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. 6/24/18 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 10/28/18 5/7/19 community where
respectfully
designed to promote of differences. 6/24/18 student’s home culture is
caring, fairness, and 10/28/18 12/12/18 Students take included and valued.
respect. 5/7/19 responsibility resolving Students communicate
conflicts and maintaining with empathy and
a caring classroom understanding in
community. Students interactions with one
promote respect and another.
appreciation for
differences.
Evidence -Using Responsive -I support students in
Classroom strategies, problem-solving and
teacher and students address issues both
collaboratively create before and after they
class agreements (rules) arise. For example,
framed in positive teaching acceptance of
language (Be Kind, Be gender nonconformity.
Safe, etc.) 6/24/18 10/28/18 12/12/18
5/7/19
-Teacher models expected
behavior (kindness, -I model positive
respect, caring, etc.) behavior, including taking
6/24/18 responsibility and
apologizing when called
-Teacher focuses on for. 10/28/18 12/12/18
equity in student 5/7/19
participation (using name
sticks, tracking shares
with checklists, etc.)
6/24/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
-Students learn explicit
lessons on treating others
with kindness and
respect, apologizing,
demonstrating empathy,
solving conflicts 6/24/18
10/28/18 12/12/18

-Students are encouraged

throughout the year to
use “I-messages” to
problem solve 6/24/18
10/28/18 12/12/18

I’ve begun to do more

Council which helps with
problem solving. When an
issues arises, we do a
problem-solving circle in
which students get to
share their perspective on
the problem and ideas for
how to make repairs.
5/7/19
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. 6/24/18 artifacts that are current learning. Ensures that
Structures for interaction and integral to environments enhance
Is aware that structured are taught in single Utilizes a variety of instruction. 10/28/18 learning and reflect
interaction between lessons or sequence of structures for interaction 12/12/18 5/7/19 diversity within and
Creating physical or
students can support lessons to support during learning activities Integrates a variety of beyond the classroom.
virtual learning
learning. student learning. that ensures a focus on structures for interaction
environments that
and completion of that engage students Selects from a repertoire
promote student
learning tasks. 6/24/18 constructively and of structures for
learning, reflect
productively in learning. interaction to ensure
diversity, and
10/28/18 12/12/18 accelerated learning for
encourage
5/7/19 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. 6/24/18 constructive social and monitoring and
academic interactions. assessment of
10/28/18 12/12/18 interactions to improve
5/7/19 effectiveness and develop
a positive culture for
learning.
Evidence -Visual resources are -Desks are arranged to -Class library includes
displayed for student use encourage student books on a diverse range
(Alphabet chart, Math interaction 6/24/18 of people, cultures,
strategies, punctuation holidays, and traditions.
rules, etc.) 6/24/18 -Various ways to interact 10/28/18 12/12/18
and discuss are explicitly 5/7/19
-Students frequently taught (Mix Pair Share,
engage in interaction – Turn & Talk, Silent -I draw from Culturally
talking, discussing, Appointment, etc.) Responsive Teaching &
sharing, and working in 6/24/18 Learning to use a variety
pairs or small groups of strategies for sharing
6/24/18 -Student work is ideas, partnering, and
displayed neatly 6/24/18 moving. 10/28/18
12/12/18 5/7/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
-I recently taught a lesson
on how to successfully
collaborate. 10/28/18
12/12/18
5/7/19
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. 6/24/18
Establishing and
maintaining learning Explores strategies to
environments that establish intellectual and
are physically, emotional safety in the
intellectually, and classroom. 6/24/18
emotionally safe
Students are aware of
required safety
procedures and the Students follow teacher
school and classroom guidance regarding
rational for maintaining potential safety issues for
safety. self or others. 6/24/18
Evidence -Classroom is clean and
physically safe 6/24/18
-Safe behavior
expectations are clear and
unsafe behavior is
addressed 6/24/18
-Respectful and kind
behavior is clearly
defined 6/24/18
-Students usually adhere
to classroom norms of
safety and respect
6/24/18
Applying Integrating Innovating
Anticipates and reduces Integrates support for Shares responsibility with
risks to physical, students to take risks and the students for the
intellectual, and offer respectful opinions establishment and
emotional safety using about divergent maintenance of a safe
multiple strategies that viewpoints. 5/7/19 physical, intellectual, and
include examining biases emotional environment
in the learning focused on high quality
environment and and rigorous learning.
curriculum. 10/28/18 Engages in reflection on
12/12/18 their own language and
behavior that contributes
Models and provides to intellectual and
instruction on skills that emotional safety in the
develop resiliency and classroom. 10/28/18
support intellectual and 12/12/18 5/7/19 Students demonstrate
emotional safety. resiliency in perseverance
for academic
Students develop and achievement.
Students take risks, offer practice resiliency skills Students maintain
opinions, and share and strategies to strive for intellectual and emotional
alternative perspectives. academic achievement, safety for themselves and
10/28/18 and establish intellectual others in the classroom.
and emotional safety in
the classroom. 12/12/18
5/7/19
-I am engaging in Anti- Students recently
Bias PD through my completed a self-
school. 10/28/18 reflection in which
12/12/18 several said they like
math “because they can
-I teach Social Emotional make mistakes” which
Learning lessons on “helps my brain grow.”
optimism, perseverance, 5/7/19
and accepting differences.
10/28/18 12/12/18 -I reflect regularly on the
cultural climate of my
-Students are beginning classroom and how to
to take risks and improve it. 10/28/18
demonstrate bravery in 12/12/18 5/7/19
thinking outside the box,
and sharing differing -After a series of lessons
viewpoints. 10/28/18 on growth mindset,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
-Respectful language for students are
disagreement is explicitly demonstrating more
taught and practiced perseverance and taking
6/24/18 ownership over their
achievement. 12/12/18
5/7/19

