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 6/29/18 12/9/18 5/5/19
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
a caring community responsive to the diverse Students take leadership
where each student Some students share in Students participate in Students demonstrate cultural norms of in resolving conflict and
is treated fairly and responsibility for the occasional community efforts to be positive, identities of all students. creating a fair and
respectfully classroom community. building activities, accepting, and respectful respectful classroom
designed to promote of differences. Students take community where
caring, fairness, and responsibility resolving student’s home culture is
respect. conflicts and maintaining included and valued.
a caring classroom Students communicate
community. Students with empathy and
promote respect and understanding in
appreciation for interactions with one
differences. 6/29/18 another.
12/9/18 5/5/19
I teach the students to be I work hard to create an
respectful and use their environment where the
manners. Our character students feel safe, happy,
education program is and respected by all. We
very important and the focus on the 6 pillars of
students can earn character (caring,
“character cards” for trustworthiness, respect,
demonstrating the 6 responsibility, fairness,
pillars of character. I give citizenship) and have a
Evidence the students various program where each
responsibilities student works to be a
(individual and as a class) “bucket filler”. We discuss
and post classroom jobs the importance of and
on the board. Students reflect on how to be good
are called at random to citizens in our school
give each student community. Each student
opportunities to has all of the materials
participate in various needed to be successful.
activities. 6/29/18 6/29/18
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 6/29/1812/9/18 5/5/19
environments that learning tasks. that engage students
promote student constructively and Selects from a repertoire
learning, reflect productively in learning. of structures for
diversity, and interaction to ensure
encourage accelerated learning for
constructive and Some students use Students use resources Students use a variety of Students routinely use a the full range of students.
productive available resources in provided in learning resources in learning range of resources in 6/29/1812/9/18 5/5/19
interactions among learning environments environments and environments and learning environments
students during instruction. interact with each other interact in ways that that relate to and enhance Students participate in
to understand and deepen their instruction and reflect monitoring and changing
complete learning tasks in understanding of the their diversity. the design of learning
single lessons or content and develop Students share in environments and
sequence of lessons. constructive social and monitoring and structures for
academic interactions. assessment of interactions.
interactions to improve
effectiveness and develop
a positive culture for
learning. 6/29/18
12/9/18 5/5/19
I encourage students to I provide a wide range of
share their own ideas and up-to-date resources for
opinions brought about the students (anchor
by their diverse cultures charts, academic posters,
and backgrounds. As a etc.) I have a large
class, we work to reflect selection of diverse books
Evidence on how different activities in our classroom library
go, in terms of our respect that reflect the diverse
and cooperation. 6/29/18 world that we live in. I
also display a variety of
work in the classroom
throughout the year. I
vary the arrangement of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
desks throughout the year
to promote different
types of student
collaboration. I also have
students gather on the
carpet or sit in circles for
different activities
(Socratic seminars).
6/29/18

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. 6/29/18 physical, intellectual, and
that impact student safety learning environments. include examining biases 12/9/18 5/5/19 emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum.
Explores strategies to Engages in reflection on
Establishing and
establish intellectual and Models and provides their own language and
maintaining learning
emotional safety in the instruction on skills that behavior that contributes
environments that
classroom. develop resiliency and to intellectual and
are physically,
support intellectual and emotional safety in the
intellectually, and
emotional safety. classroom. 6/29/18 Students demonstrate
emotionally safe
Students are aware of 12/9/18 5/5/19 resiliency in

required safety Students follow teacher perseverance for
procedures and the guidance regarding Students take risks, offer Students develop and academic achievement.
school and classroom potential safety issues for opinions, and share practice resiliency skills Students maintain
rational for maintaining self or others. alternative perspectives. and strategies to strive intellectual and emotional
safety. 6/29/18 for academic safety for themselves and
achievement, and others in the classroom.
establish intellectual and
emotional safety in the
classroom.12/9/18
5/5/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I make my classroom I discuss with the
expectations very clear students how everyone
for the students. I has their own opinions
encourage the students to and model how to
share their thoughts and respectfully share their
opinions in a respectful agreement or
manner. I provide the disagreement with
students with many others. I work with
opportunities to share students on how to reflect
and participate in my on both their positive or
lessons. 6/29/18 negative actions. 6/29/18

I introduced a slideshow
Evidence to my students about the
difference between
tattling and telling. The
students have become
more aware of what they
are doing in the
classroom and how to act
in a way that is kind
thoughtful. I have also
worked hard to help my
students become more
creative and effective
problem solvers in the
classroom. 12/9/18


