
Students participate in instructional time to own time, are engaged in
and complete a variety of engage in and complete accomplishing learning
learning activities in the learning activities and are goals, and participate in
time allotted with options prepared for the next reflection, self-
for extension and review. sequence of instruction. assessment, and goal
setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Lessons and Lessons are paced to
activities are maximize time
adjusted accordingly allotment in
to student needs and adjunction with
paced to align with meeting lesson
checks for objectives. I would
understanding. Re- like to improve on
teaching and review maximizing time and
can be implemented utilizing methods to
Evidence to ensure objectives check for
of lessons have been understanding and
met. 10/23 keep within the
planned time frame
for the lesson. 5/20