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 5-1-19
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. 12-12-18 community that is
responsibility within
9-5-17 responsive to the diverse Students take leadership
a caring community
Some students share in Students demonstrate cultural norms of in resolving conflict and
where each student
responsibility for the Students participate in efforts to be positive, identities of all students. creating a fair and
is treated fairly and
classroom community. occasional community accepting, and respectful respectful classroom
respectfully
building activities, of differences. 5-5-18 Students take community where
designed to promote responsibility resolving student’s home culture is
caring, fairness, and conflicts and maintaining included and valued.
respect. a caring classroom Students communicate
community. Students with empathy and
promote respect and understanding in
appreciation for interactions with one
differences. 12-12-18 another.
5-1-19
I began the school year by Students worked on a Classroom management is
reviewing classroom unit on diversity and based on treating each
procedures and character. They other with respect. I
expectations with the demonstrated model this through formal
students. I begin with my understanding and lessons and informal class
own rules for classroom sensitivity for each discussions to social and
behavior. Then, I do a others’ differences and academic topics, as well
team building activity to cultural backgrounds. as current events. 5-1-19
help students understand 5-5-18
the importance of
Evidence
working together. The
students get a sense of
the important role
everyone plays to achieve
a task. Following this
activity, we write class
goals that get posted in
our room as a reminder
for expectations for the
year. 9-5-17
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. 12-12-18 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 5-1-19.
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 12-12-18 interaction to ensure
encourage accelerated learning for
constructive and Some students use Students use resources Students use a variety of the full range of students.
productive available resources in provided in learning resources in learning Students routinely use a
interactions among learning environments environments and environments and range of resources in Students participate in
students during instruction. interact with each other interact in ways that learning environments monitoring and changing
to understand and deepen their that relate to and enhance the design of learning
complete learning tasks in understanding of the instruction and reflect environments and
single lessons or sequence content and develop their diversity. structures for interactions
of lessons. constructive social and Students share in 5-1-19.
9-16-17 academic interactions. monitoring and
5-1-18 assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning 5-1-19
Evidence As our class is a 1:1 Students have Our classroom
device environment, consistently used environment utilizes
the use of Google their Chromebook both structured and
Drive and Classroom devices daily for flexible seating.
are integrated in note-taking, Students sit at desk,
many daily tasks. researching, but often are allowed
These tasks as both reflecting, creating, to work around
individual and group and collaborating classroom on pillows,
activities. One tasks. 5-1-18 cushioned chairs, and
example that we stools while working.
started is to review 5-1-19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
the steps of the
Writing Process.
Students have been
grouped into home
and expert groups,
where they must
collaborate in
creating a Google
slideshow to use in
teaching this topic.
9-16-17
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. 5-1-19 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. 12-12-18 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. 5-1-19
emotional safety. Students demonstrate
Students are aware of 12-12-18 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. 5-12-18 alternative perspectives academic achievement, intellectual and emotional
safety. 9-3-17 and establish intellectual safety for themselves and
and emotional safety in others in the classroom.
the classroom 5-1-19
Evidence At the start of the Students participated Students understand
year, I went over the in several discussions the classroom
safety drill and drills for expectations, both
procedures with the earthquakes, fires, academically and
students in regards to and lockdowns. We physically. The
earthquake, fire, and walked the campus, teacher sets
lockdown situations. discussing possible expectations for
We practiced as a obstructions or independent, partner
class and discussed situations, as well as and group work that
important classroom allows for safe and
precautions for each possibilities. 5-12-18 positive interactions.
situation. I would like 5-1-19
to do this more often
so the students are
continuing their
awareness of these
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
type of situations.
9-3-17

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. 9-25-17 address achievement in meeting high differentiated strategies
support for all gaps. 12-12-18 expectations for to meet high expectations.
students achievement. 5-1-19
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. 9-25-17 and problem solving in order thinking, and factual and analytical
learning. 5-11-18 problem solving across learning.
subject matter. 5-1-19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
This year, my goal is We used new I strive to design
to work more technology tools this lessons that are
efficiently with my year that rigorous and
student reading differentiate for comprehensive. This
groups. I have used students various allows students to be
the beginning of the needs. Some positively challenged
year benchmarks to examples are while interacting
assess and group BrainPop, Kahoot, with curriculum. The
students by ability. Google Forms, use of our Google
My next steps are to Discovery Ed. Chromebooks allows
differentiate the tasks 5-11-18 students to layer
for each group their learning
according to their experiences. 5-1-19
needs and use
Evidence
flexible grouping as
needed. My first unit
is on The Lion, the
Witch and the
Wardrobe by C.S.
Lewis and I have
planned Literature
Circle roles to help
with this. I will meet
with each group
every 4 chapters to
check in with their
comprehension tasks.
9-25-17

