Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community
where each student Some students share in Students participate in
is treated fairly and responsibility for the occasional community
respectfully classroom community. building activities,
designed to promote
caring, fairness, and
respect.
Evidence Students are held I have started to
response for their own incorporate small group
materials that were projects. I assign a task to
provided by me. They are each group and give
also reminded that they examples on how it can
need to pick up their be accomplished. This
trash from the floor to has been a new learning
help our custodians process for my students.
because within our own On the playground I
school we have our own remind students on the
community. 9/19/17 playground when they are
playing with blocks, to be
fair and respect one
another. 5/3/18
Applying
Reinforces positive,
responsible, and
respectful student
interactions. Assists
students to resolve
conflicts.
Incorporates cultural
awareness to develop a
positive classroom
climate.
Students demonstrate
efforts to be positive,
accepting, and respectful
of differences.
I really reinforce
responsible and
respectful student
interactions because I
know it will enhance their
academics. I reinforce it
through classdojo and a
behavioral clip chart.
9/19/17
Class dojo allows me to
communicate behavior
(good/bad) with parents
daily. In order to motivate
students I have created a
reward system. At 15
points they earn a sticker,
at 25, 50, 75, 100 they get
to choose their own
rewards. This has really
motivated students in the
Integrating
Develops shared
responsibility with
students for resolving
conflict and creating and
maintaining a caring
classroom community.
Supports students in
taking leadership in
developing a caring
community that is
responsive to the diverse
cultural norms of
identities of all students.
Students take
responsibility resolving
conflicts and maintaining
a caring classroom
community. Students
promote respect and
appreciation for
differences.
I have taught students the
importance of taking care
or technology (iPads). We
discussed how to
carefully handle the iPad
and what applications can
be used. Besides taking
care of materials,
students have jobs int the
classroom.10/20/18
Innovating
Facilitates student self-
reflection and ongoing
improvement of the
caring community based
on respect, fairness, and
the value of all members.
Students take leadership
in resolving conflict and
creating a fair and
respectful classroom
community where
student’s home culture is
included and valued.
Students communicate
with empathy and
understanding in
interactions with one
another.
ISTE 2: Digital Citizen- My
students have learned the
importance of how to be a
digital citizen. At first the
concept was difficult for
them to grasp until I
shared a video with them
that was relatable. This
video made them realize
(along with other videos )
the importance of taking
care technology and to
not give any information
out to people online.
4.12.19
Students are now able to
communicate and express
their feelings of how they
feel. When they use
technology they know to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
last weeks of school. handle with care and
5/3/18 what applications can be
used. 4.12.19
Students show me they
are responsible when
they are using the iPads.
They know to plug in
their headphones, how to
take them out carefully,
and go back to the home
screen once the time is
up. 10/20/18
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
learning tasks. that engage students Selects from a repertoire
promote student
constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
accelerated learning for
encourage
the full range of students.
constructive and
Some students use Students use resources Students use a variety of Students routinely use a
productive
available resources in provided in learning resources in learning range of resources in Students participate in
interactions among
learning environments environments and environments and learning environments monitoring and changing
students
during instruction. interact with each other interact in ways that that relate to and enhance the design of learning
to understand and deepen their instruction and reflect environments and
complete learning tasks in understanding of the their diversity. structures for
single lessons or sequence content and develop Students share in interactions.
of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
Evidence I’m trying to model for The ELA curriculum This year I created more
students how to respond provides online material activities that allows Currently I am working on
when speaking with a (online books and other students to be interactive creating differentiated
partner. 9/19/17 material) I found that with peers while also hands on activities that
using the book instead learning. The activities students can do during
Rotations are being taught worked better to attain focus in on ELA and Math. rotations. It is taking
and ipads are being used their attention. 9/19/17 For example, instead of some time in teaching
during rotations. 9/19/17 writing the letter A, students how to do the
Virtual learning of sight students can build it using activities since they are
words and long vowels playdoh. 10/22/18 differentiated.
has been working very
well for me. I find songs Students know that they Students have started to
on YouTube to introduce have different seating do “write the room”
weekly high frequency options (flexible seating) activities at differentiated
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
word. I also found that
YouTube plays video from
Alphablocks and this has
really helped myn studens
when learning their
vowels. 5/3/18
In my lesson I provided a
structure conversation
that students use to
interact with a peer. I
provide a sentence frame
for them use. 5/3/18
to help them focus better levels. For example, one
throughout they day. They group has to search for 10
enjoy having the option of sight words around the
a different form of seating room and another has to
daily. They follow the search for. 4.12.19
rules so that they can
continue to use the
different flexible seating
resources. 10/22/18

