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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. students about language conflicts. classroom community. the value of all members.
and behavior. Incorporates cultural Supports students in
Seeks to understand awareness to develop a taking leadership in
Promoting social
cultural perceptions of positive classroom developing a caring
Development and
caring community. climate. community that is Students take leadership
responsibility within
responsive to the diverse in resolving conflict and
a caring community
Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
where each student
responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
is treated fairly and
classroom community. building activities, accepting, and respectful community where
designed to promote of differences. 9/22/2017 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.
differences. 5/1/2018,
Evidence A positive learning Students promote respect
environment where and appreciate their
students feel safe is differences, and this is
extremely important to clearly demonstrated
me and good classroom during class discussion of
management. This is some pretty heavy
especially true because I political discussions held
teach government, a class during AP Government.
where I want students to 5/1/2018, 12/7/2018
share opinions and
thoughts. I promote a safe
classroom by discussing
my expectations at the
start of the semester. I
also review my discussion
rules before every
discussion. My
expectations and rules
are also extremely clear
and explicit. Many
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
teachers fail to do this
assuming their students
have “common sense.”
This is not a safe
assumption as common
sense and etiquette are
consciously learned or
learned subconsciously
through modeling.
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 resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. learning and reflect
interaction between lessons or sequence of during learning activities diversity within and
Creating physical or students can support lessons to support that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning learning. student learning. and completion of structures for interaction
environments that 9/22/2017 learning tasks. 5/1/2018 that engage students Selects from a repertoire
promote student constructively and of structures for
learning, reflect productively in learning. interaction to ensure
diversity, and 12/7/2018 accelerated learning for
encourage the full range of students.
constructive and Some students use Students use a variety of
productive available resources in Students use resources resources in learning Students routinely use a Students participate in
interactions among learning environments provided in learning environments and range of resources in monitoring and changing
students during instruction. environments and interact in ways that learning environments the design of learning
interact with each other deepen their that relate to and enhance environments and
to understand and understanding of the instruction and reflect structures for
complete learning tasks in content and develop their diversity. interactions.
single lessons or sequence constructive social and Students share in
of lessons. academic interactions. monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
Evidence Because of my teaching I think my growth here is I realized I have been
platform I am having a the realization that class really utilizing different
difficult time with discussions encourage methods and
Element 2.2. One piece of constructive and technological resources to
evidence that may apply productive interactions create meaningful and
in this context is among my students. impactful conversations
“Reflective Conversation.” 5/1/2018 in my classroom.
I explain to my students Scenarios regarding deep
why I consistently use political questions seem
gender-fair and bias-free to be very effective.
language consistently. An 12/7/2018
example of this is when I
am referring to a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
“Congress person” rather
than to a “Congressman.”
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. in the learning focused on high quality
environment and and rigorous learning.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom. 12/7/2018
emotional safety. Students demonstrate
Students are aware of 9/22/2017 & 5/1/2018 resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding practice resiliency skills achievement.
school and classroom potential safety issues for Students take risks, offer and strategies to strive for Students maintain
rational for maintaining self or others. opinions, and share academic achievement, intellectual and emotional
safety. alternative perspectives and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
I maintain high AP Government is a very
expectations, review dogmatic and intense
them before every classroom where topics
discussion, and make sure can become emotional for
they are extremely clear. I some. One way to
also model and provide mitigate this is to preface
examples. A safe discussions or provide
classroom is one where warnings. 12/7/2018
Evidence the teacher is
preventative rather than
reactive. 9/22/2017 &
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
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. address achievement in meeting high differentiated strategies
and appropriate
gaps. 9/22/2017 expectations for to meet high expectations.
support for all
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. 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. and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.
5/1/2018, 12/7/2018
High expectations can be Because I teach AP it is
met by ELLs, IEPs, and very easy for me to hold
low performing students my class to a very high,
through scaffolding. I college-like standard. As a
scaffold for my students result I can ask high level
by quantifying or critical thinking questions
breaking down and get amazing, deep,
complicated concepts, well thought out answers.
connect them in a step by 5/1/2018, 12/7/2018
Evidence step process, and include
graphic representations
as well. This also fosters a
strong foundation or
reinforces concepts for
students who are
currently at level.