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
behavior for individual and group individual and group behavior within and maintaining high
behavior. behavior. 12-12-18 across learning activities. standards for individual
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
and group behaviors.
Refers to standards for Reviews standards for Utilizes routine Guides and supports
behavior and applies behavior with students in references to standards students to self-assess,
consequences as needed. single lessons or for behavior prior and monitor, and set goals for
sequence of lessons in during individual and individual and group
anticipation of need for group work. 5-10-18 behavior and
reinforcement. participation 5-1-19

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.9-5-17 behaviors. make improvements. unique identities.
5-1-19
In our school, we use At the end of the year, Students understand
an infraction system students know the the expectations for
in place for expectations for interactions during
discipline. I have group work or lessons, group work,
reviewed the independent practice. and school activities.
expectations for 6th They know my Having a
grade with my expectations for management system
students and the quality of work and that holds students
causes for engagement in the accountable as well
Evidence
infractions. Students assignment. 5-10-18 as our faith based
are given a warning beliefs encourages
prior to receiving the students to make
infraction or positive choices.
disciplinary action. I 5-1-19
would like to be more
consistent with
issuing consequences
this year. 9-5-17

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 and procedures focuses
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
involvement. development and responsive.5-1-19 on maximizing learning.
monitoring of norms. Maintains a quality Classroom climate
12-12-18 learning climate that integrates school
builds on student standards and culturally
Seeks to promote positive strengths. 12-12-18 relevant norms.
Responds to disruptive behaviors and responds Provides positive
behavior. to disruptive behavior. behavior supports. Promotes positive Promotes positive
Responds appropriately behaviors and behaviors and establishes
to behaviors in ways that consistently prevents or preventions and a positive
lessen disruptions to the refocuses behaviors classroom climate that
learning climate. disruptive to the learning eliminate most disruptive
which all students
Students participate in climate. 12-12-18 behavior.
can learn
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for positive
procedures, routines, and correction for behavior behaviors. Students share
classroom norms. that interferes with 9-17-17 and 5-10-18 Students are involved in responsibility with
learning, and positive assessment and teacher for managing and
reinforcement in Students receive timely monitoring of routines, maintaining a positive
following routines, and effective feedback procedures, and norms in classroom climate that
procedures, and norms. and consequences for ways that improve the promotes learning.
behaviors that interfere learning climate.
with learning 9-27-17

Evidence I have many students Students are often

in my class this year asked to reflect on
with identified behaviors and
ADD/ADHD routines through
diagnoses. This has both formal and
revealed itself as they informal assessments
become more 5-1-19
comfortable with me
and the class
dynamics. I try to use
a fun and structured
approach with
guiding these
students by
providing cues or re-
direction to help stay
on task. I am trying to
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
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
adjustments of time
allotted for tasks or
expectations for
completion 9-16-17
provide more
opportunities for
“brain breaks” and
use of flexible
seating. I would like
to provide more
modifications as I get
ideas from other
teachers and my
mentor. 9-27-17
I continued to use the
above support for
focus students this
year.
5-10-18
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.
5-1-18
Students use their Students monitor their
Students participate in instructional time to own time, are engaged in
and complete a variety of engage in and complete accomplishing learning
learning activities in the learning activities and are goals, and participate in
time allotted with options prepared for the next reflection, self-
for extension and review. sequence of instruction. assessment, and goal
12-12-18 5-1-19 setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
As I am getting to As the course of the I try to utilize various
know my students, I year unfolded, I was activities within a
am learning many of able to assess unit to engage
them need multi-step students based on students of
projects and formal and informal understanding
assignments chunked assessments, as well touching upon PBL
into smaller tasks. as getting to know ideas and multiple
This has shown me their interests and intelligences. 5-1-19
that some of the time needs. 5-10-18
expectations I have
Evidence set need to be
adjusted accordingly
for some of my
students. I have
allowed extra time
and modified some
tasks for students
who have
accommodations or
need the additional
support. 9-16-17