During rotations students

are able to quietly work
with one another to
complete an activity.
When they are done the y
have other resources that
are provided within that
rotation that they are able
to use. For example, in the
writing rotation students
create their sentence, are
allowed to share it with a
peer, and then make
changes if needed. Once
completed, they can read
a book to themselves.
5/3/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring
Adheres to policies and Recognizes and addresses
laws regarding safety that safety issues regarding
are required by the site, materials, student
district, and state. interactions, and the
Responds to behaviors organization of the
that impact student safety learning environments.
as they arise.
Establishing and
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom.
emotionally safe
Students are aware of
required safety Students follow teacher
procedures and the guidance regarding
school and classroom potential safety issues for
rational for maintaining self or others.
safety.
Evidence One of the major issues When I see a safety issue I
that I’m working on is automatically stop what
holding and walking with I’m doing and create that
scissors in the classroom. a teaching moment and
I’ve taught them and we bring awareness to all on
go over how to handle students on how to be
scissors before using safe. 9/19/17
them. 9/19/17
Students are now more
aware of how they hold
scissors when walking.
Sometimes I notice that
they are not aware of
what they are doing and
have to immediately
correct them. In the
playground because it is a
limited space area, I
enforce safe interactions
Applying
Anticipates and reduces
risks to physical,
intellectual, and
emotional safety using
multiple strategies that
include examining biases
in the learning
environment and
curriculum.
Models and provides
instruction on skills that
develop resiliency and
support intellectual and
emotional safety.
Students take risks, offer
opinions, and share
alternative perspectives
I used a Brain Pop Jr.
video to introduce to
concept of online safety.
Although my students
don’t necessarily use the
iPads to research I felt it
was important for them
to learn about it
10/20/18.
Integrating Innovating
Integrates support for Shares responsibility with
students to take risks and the students for the
offer respectful opinions establishment and
about divergent maintenance of a safe
viewpoints. physical, intellectual, and
emotional environment
focused on high quality
and rigorous learning.
Engages in reflection on
their own language and
behavior that contributes
to intellectual and
emotional safety in the
classroom.
Students demonstrate
resiliency in perseverance
Students develop and for academic
practice resiliency skills achievement.
and strategies to strive for Students maintain
academic achievement, intellectual and emotional
and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.
Domain 1 Fostering a
Collaborative culture
to support educator
development and
student learning-
When reading aloud
to students we tend
to do a lot of
predicting what will
occur in the story. I
like to call randomly
because it gives all
my students a
chance. We have
discussed the
importance of not
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
so that they don’t run into laughing at
each other while playing. classmate’s opinions
5/3/18
and how it is ok to
Students are aware that think differently. This
when safety rules are helps the classroom
broken there are climate to feel safe.
consequences because 4.12.19
they can put themselves
and others in danger.
5/3/18 Students love to
share what they
Students know what predict will happen
applications are available in the story but some
to them. Our Tech teacher
has uninstalled the feel shy to tell what
YouTube app because they think will
many kids use that to happen and therefore
watch videos. Students repeat what a peer
enjoy using the iPads so
had already said. I try
they know to be
responsible when using it. to have my students
10/20/18 elbow share their
ideas before speaking
a loud so they feel
comfortable sharing
aloud. 4.12.19

