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.
I dedicate a lot of time to Two weeks ago, a student
making my classroom came to me because she
environment extremely had a conflict with her
positive. I respect my English teacher. I listened
students and they respect to her concerns and
me. I also expect that they offered suggestions on
always respect each what she could do to
other. If they don’t improve/change her
respect each other, they experience moving
are called out and we forward. I emphasized
Evidence address it as a whole the importance of
class. I am always finding learning to get along with
ways to teach them others, even if you have
cultural awareness such differences and
as having them read news encounter conflicts along
Students are always articles that tell a story the way. I told her this is
expected to work about a current event and an important life skill to
together and help one use that as a way of build and that
another. They sit in teams motivating them. overcoming this
of 4 and are always Students who make good experience will help her
expected to treat each decisions are recognized. grow in her interpersonal
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
other nicely and Students are always
respectfully. They are encouraged and thanked
sometimes given for taking the time to help
icebreakers to get to one another. This area
know one another and ties very closely to our
build community values so it is easy and
together. 09/27/2017 natural for me to
implement. 09/27/2017
Not all of the students at
our school get along. The
majority get along well or
okay. There are definitely
students who don’t like
each other and they don’t
want to make efforts to
work out their
differences. However,
with a lot of teacher
emphasis and also
through talking to the
dean whenever conflicts
arise, our students make
the effort to be positive
and respectful. We teach
them that violence such
as fighting with each
other does not resolve
anything and will only get
them suspended. We
teach them to
communicate and work
out their differences by
talking it out while being
as mature and
understanding as
possible. They are trying
to do this as best as they
can. 05/11/2018
skills. I encouraged her to
attend class, work hard,
and find ways to resolve
her differences with that
teacher.
04/12/2019
She listened to my advice
and tried harder to be
respectful of her teacher
and not be so negative
with the teacher. She now
understands that giving
and receiving respect is
important in building a
safe, caring, and
nurturing community at
our school. She respects
me and I respect her. I
make sure all my
students understand this
and that their actions and
words show it.
04/12/2019
I was working with two
students at the same time
who were on the same
Geometry credit. Because
they didn’t know each
other, they were very shy
and did not even want to
talk to one another. I
encouraged them to talk,
share their answers, and
explain their
understanding to each
other. This encourages a
community where we
help and care for one
another. They listened to
me, helped each other,
and ended up getting
along.
12/03/18
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students respect one
another by waiting
patiently for their turn to
work with a teacher.
When I am with a student
at my desk, the next
student who comes signs
in on my sign in sheet,
and then goes to have a
seat and wait until it is
their turn to see me. This
builds a safe community
because they respect each
other’s time and also
mine.
12/07/18

I often emphasize and

help our students
understand that we
should all respect one
another and do our best
to get along. Their words
and their actions matter
and they need to do their
part to making our school
a safe, nurturing
community. I set this as
an expectation in my
classroom and our admin
sets it as an expectation
for our whole school. This
is also one of our 5 core
values that we refer to all
the time. I often intervene
when students are not
getting along and we find
ways to talk it out and
move on. For example,
the other day a student
was sitting in another
student’s seat. One was
an English language
learner and the other one
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
is bilingual and fluently
speaks both languages.
The bilingual student said
something rude to make
the English language
learner mad and I could
immediately tell that they
were both upset. I pulled
them both out of class,
got another bilingual
teacher to come and help
me translate, and we
were able to resolve the
situation without letting
it get any worse. I made
sure that they both
understood that we need
to respect one another
and appreciate our
differences and
uniqueness.
05/10/2018
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 content and develop Students share in interactions.
sequence of lessons. constructive social and monitoring and
academic interactions. assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
My classroom is a Students know that
very inviting, they can come see me
welcoming anytime, even if I am
environment that is with another student.
clean, organized, and I make sure to
Evidence promotes student emphasize that I am
learning. I make a always here for them
seating chart where I and will make time
have them work with for them. The
different students learning environment
every month. They I’ve created is that
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
are encouraged to get my desk is always
to know all their clean and a chair is
classmates and learn always available for
with them. They them here. I am
know and understand organized with my
that it is okay to resources and they
make mistakes know they can ask
because we learn me anytime they
from them. I need access to my
emphasize that we all resources, such as
learn differently and model cards, practice
we all learn at a test answer keys,
different pace. They calculators, and other
need to be respectful tools.
of this and do their 05/01/2019
part in helping out.
Students who finish Students are familiar
their work early with my process for
become tutors that go checking their
around the class and understanding before
help students who they are given a quiz
are still struggling. to take. They know
09/27/2017 that I hold high
expectations and will
Students are not always require that
afraid to ask they explain/justify
questions or ask for their reasoning when
help if they don’t we work on math
understand. They are together. They also
comfortable asking know that if they
for help from their didn’t do very well on
teacher and from their practice test,
their peers. Students they need to redo it
are encouraged to or study more before
use their notes I will give them their
during active actual test. This sets
practice. 09/27/2017 students up for
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
success because I
hold them to high
expectations when it
comes to their
learning and their
mastery of the math
concepts.
05/01/2019

