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
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. climate. community that is Students take leadership
a caring community responsive to the diverse in resolving conflict and
where each student Some students share in Students participate in Students demonstrate cultural norms of creating a fair and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. respectful classroom
respectfully 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,
12/7/2018, 5/10/2019
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 5/10/2019
Evidence
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.
9/22/2017
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, 5/10/2019 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 constructive social and Students share in
sequence of lessons. academic interactions. monitoring and
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
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
Evidence “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, 5/10/2019
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.”
9/22/2017

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.
curriculum. Engages in reflection on
Establishing and Explores strategies to their own language and
maintaining learning establish intellectual and Models and provides behavior that contributes
environments that emotional safety in the instruction on skills that to intellectual and
are physically, classroom. develop resiliency and emotional safety in the
intellectually, and support intellectual and classroom. 12/7/2018,
emotionally safe emotional safety. 5/10/2019 Students demonstrate
Students are aware of 9/22/2017 & 5/1/2018 resiliency in
required safety Students follow teacher perseverance for
procedures and the guidance regarding Students develop and academic achievement.
school and classroom potential safety issues for Students take risks, offer practice resiliency skills Students maintain
rational for maintaining self or others. opinions, and share and strategies to strive intellectual and emotional
safety. alternative perspectives for academic safety for themselves and
achievement, and others in the classroom.
establish intellectual and
emotional safety in the
classroom.
I maintain high AP Government is a very
expectations, review dogmatic and intense
them before every classroom where topics
discussion, and make can become emotional for
sure they are extremely some. One way to
clear. I also model and mitigate this is to preface
provide examples. A safe discussions or provide
classroom is one where warnings. 12/7/2018,
Evidence the teacher is 5/10/2019
preventative rather than
reactive. 9/22/2017 &
5/1/2018
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
learning 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
support for all achievement. expectations.
students Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.
5/1/2018, 12/7/2018,
5/10/2019
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 5/10/2019
graphic representations
as well. This also fosters a
strong foundation or
reinforces concepts for
students who are
currently at level.
9/22/2017

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
and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine Guides and supports
communicating, and
behavior and applies behavior with students in references to standards students to self‐assess,
maintaining
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
high standards for
sequence of lessons in during individual and individual and group
individual and group
anticipation of need for group work. behavior and
behavior
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,
5/10/2019
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
12/7/2018, 5/10/2019

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
Employing classroom builds on student integrates school
routines, procedures, strengths. standards and culturally
norms, and supports Seeks to promote positive Provides positive relevant norms.
for positive behavior Responds to disruptive behaviors and responds behavior supports. Promotes positive
to ensure a climate in behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
which all students to behaviors in ways that consistently prevents or behaviors and establishes
can learn lessen disruptions to the refocuses behaviors preventions and a
learning climate. disruptive to the learning positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive behavior.
norms and receive
reinforcement for
Students are aware of Students receive positive 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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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,
5/10/2019
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.
Evidence sternly while avoiding 5/1/2018, 12/7/2018,
escalation. I avoid 5/10/2019
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
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 learning activities in the engage in and complete accomplishing learning
some 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 5/10/2019 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, 5/10/2019
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