Element 2.4 Emerging Exploring Applying Integrating Innovating

Creating a rigorous Focuses the rigor of the Strives for a rigorous Develops a rigorous Integrates rigor Facilitates a rigorous
learning learning environment on learning environment learning environment throughout the learning learning environment in
environment with accuracy of answers and that includes accuracy, that includes accuracy, environment that values which students take
high expectations completion of learning understanding, and the analysis, problem accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting solving, and appropriate critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. levels of challenge. and thinking. research, analysis and
students 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 technologies learning.
expectations for students. while becoming aware of understanding of throughout instruction Supports students to
achievement patterns for achievement patterns, that support the full range utilize an extensive
individuals and groups of and uses scaffolds to of learners in meeting high repertoire of
students. address achievement expectations for differentiated strategies
gaps. achievement. to meet high expectations.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students ask for
teacher support to
understand or complete
learning tasks.
Evidence Students know to raise
their hand to bring
awareness to me. My Els
will just sit there until I
get to them. 9/19/17
Some individuals and
groups of students work
with the teacher to
support accuracy and
comprehension in their
learning.
Sometimes I feel that I’m
too hard on my students
and have to step back and
realize that they are only
kindergarteners and for
some, it might be their
first year. I really do
maintain high
expectations for all my
students. 9/19/17
Some students participate
more than others and I
am really able to see what
those students
comprehend and
learning. I try my best to
use randomization when
calling on students.
Students that are shy to
speak, I will help by
guiding them through
their sentence frame.
5/3/18
In small group I get to
work closely with my
students and differentiate
my instruction a lot more.
Students are leveled in
groups and it helps me
focus on bettering certain
skills. Students feel a lot
more comfortable when
working in small group.
10/22/18
Students engage in a Students actively use Students take
variety of differentiated supports and challenges to responsibility to fully
supports and challenges complete critical reading, utilize teacher and peer
in ways that promote writing, higher order support, to achieve
their accuracy, analysis, thinking, and problem consistently high levels of
and problem solving in solving across subject factual and analytical
learning. matter. learning.
I hold high expectation Online safety is very
for all my students important to me, hence the
including my transitional reason why our iPads do
kinder students. This is not have kids YouTube
their first year of school access or YouTube. Many
and I don’t shy away students tell me that they
from teaching them use them at home with
adding (example). their parents. I have
Instead I work closely explained the differences
with them in learning to between at home and in
add with number 1-3. By school activities. 4.12.19
doing that, I scaffold and
push them to work a
little harder. 3 of the TK
students are able to add
the same math problems
that the Kinder students
are working on. 5/3/18
In order to maintain safe
online environments, I
monitor my students
when they use the ipads.
They sit in an area near
me where I can see what
they are doing. They
have seen videos about
internet safety. ISTE 6b
Manage use of
technology and student
learning strategies in
digital platforms, virtual
environments, hands-on
makerspaces or in the
field. 10/22/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.5 Emerging Exploring Applying Integrating Innovating

Developing, Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
communicating, and rules, and consequences with some student including culturally expectations, positive environment using
maintaining for individual and group involvement. responsive instruction to supports, and systems that ensure
high standards for behavior. Communicates, models develop and maintain consequences for students take an active
individual and group and explains expectations high standards for individual and group role in monitoring and
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. across learning activities. standards for individual
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. behavior and
reinforcement. participation.
Students are aware of
classroom rules and Students know Students follow behavior Students respond to Students demonstrate
consequences. expectations for behavior expectations, accept individual and group positive behavior,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and consequences and
respond to guidance in
following them.
In the mornings in whole Expectations are
class discussion we discussed before
review our rules and the instruction. I model to the
students know their students what I expect
negative points on from them in each group
classdojo for bad during rotations. 9/19/17
behaviors. 9/19/17
On classdojo, I created
negative points for
behavior in groups.
Rotations are something
that is fairly new to them
so I am really beginning
to enforce. 9/19/17
Every morning during our
morning calendar time,
Evidence students repeat our
classroom rules. Before a
lesson/ activity I discuss
the expectations. 5/3/18
Students are more aware
of their actions and know
the consequences of
sitting out if work isn’t
completed during their
rotation time. They also
know that their parents
are informed of their
actions. 5/3/18
Element 2.6 Emerging Exploring
consequences and behaviors and encourage consistent participation
increase positive and support each other to and are valued for their
behaviors. make improvements. unique identities.
Students know that when
they don’t turn in
homework on Friday’s
they miss out on Social
play. During that time
they have to work on
completing the
homework. Many of them
have realized that they
don’t want to miss out on
that time and remember
to complete and turn in
their homework. 5/3/18
I like to incorporate the
online materials of our
school curriculum into
my lessons. Instead of
physically showing
students the vocabulary
card, I use the online
resource that shows a
picture, reads the word +
sentence, and sometimes
shows a video.10/22/18
Students like to listen to
the online portion
because it includes songs
and games. Some games
include creating sentence,
and reading fluency
timed. It allows them to
be very interactive and
also gives them a break
from hearing my voice.
10/22/18
Applying Integrating Innovating
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. learning climate. promotes learning.
9/19/17
Evidence Prior to every lesson, I currently have one Students know our daily I use Class dojo to
norms are established. student whom is very routine and procedures. encourage positive
Students know that there disruptive. At first, I By now they know how to behavior and to quickly
are moments to discuss would respond to rotate in the classroom a communicate with
answers with a partner or negative behavior right lot more effectively than parents. I recently started
when they need to listen. away and now I’m trying when we first started at using the digital students
9/19/17 to ignore the behaviors the beginning of the year. portfolio and students
and address after I 5/3/18 share their work with
complete teaching the their parents. 10/20/18
lesson. 9/19/17 I provide positive
reinforcement to students
When students receive daily through rotation.
positive points I When students are being
automatically input it in disruptive I don’t like to
classdojo and the stop in the middle of my
students hear the positive lesson. Instead, I make
sound ring that it makes. eye contact with them or
They know when walk near them. It gets
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
someone is receiving them to stop their
negative points as well. behavior and I then speak
9/19/17 to them quietly without
their peers around.
5/3/18

