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. 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.
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I apply diverse problem-
solving techniques such Every group project now
as recess-buddies to requires a self-reflection.
maintain positive Students are required to
classroom culture. I take responsibility in
model techniques of their role as a teammate
respect and supports as well as to inform the
Evidence students to take leading teacher of any issues with
roles creating classroom other students. All
expectations. We honor conflicts must be
differences in my attempted to be resolved
classroom and identify by the students before
that those are what make they approach the teacher
us unique. through the
communication skills
taught to them
throughout the semester.
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 05/05/19
7/19/18 Teacher Leader Standards
The classroom Domain 2a: Assists
environment is structured colleagues in accessing
to empower each and using research in
students’ learning order to select
through self-made and appropriate strategies to
specially crafted activities. improve student learning.
The students assess For the Cardboard
themselves, each other, Challenge Day, I gave my
support ideas, and create colleagues the access to
new approaches to their the research by our SDE
learning. speaker as well as all of
the resources Carolyn
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
12/04/18 Alexander gave us access
Students now use Google to. I held a training for my
Docs as a means to colleagues to learn from
communicate, share ideas, this professional
edit, and collaborate in a development and to
live feed of information practice the different
where they can approach ways to introduce STEAM
their learning in a novel to students in order to
way. improve the physical
learning environment. In
order for my students to
excel to the innovating
level, my students will
need to change the design
of the learning
environment by having a
hand in planning the
format of the yoga and
mindfulness exercises.
Students will help create
the environment into a
yoga friendly space and
make their own flows.
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.
Establishing and curriculum. Engages in reflection on
maintaining learning Explores strategies to their own language and
environments that establish intellectual and Models and provides behavior that contributes
are physically, emotional safety in the instruction on skills that to intellectual and
intellectually, and classroom. develop resiliency and emotional safety in the
emotionally safe support intellectual and classroom.
emotional safety. Students demonstrate
Students are aware of resiliency in perseverance
required safety Students follow teacher Students develop and for academic
procedures and the guidance regarding Students take risks, offer practice resiliency skills achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive for Students maintain
rational for maintaining self or others. alternative perspectives academic achievement, intellectual and emotional
safety. and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom.

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I establish clear
expectations and routines
from the first day and
continuously apply them.
I use difficult situations as
Evidence learning opportunities for
all students.

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The students learn to
always do their personal
best and to develop a
growth mindset.
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
Creating a rigorous maintaining high expectations for students for students. Has an scaffolds and learning.
learning expectations for students. while becoming aware of understanding of technologies throughout Supports students to
environment with achievement patterns for achievement patterns, instruction that support utilize an extensive
high expectations individuals and groups of and uses scaffolds to the full range of learners repertoire of
and appropriate students. address achievement in meeting high differentiated strategies
support for all gaps. expectations for to meet high expectations.
students achievement.
Some students ask for Some individuals and Students engage in a Students take
teacher support to groups of students work variety of differentiated Students actively use responsibility to fully
understand or complete with the teacher to supports and challenges supports and challenges utilize teacher and peer
learning tasks. support accuracy and in ways that promote to complete critical support, to achieve
comprehension in their their accuracy, analysis, reading, writing, higher consistently high levels of
learning. and problem solving in order thinking, and factual and analytical
learning. problem solving across learning.
subject matter.

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The WASC Accreditation
Team commended my
scaffolding during
observation. I
appropriately challenge
students which is evident
in their test results
Evidence (scoring above average).

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My students are
challenged to complete
above grade-level
activities that challenge
them without
overwhelming them.
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
Developing, and group behaviors.
communicating, and Refers to standards for Reviews standards for Utilizes routine Guides and supports
maintaining behavior and applies behavior with students in references to standards students to self-assess,
high standards for consequences as needed. single lessons or for behavior prior and monitor, and set goals for
individual and group sequence of lessons in during individual and individual and group
behavior anticipation of need for group work. behavior and
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. make improvements. unique identities.

Evidence
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I use whole group and
individual goals as well as
behavior systems to
facilitate a positive
environment for students.
A marble jar, clip chart,
and class dojo are all used
to accumulate positive
points for being citizens
of the classroom.

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Students are rewarded for
their creativity, sharing
with the class, and for
positive behaviors. They
are also given many
avenues to show their
thinking through group
chats, partner work,
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
written work, oral share,
post-it thoughts, and etc.

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. development and Maintains a quality on maximizing learning.
can learn 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.
Responds to disruptive behaviors and responds behavior supports. Promotes positive
behavior. to disruptive behavior. Responds appropriately behaviors and Promotes positive
to behaviors in ways that consistently prevents or behaviors and
lessen disruptions to the refocuses behaviors establishes preventions
learning climate. disruptive to the learning and a positive classroom
Students participate in climate. climate that eliminate
routines, procedures, and most disruptive
norms and receive behavior.
reinforcement for positive
Students are aware of Students receive behaviors.
procedures, routines, and correction for behavior Students are involved in
classroom norms. that interferes with Students receive timely assessment and Students share
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence
Element 2.7 Emerging
Using instructional Paces instruction based
time to optimize on curriculum guidelines.
learning Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Some students complete
learning activities in time
allotted.
learning, and positive
reinforcement in
following routines,
procedures, and norms.
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
Students complete
learning activities and, as
needed, may receive some
and effective feedback monitoring of routines, responsibility with
and consequences for procedures, and norms in teacher for managing
behaviors that interfere ways that improve the and maintaining a
with learning. learning climate. positive classroom
climate that promotes
learning.
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I set a specific set of
rules with the class from
the first day. Students
are a part of the process
and monitor themselves
throughout the year.
They use self-reflection,
a personal clip-chart,
partner talk on behavior,
and etc.
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Students create a rule
book on how to create a
positive classroom
climate in order to
promote their learning
and to feel personally
invested in their
learning.
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time. Students monitor their
own time, are engaged in
Students participate in Students use their accomplishing learning
and complete a variety of instructional time to goals, and participate in
learning activities in the engage in and complete reflection, self-
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
adjustments of time time allotted with options learning activities and are assessment, and goal
allotted for tasks or for extension and review. prepared for the next setting.
expectations for sequence of instruction.
completion.

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Daily instructions are
prepared in advance with
supplemental, supportive
resources. Lessons end
with wrap-up and an exit
goal.

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Students are aware of
lesson goals because it is
verbalized and written on
the white board. They are
also given timers for each
activity and assess how
Evidence they did on projects and
assignments.

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National Board of
Professional Teacher
Standards Proposition
2.7: Teachers Generate
Multiple Paths to
Knowledge.
The newest methods of
teaching are researched
to generate multiple paths
of knowledge in order to
maximize instructional
time to its full potential.