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

Element 2.1 Emerging Exploring Applying Integrating Innovating

Models and communicates Models fair and Reinforces positive, Develops shared Facilitates student self-
expectations for fair and respectful behavior. responsible, and respectful responsibility with reflection and ongoing
respectful behavior to Demonstrates student interactions. students for resolving improvement of the caring
support social commitment to fairness Assists students to resolve conflict and creating and community based on
development. and respect in conflicts. maintaining a caring respect, fairness, and the
communications with Incorporates cultural classroom community. value of all members.
students about language awareness to develop a Supports students in
and behavior. positive classroom climate. taking leadership in
Seeks to understand developing a caring
Promoting social
cultural perceptions of Students demonstrate community that is Students take leadership in
Development and
Some students share in caring community. efforts to be positive, responsive to the diverse resolving conflict and
responsibility within
responsibility for the accepting, and respectful cultural norms of creating a fair and
a caring community
classroom community. Students participate in of differences. identities of all students. respectful classroom
where each student is
7/15/23 occasional community 12/2/23 7/15/23 community where student’s
treated fairly and
building activities, 4/24/24 home culture is included
respectfully
designed to promote and valued. Students
caring, fairness, and Students take communicate with empathy
respect. responsibility resolving and understanding in
conflicts and maintaining a interactions with one
caring classroom another.
community. Students
promote respect and
appreciation for
differences.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I expect all students in I try to model to my
my classroom to share students on how they
in responsibility for could be problem
the classroom solvers in and outside
community. All of the classroom. If
students have a they come across a
classroom job and we conflict, I try to walk
rotate on a weekly them through without
basis. I also verbally trying to resolve the
explain to the conflict myself. Unless
students that I expect an adult involvement
Evidence
them to be is absolutely required.
responsible for their 7/15/23
own learning.
7/15/23 Every year, I make it
my goal to allow my
students to feel safe
and comfortable in my
classroom. I believe
this is a basic need
that allows students
to learn and grow in a
classroom.
4/24/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the importance Experiments with and/or Develops physical Maintains physical Adapts physical and/or
of the physical and/or virtual learning environments that reflect environments that reflect environments flexibly to
virtual learning environments that support student diversity and student diversity and facilitate access to a wide
environments that support student learning. provide a range of provides a broad range of range of resources that
student learning. resources for learning. resources, displays, and engage students in
artifacts that are current learning. Ensures that
Is aware that structured Structures for interaction Utilizes a variety of and integral to instruction. environments enhance
interaction between are taught in single lessons structures for interaction learning and reflect
students can support or sequence of lessons to during learning activities Integrates a variety of diversity within and
Creating physical or
learning. support student learning. that ensures a focus on structures for interaction beyond the classroom.
virtual learning
and completion of learning that engage students
environments that
tasks. constructively and Selects from a repertoire
promote student
productively in learning. of structures for
learning, reflect
interaction to ensure
diversity, and
accelerated learning for
encourage
Some students use Students use resources Students routinely use a the full range of students.
constructive and
available resources in provided in learning Students use a variety of range of resources in
productive
learning environments environments and interact resources in learning learning environments Students participate in
interactions among
during instruction. with each other to environments and interact that relate to and enhance monitoring and changing
students
understand and complete in ways that deepen their instruction and reflect the design of learning
learning tasks in single understanding of the their diversity. environments and
lessons or sequence of content and develop 4/24/24 structures for interactions.
lessons. 7/15/23 constructive social and Students share in
academic interactions. monitoring and
12/2/23 assessment of interactions
to improve effectiveness
and develop a positive
culture for learning.

When I see students using Since post Covid and

resources provided and distance learning, I try
implementing them, this to integrate a balance of
tells me that students both physical and
have comprehended the
virtual learning
material. Resources
Evidence
provided need to be grade
environments. When
level appropriate. assigning a task, I mix
7/15/23 it up between paper and
pencil and digital
submission of
assignments. 4/24/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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 emotional offer respectful opinions establishment and
district, and state. interactions, and the safety using multiple about divergent maintenance of a safe
Responds to behaviors organization of the strategies that include viewpoints. physical, intellectual, and
that impact student safety learning environments. examining biases in the emotional environment
as they arise. learning environment and focused on high quality
curriculum. and rigorous learning.
Engages in reflection on
Establishing and
Explores strategies to Models and provides their own language and
maintaining learning
establish intellectual and instruction on skills that behavior that contributes
environments that
emotional safety in the develop resiliency and to intellectual and
are physically,
classroom. 7/15/23 support intellectual and emotional safety in the
intellectually, and
emotional safety. classroom. 4/24/24
emotionally safe
12/2/23 Students demonstrate
Students are aware of resiliency in perseverance
required safety Students follow teacher Students take risks, offer Students develop and for academic achievement.
procedures and the school guidance regarding opinions, and share practice resiliency skills Students maintain
and classroom rational for potential safety issues for alternative perspectives and strategies to strive for intellectual and emotional
maintaining safety. self or others. academic achievement, safety for themselves and
and establish intellectual others in the classroom.
and emotional safety in
the classroom.