In the rotations, when

students get to my station
I check their work to see
if it is correct. In that
time, I also provide
feedback to the students
with the work they have
completed. If it is done
correctly, a happy face
goes on the paper. If it
wasn’t done correctly, I
discuss with the student
what needs to be worked
on and then I write a note
on the paper for parents
to read and work on at
home. 5/3/18

Students are attentive to

the noises made by Class
dojo for positive or
negative behaviors. They
know that a certain
amount of points can get
them an incentive.
10/20/18

Element 2.7 Emerging Exploring Applying Integrating Innovating

Using instructional Paces instruction based Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
time to optimize on curriculum guidelines. some consideration of students to provide include ongoing facilitates instruction and
learning 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
lessons. activities and closure. instructional time.

Some students complete Students complete Students participate in Students use their Students monitor their
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning activities in time learning activities and, as
allotted. needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion.
Evidence I pace my instruction in
consideration of my
student’s responses and
how they complete the
problems. When I see that
students are struggling
manipulative is brought
out for them to use.
9/19/17
If students have yet to
complete an assignment, I
give them time during our
read aloud to complete it
our during our morning
work. 9/19/17
During rotations if
students are struggling in
completing a worksheet
they have the opportunity
to complete the
worksheet after lunch
with one-to-one
assistance or take it home
and return it the next day.
5/3/18
and complete a variety of
learning activities in the
time allotted with options
for extension and review.
I specifically leave a space
in my instruction to make
adjustments for students
that need extra support.
Throughout my lesson I
pause and check for
understanding. When I
noticed that I don’t
receive a lot
feedback/participation
from my students I stop
to take a brain break.
5/3/18
Students see more at ease
when taking an
assessment online. It
allows them to focus only
on what the screen is
showing them, see their
results faster, and see
what they missed.
10/20/18.
instructional time to
engage in and complete
learning activities and are
prepared for the next
sequence of instruction.
I currently tried out the
ESGI software for
assessments and it has
helped me become
paperless as well as
progress monitor my
students 10/20/18.
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.
Propositon 3
Teachers are
responsible for
managing and
monitoring student
learning- I have
found that it is better
to over plan than to
not have enough.
Students can quickly
pick up on things and
therefore I tend to
plan to have extra. I
have come to realize
that it’s not just the
students sometimes
but also events
within the school that
can make lesson
plans be changed.
Adjustments have to
be made and lessons
will have to be
implemented
differently and
accordingly then.
4.12.19
Students are aware
when we don’t finish
our work. They know
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
it can be done at a
later time or can be
practiced at home
with an adult. 4.12.19