My classroom area
reflects student
diversity because I
am always finding
ways to celebration
different levels of
student
achievements. For
example, from a
perfect score on a
quiz to growth on
their NWEA math, to
most improved. This
goes on my wall for
all students to see
and for that student
to feel special and
valued.
12/03/18

Students get the

opportunity to
correct the test of
another student to
extend their own
thinking. When
students correct
another student’s
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
test, I often hear
remarks such as “oh
no, I knew I did this
problem wrong!” This
activity gets them to
reflect on their own
steps and by the time
they get their test
returned to them,
they already know
what they did wrong
and how to correct it.
12/03/18

I encourage and give

students opportunity
to correct peer work
and also critique
student thinking. For
example, during Do
Now time, students
can volunteer to
write their answers
on the board for the
rest of the class to
check their work.
Sometimes, they
made a mistake or
their answer is
incorrect. Other
students will raise
their hand and
respectfully tell the
student that they
forgot a step or that
their answer isn’t
correct. The student
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
in the front of the
class thanked the
other student for
catching that mistake.
I think this is a great
example of
constructive and
productive student
interactions where
they are not laughing
or criticizing one
another for getting it
wrong, but simply
helping each other
get the right answer
in a friendly, caring
sort of way.
05/10/2018

Students often
engage in partner
work, where they
work on practice
problems and their
partner has all their
answers. This
encourages positive
interactions between
the two students
because they are
holding each other
accountable for
learning and they will
assist each other in
working out the
problems. In
addition, I often
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
emphasize that just
letting your partner
copy all the answers
is hurting them
because they aren’t
learning and will be
at a disadvantage. For
this activity, I
sometimes partner
up the students who
are at the same
learning level or
sometimes partner
them with students
who are at different
levels so the stronger
one can support the
lower one. I’ve seen
the disadvantages
and advantages of
both strategies.
05/08/2018
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.
curriculum. Engages in reflection on
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety. Students demonstrate
Students are aware of resiliency in
required safety Students follow teacher Students develop and perseverance for
procedures and the guidance regarding Students take risks, offer practice resiliency skills academic achievement.
school and classroom potential safety issues for opinions, and share and strategies to strive Students maintain
rational for maintaining self or others. alternative perspectives for academic intellectual and emotional
safety. achievement, and safety for themselves and
establish intellectual and others in the classroom.
emotional safety in the
classroom.
My classroom I always tell my
environment is students that I value
centered around the their opinion and
students and they that it is important to
know it. It is all about always listen and be
them and what is respectful to one
best for them. They another, even if you
Evidence feel safe in my disagree with them.
classroom because it For example, when a
is always a positive new student started
environment. They with us and told me
are encouraged to he wanted to do 10
ask questions and credits a month, I
take risks and always told him that that
try and not fear might not be possible
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
getting something because I haven’t
wrong. 09/27/2017 seen any student
accomplish that goal
Students ask before. I didn’t
questions when they discourage him from
don’t understand pursuing his goal. I
something or if they encouraged him to
just want to prove me wrong and
understand a concept he did indeed prove
even deeper. me wrong during his
Students are not first two months at
afraid to give their our school, where he
thoughts or opinions, completed 13 credits
even if they are each month.
unsure of whether or 03/01/2019
not they are correct. I
give a positive I encourage my
response to any students to work
question that a hard and fulfill their
student asks. I thank highest potential. I
them for asking teach them to
questions and practice resiliency
recognize them for and not give up when
doing so. it becomes hard. I
09/27/2017 teach them to keep
on trying because we
all need to learn to
get back up even
when we fall. They
appreciate this
encouragement
because it
emphasizes to them
that I believe in them
and this helps them
to believe more
strongly in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
themselves. I had a
student who wanted
to give up getting his
diploma but I never
gave up on believing
that he could do it,
even when he didn’t
believe in himself. He
finished his last
credits this week and
is officially a high
school gradate and
he is so happy that he
never gave up.
05/01/2019