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 solving, accuracy, analysis, and leadership in learning.
and appropriate tasks. importance of meeting and appropriate levels of critical reading, writing Fosters extended studies,
support for all Is aware of the targeted learning goals. 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 learning.
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
individuals and groups of and uses scaffolds to the full range of learners repertoire of
students. address achievement in meeting high differentiated strategies
gaps. 6/24/18 10/28/18 expectations for to meet high expectations.
12/12/18 achievement. 5/7/19
Some students ask for Some individuals and Students take
teacher support to groups of students work Students engage in a Students actively use responsibility to fully
understand or complete with the teacher to variety of differentiated supports and challenges utilize teacher and peer
learning tasks. support accuracy and supports and challenges to complete critical support, to achieve
comprehension in their in ways that promote reading, writing, higher consistently high levels of
learning. their accuracy, analysis, order thinking, and factual and analytical
and problem solving in problem solving across learning.
learning. 6/24/18 subject matter.
10/28/18 12/12/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
5/7/19

-Teacher has high I’ve been more strategic

expectations for all
students and
communicates this
6/24/18 10/28/18
12/12/18
-English Language
Learners and students
with learning disabilities
are provided with
scaffolds and supports to
help them achieve
6/24/18 10/28/18
12/12/18
-High achieving students
Evidence are given challenges to
support further growth
6/24/18 10/28/18
12/12/18 5/7/19
in my use of scaffolds this
year. I’ve been using
Thinking Maps as a way
to help students organize
their thinking before
writing. I also have been
using a document created
by my school on “lines of
growth” (a progression of
skills) to target students’
needs. I am conducting
“strategy groups” to
target specific skills such
as retelling, identifying
importance, and inferring.
5/7/19

-Weekly math challenges

are always available to all
students which sends the
message that all students
are capable of challenging
work 6/24/18 10/28/18
12/12/18 5/7/19

-Used adaptive app

DreamBox to target needs
of individual students.
10/28/18 5/7/19

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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
for individual and group individual and group behavior within and maintaining high
behavior. 6/24/18 behavior. 10/28/18 across learning activities. standards for individual
12/12/18 5/7/19 and group behaviors.
Refers to standards for Reviews standards for Guides and supports
behavior and applies behavior with students in Utilizes routine students to self-assess,
consequences as needed. single lessons or references to standards monitor, and set goals for
sequence of lessons in for behavior prior and individual and group
anticipation of need for during individual and behavior and
behavior reinforcement. group work. 6/24/18 participation. 10/28/18
Students are aware of 12/12/18 5/7/19
classroom rules and Students know Students demonstrate
consequences. expectations for behavior Students follow behavior Students respond to positive behavior,
and consequences and expectations, accept individual and group consistent participation
respond to guidance in consequences and behaviors and encourage and are valued for their
following them. 6/24/18 increase positive and support each other to unique identities.
behaviors. 10/28/18 make improvements.
12/12/18 5/7/19