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. behavior. across learning activities. standards for individual
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
reinforcement. participation.

Students are aware of Students know Students follow behavior Students respond to Students demonstrate
classroom rules and expectations for behavior expectations, accept individual and group positive behavior,
consequences. and consequences and consequences and behaviors and encourage consistent participation
respond to guidance in increase positive and support each other to and are valued for their
following them. behaviors. 9/22/2017 make improvements. unique identities.
5/1/2018, 12/7/2018
Behavior expectations are Students are very
set high from the start. positive towards one
Good classroom another and respond in
management is positive ways when
preventative rather than
sharing good news.
reactive. That being said,
if an incident does occur, I Students respond to
address it quickly and one another in polite
sternly while avoiding ways as well but I have
Evidence escalation. I avoid never had a negative
escalation in the B&M by interaction in the
taking students outside classroom so have not
and speaking to them. In had the ability to see
the virtual environment I students provide
mute them and let them critiques to improve
know I will speak to them
behavior. 5/1/2018,
after class. 9/22/2017
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
builds on student integrates school
strengths. standards and culturally
Seeks to promote positive Provides positive relevant norms.
Employing classroom
Responds to disruptive behaviors and responds behavior supports. Promotes positive
routines, procedures,
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
norms, and supports
to behaviors in ways that consistently prevents or behaviors and establishes
for positive behavior
lessen disruptions to the refocuses behaviors preventions and a positive
to ensure a climate in
learning climate. disruptive to the learning classroom climate that
which all students
Students participate in climate. eliminate most disruptive
can learn
routines, procedures, and behavior.
norms and receive
reinforcement for positive
Students are aware of Students receive behaviors.
procedures, routines, and correction for behavior Students are involved in Students share
classroom norms. that interferes with Students receive timely assessment and responsibility with
learning, and positive and effective feedback monitoring of routines, teacher for managing and
reinforcement in and consequences for procedures, and norms in maintaining a positive
following routines, behaviors that interfere ways that improve the classroom climate that
procedures, and norms. with learning. 9/22/2017 learning climate. promotes learning.
5/1/2018, 12/7/2018
Evidence This is repeated from Classroom routines and
Element 2.5: Behavior procedures to support
expectations are set high positive behavior are in
from the start. Good place from the first day of
classroom management is class. Any compliancy
preventative rather than issues are addressed
reactive. That being said, immediately and as a
if an incident does occur, I result I do not see any
address it quickly and issues in my classroom.
sternly while avoiding 5/1/2018, 12/7/2018
escalation. I avoid
escalation in the B&M by
taking students outside
and speaking to them. In
the virtual environment I
mute them and let them
know I will speak to them
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
after class. 9/22/2017

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
Develops awareness of lesson type, adjustments adequate time for assessment of student daily activities.
how transitions and for sufficient student instruction, checking for learning. Supports
classroom management work time and transitions understanding, students in the
impact pacing and to optimize learning. completion of learning monitoring of
Using instructional lessons. activities and closure. instructional time.
time to optimize
learning Some students complete Students complete Students participate in Students use their Students monitor their
learning activities in time learning activities and, as and complete a variety of instructional time to own time, are engaged in
allotted. needed, may receive some learning activities in the engage in and complete accomplishing learning
adjustments of time time allotted with options learning activities and are goals, and participate in
allotted for tasks or for extension and review. prepared for the next reflection, self-
expectations for 5/1/2018 , 12/7/2018 sequence of instruction. assessment, and goal
completion. 9/22/2017 setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Because of the structure I differentiate instruction
of my school, and include formal and
instructional time is even informal assessments in
more valuable than other the formats of critical
learning environments. thinking question
Due to this, my questions, polling, and
instructional time is filled also switch things up with
with direct instruction video and independent
and informal assessment. practice. 5/1/2018,
If I had more time in the 12/7/2018
week with my students, I
Evidence would most definitely
provide independent
study time as well. I do
however space out
lecture and informal
assessment quite well so
that lessons feel like
direct instruction
followed by independent
practice 9/22/2017