In math, students are

often fearful of
expressing their
answers for fear that
they are wrong and
will be looked down
upon for it. I always
make sure to first
help the student feel
comfortable with me,
that I won’t criticize
them for making
mistakes but that its
okay to make
mistakes because
that is a form of
learning! One benefit
of our teaching
environment is that
the one-on-one
allows the students
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
to be honest because
there are no other
students to judge
them or make fun of
them. When students
feel comfortable with
me, they take risks
such as admitting to
me that they still
don’t understand. For
example, when
working with a
student on geometry,
I taught the concept
to him in 2 different
ways, and he
admitted to me that
he still didn’t
understand, so I
found a 3rd way. He
wouldn’t have
admitted that to me if
he didn’t feel
comfortable or
emotionally safe to
do so.
12/06/18

Students are not

afraid to ask
questions because
they know that it will
lead to their growth
and quality learning.
They don’t give up
when solving a
difficult problem. For
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
example, I was
working with a
student on her
performance task
and she kept asking
questions to better
understand the
concept so she could
solve it herself
without my help. She
practiced resiliency
by not giving up even
though it was long
and a bit
complicated.
12/04/18

Students are always

supported when they
take risks in my
classroom. They are
told that there is
often multiple ways
to solve a problem
and that we should
always respect one
another’s opinions.
We all think
differently and learn
differently and that is
what makes us so
unique. Each
person’s thinking is
valuable and we
should always hear
what others have to
say. Students get in
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
trouble when they
say negative things to
their peers and get
recognized when
they treat their peers
well and with
respect. I always
allow students to
explain their
viewpoints or why
they solved the
problem a certain
way. The other day
there was a conflict
between how to solve
an order of
operations problem.
Half the class got one
answer and the other
half got a different
answer. One student
from each group
volunteered to share
how they got their
answer and both
students got
recognized by me
and their peers for
their academic
courage for speaking
up. Then I posed a
critical thinking
question that related
to the steps the two
groups were
disagreeing on, and
in the end the
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students of one
group realized their
mistake. 05/01/2018

The students in my
honors class are very
outgoing and they
love to come up in
front of the class to
demonstrate how to
solve a problem. I
give them a lot of
independence and
allow them to have
control of a large
portion of the
classroom because
their knowledge is so
vast and they can
learn so much from
one another. They
feel emotionally safe
in the classroom,
where they aren’t
afraid to volunteer
their answers even if
it could be wrong.
They know that as
long as they try, that
is a success and that
is what will help
them grow.
05/01/2018

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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. expectations for to meet high
achievement. expectations.
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. and problem solving in order thinking, and consistently high levels of
learning. problem solving across factual and analytical
subject matter. learning.

