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. (9/25/18) 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
(9/25/18) 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.
The class expectations
are built on the idea of
respect for others and
their access to learning.
Students are encouraged
to participate in the
advancement of others'
learning through group
activities. Because we
Evidence have a culturally diverse
student body, I want to
learn more about the
cultural perceptions that
may influence how
students participate in
our community.
(9/25/18)
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 (9/25/18) resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Utilizes a variety of and integral to environments enhance
Is aware that structured Structures for interaction structures for interaction instruction. learning and reflect
interaction between are taught in single during learning activities diversity within and
Creating physical or
students can support lessons or sequence of that ensures a focus on Integrates a variety of beyond the classroom.
virtual learning
learning. lessons to support and completion of structures for interaction
environments that
student learning. learning tasks. that engage students Selects from a repertoire
promote student
(9/25/18) 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 a variety of Students routinely use a
productive
available resources in resources in learning range of resources in Students participate in
interactions among
learning environments Students use resources environments and learning environments monitoring and changing
students
during instruction. provided in learning interact in ways that that relate to and enhance the design of learning
environments and deepen their instruction and reflect environments and
interact with each other understanding of the their diversity. structures for
to understand and content and develop Students share in interactions.
complete learning tasks in constructive social and monitoring and
single lessons or academic interactions. assessment of
sequence of lessons. interactions to improve
(9/25/18) effectiveness and develop
a positive culture for
learning.
I'm trying this year to
incorporate more group
activities that will
challenge students to
work together to solve
problems. I've tried a few
Evidence so far and have received
positive feedback from
the students. (9/25/18)
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. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. (9/25/18) in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on
Establishing and
their own language and
maintaining learning
Explores strategies to Models and provides behavior that contributes
environments that
establish intellectual and instruction on skills that to intellectual and
are physically,
emotional safety in the develop resiliency and emotional safety in the
intellectually, and
classroom. (9/25/18) support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students develop and perseverance for
procedures and the Students follow teacher Students take risks, offer practice resiliency skills academic achievement.
school and classroom guidance regarding opinions, and share and strategies to strive Students maintain
rational for maintaining potential safety issues for alternative perspectives for academic intellectual and emotional
safety. self or others. (9/25/18) achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
I utilize safe tools (Safe-T
compass, etc.).
Intellectual safety is
maintained through class
norm of respect for all.
Accommodations are
adhered to for all
students. School drills
Evidence and safety lessons are
taken seriously.
(9/25/18)
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
maintaining high expectations for students for students. Has an scaffolds and learning.
Creating a rigorous
expectations for students. while becoming aware of understanding of technologies throughout Supports students to
learning
achievement patterns for achievement patterns, instruction that support utilize an extensive
environment with
individuals and groups of and uses scaffolds to the full range of learners repertoire of
high expectations
students. (9/25/18) address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high
support for all
achievement. expectations.
students
Some students ask for Some individuals and Students engage in a
teacher support to groups of students work variety of differentiated Students actively use Students take
understand or complete with the teacher to supports and challenges supports and challenges responsibility to fully
learning tasks. support accuracy and in ways that promote to complete critical utilize teacher and peer
comprehension in their their accuracy, analysis, reading, writing, higher support, to achieve
learning. (9/25/18) and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

High expectations have

been established school
wide. Lesson materials,
often developed
collaboratively, are
rigorous. Individual
learning environment
requirements are
adhered to. Individual
Evidence support is given both
during and outside of
class time. (9/25/18)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations,
rules, and consequences
for individual and group
behavior. (9/25/18)
Developing,
Refers to standards for
communicating, and
behavior and applies
maintaining
consequences as needed.
high standards for
individual and group
behavior
Develops expectations
with some student
involvement.
Communicates, models
and explains expectations
for individual and group
behavior. (9/25/18)
Reviews standards for
behavior with students in
single lessons or
sequence of lessons in
anticipation of need for
reinforcement. (9/25/18)
Uses multiple strategies Integrates equitable Facilitates a positive
including culturally expectations, positive environment using
responsive instruction to supports, and systems that ensure
develop and maintain consequences for students take an active
high standards for individual and group role in monitoring and
individual and group behavior within and maintaining high
behavior. across learning activities. standards for individual
and group behaviors.
Utilizes routine Guides and supports
references to standards students to self-assess,
for behavior prior and monitor, and set goals for
during individual and individual and group
group work. behavior and
participation.