SEL lessons were Last year we had a

implemented at my Social Emotional
school last year using Learning curriculum
the Friendzy that helped teachers to
curriculum. There was provide a safe and
a goal/catch phrase for healthy learning
each month that environment for
Evidence
students focused on. students on campus.
After Covid, the school This year we are using
wanted students to a different approach
have emotional safety using Kettle Groups
in the classrooms. and it’s had positive
7/15/23 outcomes compared to
September. 4/24/24
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 that learning environment that throughout the learning learning environment in
accuracy of answers and includes accuracy, 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 importance targeted learning goals. challenge. and thinking. research, analysis and
of maintaining high Works to maintain high Holds high expectations Integrates strategic purposeful use of learning.
expectations for students. expectations for students for students. Has an scaffolds and technologies Supports students to
Creating a rigorous while becoming aware of understanding of throughout instruction utilize an extensive
learning environment achievement patterns for achievement patterns, and that support the full range repertoire of
with high individuals and groups of uses scaffolds to address of learners in meeting differentiated strategies to
expectations and students. achievement gaps. high expectations for meet high expectations.
appropriate support achievement.
for all students Some students ask for Students engage in a Students take
teacher support to Some individuals and variety of differentiated Students actively use responsibility to fully
understand or complete groups of students work supports and challenges in supports and challenges utilize teacher and peer
learning tasks. with the teacher to ways that promote their to complete critical support, to achieve
support accuracy and accuracy, analysis, and reading, writing, higher consistently high levels of
comprehension in their problem solving in order thinking, and factual and analytical
learning. 7/15/23 learning. problem solving across learning.
12/2/23 subject matter.
4/24/24

This past school year, I This has always been a

had one EL student and challenge for me.
one student who had a However, this semester
learning disability through implementing
where certain my Teacher Leadership
modifications or Project, I was able to
accommodations were meet the needs of high
Evidence needed. I would work performing/achieving
in a small group with students without
these students. assigning extra busy
7/15/23 work. Through the use
of STEAM projects,
students were able to
be challenged and
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
given the opportunity
to be creative and show
their comprehension of
topic covered in class.
4/24/24

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 high consequences for students take an active
and explains expectations standards for individual individual and group role in monitoring and
for individual and group and group behavior. behavior within and maintaining high
behavior. across learning activities. standards for individual
Utilizes routine references and group behaviors.
Developing,
Refers to standards for Reviews standards for to standards for behavior Guides and supports
communicating, and
behavior and applies behavior with students in prior and during students to self-assess,
maintaining
consequences as needed. single lessons or sequence individual and group monitor, and set goals for
high standards for
of lessons in anticipation work. individual and group
individual and group
of need for reinforcement. behavior and
behavior
participation.
Students know Students follow behavior
Students are aware of expectations for behavior expectations, accept Students respond to Students demonstrate
classroom rules and and consequences and consequences and individual and group positive behavior,
consequences. respond to guidance in increase positive behaviors and encourage consistent participation
following them. 7/15/23 behaviors. and support each other to and are valued for their
12/2/23 make improvements. unique identities.
4/24/24
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
From the first day of This is something I
school, students know struggled with in my
their expectations of first year of teaching.
the behavior, inside This year, I was really
and outside of the able to grow in this
classroom. Students area. Communicating
know actions have expectations for
Evidence consequences. They individual students and
can be good or bad group/whole class has
consequences. been effective. It
7/15/23 motivates those who
are in a group to do
well and not let others
down. 4/24/24

Element 2.6 Emerging Exploring 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 sequence that are culturally on routines, procedures, developing, monitoring,
student learning. of lessons with some responsive and engage and norms in ways that and adjusting routines and
student involvement. students in the are culturally responsive. procedures focuses on
development and Maintains a quality maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
Seeks to promote positive strengths. standards and culturally
behaviors and responds to Provides positive behavior relevant norms.
Responds to disruptive disruptive behavior. supports. Promotes positive
Employing classroom
behavior. 7/15/23 12/2/23 behaviors and consistently Promotes positive
routines, procedures,
Responds appropriately to prevents or refocuses behaviors and establishes
norms, and supports
behaviors in ways that behaviors disruptive to preventions and a positive
for positive behavior
lessen disruptions to the the learning climate. classroom climate that
to ensure a climate in
learning climate. eliminate most disruptive
which all students
Students participate in behavior.
can learn
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for positive Students are involved in
procedures, routines, and correction for behavior behaviors. assessment and Students share
classroom norms. that interferes with monitoring of routines, responsibility with
learning, and positive Students receive timely procedures, and norms in teacher for managing and
reinforcement in following and effective feedback and ways that improve the maintaining a positive
routines, procedures, and consequences for learning climate. classroom climate that
norms. behaviors that interfere promotes learning.
12/2/23 with learning.
4/24/24

Positive behavior is I’ve implemented

acknowledged and student jobs since last
rewarded whereas school year and it’s had
negative behavior is many positive benefits
not dealt with in front to behavior in the
of the entire classroom. It helps
Evidence when students are
classroom. Negative
or disruptive given responsibilities.
behavior is followed 4/24/24
up with appropriate
consequence.
7/15/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based on Paces instruction with Paces instruction with Paces instruction to Paces, adjusts, and fluidly
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 work instruction, checking for learning. Supports
classroom management time and transitions to understanding, students in the monitoring
impact pacing and lessons. optimize learning. completion of learning of instructional time.
7/15/23 activities and closure.
Using instructional Some students complete 4/24/24 Students use their
time to optimize learning activities in time instructional time to Students monitor their
learning allotted. Students complete Students participate in engage in and complete own time, are engaged in
learning activities and, as and complete a variety of learning activities and are accomplishing learning
needed, may receive some learning activities in the prepared for the next goals, and participate in
adjustments of time time allotted with options sequence of instruction. reflection,
allotted for tasks or for extension and review. self-assessment, and goal
expectations for setting.
completion.
12/2/23
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I try to pace my One of the toughest
instruction as best as things in teaching is the
I can but it really battle with time. More
depends on what the often than not, we are
students already always running out of
know about the topic time in class. I love
and is also contingent having students
on student behavior. participate but this
My goal is for often leads to running
Evidence students to transition out of time at the end
from guided practice of class to complete the
to independent lesson as planned. This
practice and is still an area of
implement what growth for me as a
they’ve learned. teacher. 4/24/24
7/15/23