I try to make what Rigor is found all

they are learning throughout our math
challenging and curriculum and I add
rigorous. I try and to this when I sit and
emphasize work with my
understanding and students one-on-one.
not memorization. I I have different levels If I don’t feel like they
emphasize the of difficulty for their are fully grasping a
importance of independent practice. subject, we discuss
Evidence accuracy by relating This allows me to the why behind it and
it to math practice 6 challenge the I have them explain it
(attend to precision). students who have to me. This not only
I am not very strong higher math skills but makes the learning
in the area of having allows me to keep the more rigorous than
them self-assess their level just right for the the written
targeted learning students who just curriculum, it
goals. I am trying my need to master the emphasizes that the
best to maintain high day’s learning critical reading and
expectations and not objective. They enjoy understanding is of
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
let students just do challenges because the utmost
the bare minimum. they are able to go importance. I also
09/27/2017 above and beyond teach them to pay
what the rest of the attention to detail
class is doing. I never and double check
teach them how to do their answers for
a challenge problem. accuracy.
They know that they 04/26/2019
need to apply their
own understanding Students who
and own method of struggle on a
solving challenge checkpoint problem
problems. are asked to go back
09/27/2017 and review what they
have learned. This
Accuracy is always allows them to take
emphasized because responsibility of their
one little mistake in learning and gives
math could make them the opportunity
your answer wrong. to problem solve and
For example, when work on their own.
students were Sometimes they want
learning solving for to take the easy way
the slope between out and have
two points, they were someone else do the
given a scenario thinking for them,
where 4 students but I don’t let them
solved the problem in get away with this. I
4 different ways. teach them how to be
They were asked to stronger in this area
decide which student by explaining their
solved the problem thinking and
correctly and analyze knowing how to
what the other 3 check if their answer
students did wrong. is correct without
This sparked a lot of relying on someone
questioning from the else.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
students because 05/01/2019
they were asking
each other questions Rigor is build into
and were really our curriculum from
thinking hard about the learning events
who was correct and packet that they do
who was wrong. all the way up to the
04/04/2018 final quiz that they
take for that credit.
Students are Our packets integrate
analyzing and a lot of analysis and
interpreting the importance of
scenarios and detail/accuracy. I
utilizing their emphasize this also,
understanding of the when grading their
concept by critiquing work or their tests,
what is done wrong for accuracy is crucial
and applying how to in math. When
solve the problem working on the first
correctly. Another geometry credit with
example of this is a student, I
when I gave them emphasized the
multiple choice importance of using
problems for the correct symbols
graphing a line. For such as the
each line, they were congruent sign vs the
given 4 different similar sign. This
graphs and I had emphasizes that the
them go around in little things matter
their teams to tell and makes the
each other why the student become more
graph was wrong or careful and accurate
right and an for future geometry
explanation for their work.
answer. This was 12/03/18
very engaging
because it allowed Students are often
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
them to question the asked to explore,
graph and analyze evaluate and explain
the details of it to a concept. This
determine whether it ensures the student
was right or wrong. isn’t just doing the
“Graph A is wrong problem but is really
because the y- thinking about the
intercept in the problem and the
equation is -2 but the WHY behind why it is
graph shows a y- done that way. For
intercept of 2” example, when
04/30/2018 teaching algebra 2
transformations of
functions, the student
learned how to
transform a function
in different ways, but
was asked to
summarize what is
happening and make
a general rule for the
transformation of a
function. Then after
the student comes up
with the best theory
possible, we give
them the actual rules
and see how close
they were able to get
on their own!
12/08/18

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
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
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. across learning activities. standards for individual
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. 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.

I utilize a variety of My students know

classroom that I hold high
management expectations for
routines to enforce them because I
good student always remind them
behavior. I have team of their fullest
points and also potential and what
individual points that could be
I utilize to ensure accomplished if they
good behavior is work their hardest. I
rewarded. I shout out and reward
Evidence positively narrate those who
during every class. I meet/exceed the
shout out students standards and I make
who are doing a great sure great students
job. 09/27/2017 are recognized for
their efforts. I teach
The majority of my students to monitor
students follow their credit
behavior completion progress
expectations because and know whether
they want the they are falling
positive behind or on track. I
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
reinforcement. They help them set goals
accept the for every learning
consequences when period to ensure they
they know they did know what the
something they expectation is and
weren’t supposed to what they need to
do. 09/27/2017 accomplish before
the deadline.
I don’t feel that I have 05/01/2019
grown in this area
because I have the Students who have
same problems as I had me as their
did in the beginning teacher for at least 2-
of the year, in 3 months know what
regards to holding I expect and what the
them accountable for consequences are if
individual and group expectations are not
work. I still use met. They know that
positive narration to if they meet
give credit to the expectations, they
students who are will receive applause.
100% on task and If they don’t receive
that does get the expectations, there
other students’ will be consequences
attention to be on such as more credits
task. However, I still to do, more required
have a hard time days of schooling, or
getting students to parent meetings to
stay on task and I discuss their
especially struggle progress. This
with getting them to encourages students
stay on task during to work hard because
group work. I tell they want to make
them what I expect me proud and also
before they do not have to deal with
individual or group the consequences.
work and then I tell 05/01/2019
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
them to get started. I
have a lot of I always hold my
opportunity in this students to high
area to be more clear expectations when it
in my directions, comes to academic
clear in expectations, achievement and
and especially clear work quality. If a
in the consequences student is not
of not meeting performing to their
expectations. The highest potential, I sit
majority of students with that student and
follow expectations we have a
but in almost every conversation about it.
class I still have a few I talked to a student
who are off task and I recently whose work
haven’t found any decreased in quality
success with that. from all her previous
05/10/2018 work. She use to get
A’s on her credits and
On the student side, the last one she got a
they understand the D. We sat and
expectations but they discussed ways in
still choose to talk which she could
and fool around with make up that grade
their classmates and how she can do
instead of focusing better!
and completing their 12/07/18
work. Majority of
students in each I encourage my
period finish their students to work
work on time, but together and always
few students do not. support and help one
05/10/2018 another learn or be
better! I have three
female students who
are very close friends
and always sit
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
together and I make
sure they motivate
each other and help
each other
accomplish more.
When one person is
struggling
academically, I find
ways to support
them and encourage
them but I think it is
even more effective
when their friends do
the same. In addition,
students use their
student planner to
monitor their credit
completion towards
graduation. We use
this during our
appointment time to
set goals and we
reflect on whether or
not they reached
their goal during
each learning period.
12/05/18