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
Creating a rigorous completion of learning understanding, and the analysis, problem solving, accuracy, analysis, and leadership in learning.
learning tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
environment with Is aware of the targeted learning goals. challenge. and thinking. research, analysis and
high expectations importance of Works to maintain high Holds high expectations Integrates strategic purposeful use of
and appropriate maintaining high expectations for students for students. Has an scaffolds and learning.
support for all expectations for students. while becoming aware of understanding of technologies throughout Supports students to
students achievement patterns for achievement patterns, instruction that support utilize an extensive
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. expectations for to meet high
achievement. 6/29/18 expectations.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Some students ask for Some individuals and Students engage in a 12/9/18 5/5/19
teacher support to groups of students work variety of differentiated Students take
understand or complete with the teacher to supports and challenges Students actively use responsibility to fully
learning tasks. support accuracy and in ways that promote supports and challenges utilize teacher and peer
comprehension in their their accuracy, analysis, to complete critical support, to achieve
learning. and problem solving in reading, writing, higher consistently high levels of
learning. order thinking, and factual and analytical
problem solving across learning.
subject matter. 6/29/18
12/9/18 5/5/19
I hold high expectations
for my students and make
these expectations clear
to the students. I provide
support and guidance to
all students to help them
meet these expectations.
6/29/18

Evidence We go over the idea of
having a growth mindset
as a class and I work to
model this to the students
for them to understand
that all students can learn
and grow. 6/29/18

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
6/29/18 and group behaviors.
Developing,
Refers to standards for Reviews standards for Utilizes routine 12/9/18 5/5/19
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. individual and group
behavior
reinforcement. behavior and

participation. 6/29/18
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. behaviors. 6/29/18 and support each other to unique identities. 5/5/19
make improvements.
12/9/18
I stress the importance of I work to maintain my I use noise meter apps
making good choices and standards for behavior at that help to monitor
taking responsibility for all times in the classroom. student behavior during
your actions in the I work to quickly address various instructional
classroom. I hold my behavior, both positive times. I have also
students accountable for and negative. Before connected this to our
their actions, which helps having students begin an “Bucket Filling” character
to promote positive assignment or activity, I education program. The
behavior. 6/29/18 have them help me come students respond very
up with ways that they well to this.12/9/18
will proceed and get their
Evidence work done efficiently. I encourage active
Afterwards, I explain my participation in my
expectations so they have classroom by creating an
a clear understanding of environment where my
them. 6/29/18 students know it is alright
to make mistakes and feel
I encourage my students comfortable doing so. I
to be classroom leaders also praise students for
and help others to make showing encouragement
good choices in the and support to other
classroom. Giving out students. This helps to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
character cards to promote positive
students displaying behaviors in my
exceptional behavior has classroom. 5/5/19
helped a lot this year.
12/9/18

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
Employing classroom
strengths. 6/29/18 standards and culturally
routines, procedures,
Seeks to promote positive Provides positive 12/9/18 5/5/19 relevant norms.
norms, and supports
Responds to disruptive behaviors and responds behavior supports.
for positive behavior
behavior. to disruptive behavior. Responds appropriately Promotes positive Promotes positive
to ensure a climate in
to behaviors in ways that behaviors and behaviors and establishes
which all students
lessen disruptions to the consistently prevents or preventions and a
can learn
learning climate. refocuses behaviors positive classroom

Students participate in disruptive to the learning climate that eliminate
routines, procedures, and climate. 6/29/18 most disruptive behavior.
norms and receive 12/9/18 5/5/19
reinforcement for
Students are aware of Students receive positive behaviors.
procedures, routines, and correction for behavior Students share
classroom norms. that interferes with Students receive timely responsibility with
learning, and positive and effective feedback Students are involved in teacher for managing and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
reinforcement in and consequences for assessment and maintaining a positive
following routines, behaviors that interfere monitoring of routines, classroom climate that
procedures, and norms. with learning. 6/29/18 procedures, and norms in promotes learning.
12/9/18 5/5/19 ways that improve the
learning climate.
I work to address and At the beginning of the
provide feedback and school year, I establish
consequences for both and explain classroom
positive and negative rules and model routines
behavior, in regards to and procedures that are
classroom expectations, to be followed on a daily
quickly and in a basis (sharpening pencils,
respectful manner. using the restroom,
Evidence 6/29/18 turning in homework,
unpacking and packing
up, etc.). The students
have a clear
understanding of my
expectations and know
that they are to be met
even when I am not there.
6/29/18



















Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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
lessons. activities and closure. instructional time.
Using instructional
6/29/18 12/9/18 5/5/19
time to optimize
Some students complete Students complete Students monitor their
learning
learning activities in time learning activities and, as Students participate in Students use their own time, are engaged in

allotted. needed, may receive and complete a variety of instructional time to accomplishing learning
some adjustments of time learning activities in the engage in and complete goals, and participate in
allotted for tasks or time allotted with options learning activities and are reflection, self-
expectations for for extension and review. prepared for the next assessment, and goal
completion. 6/29/1812/9/18 sequence of instruction. setting.
5/5/19

When planning my I work to plan and create
instruction and activities, opportunities for
I work to allot the reflection and additional
appropriate amount of support at the end of my
time for students to gain a lessons. I also make sure
good understanding of to give myself enough
the concepts and ideas time to fully cover a
being taught. I adjust my concept and make
schedule based on my additional time for review
observations and when needed. 5/5/19
monitoring of the
students’ understanding I have my students
Evidence and am able to move on participate in centers and
when I feel that most other hands-on activities
students are ready. when they have mastered
6/29/18 various concepts. 5/5/19

I give students the
opportunity to finish
assignments at a later
time, when needed. I also
provide additional
learning opportunities for
fast-paced workers.
6/29/18