Students are aware of
classroom rules and
consequences.
Students know
expectations for behavior
and consequences and
respond to guidance in
following them.
(9/25/18)
Students follow behavior Students respond to Students demonstrate
expectations, accept individual and group positive behavior,
consequences and behaviors and encourage consistent participation
increase positive and support each other to and are valued for their
behaviors. make improvements. unique identities.

I do not elicit input from Expectations and

students for class norms.
I realize this is something
I need to do in the future,
especially given the
cultural diversity of our
student body. (9/25/18)
Evidence
consequences are
discussed extensively at
beginning of school year.
Expectations and
consequences are written
and displayed in the class
room all year.
Expectations for group
work are reviewed before
group activities as this is
not (currently) the usual
configuration. (9/25/18)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.6 Emerging
Establishes procedures,
routines or norms for
single lessons to support
student learning.
(9/25/18)
Employing classroom
routines, procedures,
norms, and supports
Responds to disruptive
for positive behavior
behavior.
to ensure a climate in
which all students
can learn
Students are aware of
procedures, routines, and
classroom norms.
As stated previously, I do
not usually get input from
students for class norms
and routines. But I do pay
close attention to details
that I believe will provide
opportunities for all
students to succeed.
Evidence
(9/25/18)
Exploring Applying Integrating Innovating
Develops routines, Maintains regular use of Engages students in Facilitates student
procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons or that are culturally on routines, procedures, developing, monitoring,
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. (9/25/18) development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
builds on student integrates school
Provides positive strengths. standards and culturally
Seeks to promote positive behavior supports. relevant norms.
behaviors and responds Responds appropriately Promotes positive
to disruptive behavior. to behaviors in ways that behaviors and Promotes positive
(9/25/18) lessen disruptions to the consistently prevents or behaviors and establishes
learning climate. refocuses behaviors preventions and a
Students participate in disruptive to the learning positive classroom
routines, procedures, and climate. climate that eliminate
norms and receive most disruptive behavior.
Students receive reinforcement for
correction for behavior positive behaviors.
that interferes with Students are involved in Students share
learning, and positive Students receive timely assessment and responsibility with
reinforcement in and effective feedback monitoring of routines, teacher for managing and
following routines, and consequences for procedures, and norms in maintaining a positive
procedures, and norms. behaviors that interfere ways that improve the classroom climate that
(9/25/18) with learning. learning climate. promotes learning.
I do ask for input from
each student regarding
what I can do in my class
and lessons that will help
them to learn best.
(9/25/18)
I watch for good behavior
and celebrate it. I praise
in public and correct in
private unless many
students are making poor
choices and expectations
must be reviewed.
(9/25/18)
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.7 Emerging Exploring Applying Integrating Innovating

Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
(9/25/18)
Students complete
learning activities and, as
needed, may receive
some adjustments of time
allotted for tasks or
expectations for
completion. (9/25/18)
Paces instruction with Paces instruction to
students to provide include ongoing
adequate time for assessment of student
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
Students participate in Students use their
and complete a variety of instructional time to
learning activities in the engage in and complete
time allotted with options learning activities and are
for extension and review. prepared for the next
sequence of instruction.
Paces, adjusts, and fluidly
facilitates instruction and
daily activities.
Students monitor their
own time, are engaged in
accomplishing learning
goals, and participate in
reflection, self-
assessment, and goal
setting.

Although pacing guides

are suggested by the
district and modified at
each site's content team
level, each teacher does
have flexibility in
tailoring their day-to-day
lessons in order to meet
the needs of their
students. I try to plan
most lessons as a
Evidence combination of direct
instruction and individual
or group work time. I
circulate the room
offering guidance and
asking questions to help
get discussions back on
the correct path.
(9/25/18)