Evidence -Classroom rules are -I use positive -After Parent-Teacher

developed through reinforcement, modeling, conferences, I met with
Responsive Classroom and culturally responsive students to discuss their
process, in collaboration teaching to develop and behavior/learning goals
with students. 6/24/18 maintain high for themselves. 10/28/18
expectations for behavior. 12/12/18 5/7/19
-Students demonstrate 10/28/18 12/12/18
clear understanding of 5/7/19 -Each week we set a class
behavioral expectations. goal to work towards,
6/24/18 -Reinforcing and such as “one voice at a
reminding language is time.” 12/12/18 5/7/19
-Positive student used frequently,
behavior is rewarded especially before We have been holding
(Class goal is identified activities requiring a lot problem-solving
and class earns marbles of independence (Literacy “Councils” to identify
as a whole to work Centers for example) group behaviors and
towards collective 6/24/18 make improvements.
reward). 6/24/18 5/7/19
-Redirecting language is
used as needed. 6/24/18

-Students generally
adhere to classroom rules
and expectations. Teacher
holds students
accountable for behavior,
both individually and as a
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
group. 10/28/18
12/12/18

Element 2.6 Emerging Exploring Applying Integrating Innovating

Employing classroom Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines, procedures, routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
norms, and supports single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
for positive behavior student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
to ensure a climate in some student students in the are culturally responsive. and procedures focuses
which all students involvement. 6/24/18 development and Maintains a quality on maximizing learning.
can learn monitoring of norms. learning climate that Classroom climate
10/28/18 12/12/18 builds on student integrates school
strengths. 5/7/19 standards and culturally
Seeks to promote positive relevant norms.
Responds to disruptive behaviors and responds Provides positive Promotes positive
behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
Responds appropriately consistently prevents or behaviors and establishes
to behaviors in ways that refocuses behaviors preventions and a positive
lessen disruptions to the disruptive to the learning classroom climate that
learning climate. climate. 10/28/18 eliminate most disruptive
Students participate in 12/12/18 5/7/19 behavior.
routines, procedures, and
norms and receive Students are involved in
Students are aware of Students receive reinforcement for positive assessment and
procedures, routines, and correction for behavior behaviors. 6/24/18 monitoring of routines, Students share
classroom norms. that interferes with procedures, and norms in responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
learning, and positive Students receive timely ways that improve the teacher for managing and
reinforcement in and effective feedback learning climate. 5/7/19 maintaining a positive
following routines, and consequences for classroom climate that
procedures, and norms. behaviors that interfere promotes learning.
with learning. 6/24/18
10/28/18 12/12/18

-I use Guided Discoveries -Proximity, silent signals,
and Interactive Modeling or quiet reminders are
to establish norms, used to redirect
routines, and procedures misbehavior 6/24/18
and reinforce these with
reinforcing, reminding, -Student-driven behavior
and redirecting language. charts that reinforce
6/24/18 positive behavior are
used for students who
-Positive student really struggle to adhere
behavior is rewarded to classroom norms.
(Class goal is identified 6/24/18
and class earns marbles
as a whole to work -Classroom rules are
Evidence towards collective posted 6/24/18
reward). 6/24/18
-Students know routines
and procedures and can
maintain them in
teacher’s absence
6/24/18
Using app Headspace
daily for “Morning
Meditation” routine to
help students start the
day in a calm and focused
manner. 10/28/18
12/12/18
I ask students what they
feel is going well in our
class and what needs
improvement. They target
behavioral goals as well
as academic areas (“We
need to be more focused
during Writing”) 5/7/19
I use individual behavior
charts when needed
where behavior goals are
framed in the positive.
10/28/18 12/12/18
5/7/19
-I engage students in
creating class behavior
goals and consistently
reinforce positive
behaviors, while
redirecting negative ones.
10/28/18 12/12/18
5/7/19

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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
to optimize learning.
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion. 6/24/18
completion of learning monitoring of
activities and closure. instructional time.
6/24/18 10/28/18 12/12/18
5/7/19 Students monitor their
Students participate in own time, are engaged in
and complete a variety of Students use their accomplishing learning
learning activities in the instructional time to goals, and participate in
time allotted with options engage in and complete reflection, self-
for extension and review. learning activities and are assessment, and goal
10/28/18 prepared for the next setting.
sequence of instruction.
12/12/18 5/7/19

-Options for early -Teacher accurately -I use a timer and track

finishers are provided
(could be more rigorous
and clear) 6/24/18
-Students who need
more time are given it
6/24/18
Evidence
estimates time needed student stamina. We track
to complete activities our progress and work
6/24/18 towards a goal. 10/28/18
12/12/18 5/7/19
-Routines are in place to
make transitions quick -Students complete tasks
and smooth 6/24/18 in a timely manner and
maintain focus during
independent work times.
Students usually
12/12/18 5/7/19
complete tasks in the
time allotted. Extensions
are provided for faster
workers and make-up
time is given to slower
workers. 10/18/18