Element 2.6 Emerging Exploring Applying Integrating Innovating

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

Students are taught a I make sure that my

number of routines students understand
during the first the expectations and
month of school. that they need to
They are constantly follow the routines
reminded of the and procedures set
routines and of what for them. Some of our
I expect from them students become lazy
each day. If they do and decide not to do
meet the the things I ask. For
expectations, I example, when a
Evidence
personally talk to student meets me for
them and find ways the first time, I tell
to get them to change them they must
their behavior. I give always come to my
them chances to desk when they get
show me what they to school to sign in on
are capable of. my sign in sheet.
09/27/2017 They normally do
this in the beginning
Unwanted student and then after a
behavior is while I see them at
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
addressed school and I didn’t
immediately and even know they were
consequences are at school because
given. Students they haven’t signed
reflect on their in at my desk. I make
choices and their sure to always have a
behavior and make conversation with
action plans to these students and
change their emphasize the
behavior. importance of signing
09/27/2017 in and that they can’t
forget.
05/01/2019

One student who did

not sign in with me
for a whole week
gave me the
impression that she
never showed up to
school. I called home
and told mom that I
hadn’t seen her
daughter all week.
Mom was upset
because she said she
dropped off her
daughter at school
twice that week.
Daughter’s excuse
was that she was in
school but she
“forgot” to sign in
with me. Because she
got in trouble with
this and because I
enforced this, she
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
now never forgets to
sign in because that’s
how I know which of
my students are at
school and that I
need to meet with
them.
05/01/2019

Students have been

taught to follow
routines to maintain
structure at our
school. Students feel
safe at our school and
know what to expect
when they come in
each day. For
example, on Friday a
student came to
school and then
walked straight over
to my desk to sign in
on my sign in sheet. It
was his appointment
time but I was still
finishing up with
another student, so
he knew to have a
seat close by and
continue his work
and I would come by
and meet with him
when I am done. This
system allows
teachers and
students to be
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
flexible with each
other’s schedules.
12/07/18

Students are asked

for their feedback on
what rules are
effective in the
classroom and what
rules they’d like to
change. For example,
a student petitioned
to be able to choose
his seat instead of
having seating
arrangements. I give
them the atmosphere
to express their voice
and explain their
reasoning and I will
always take their
opinion into
consideration when
new seating
arrangements are
made.
12/03/18

Our classroom has

lots of routines that
students are
accustomed to
because we have
been doing that all
throughout the year.
When students
follow the routines
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
nicely without
problems, they are
recognized and
rewarded. For
example, students
know to put away
their notebooks
when we are doing
going over the Do
Now. Groups that
finish this first
without being told to
do it earn a point.
Groups that fall
behind and get
distracted by talking
and not getting ready
for the start of class
do not get a point.
05/08/2018

In the beginning of
the year, I had
students turn in their
homework in a tray
at the door before
entering the
classroom. This
caused a lot of traffic
because students
couldn’t enter the
classroom until they
looked through their
backpack for their
homework. This
routine was not
working so I
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
developed a different
routine where they
put their homework
in their team
homework folder and
I come around to
collect it at the first 5
minutes of class. I
asked students which
they preferred and
they said they liked
the new routine
because it was more
organized and easier
for them to follow.
02/05/2018

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
Using instructional lessons.
time to optimize
learning Some students complete
learning activities in time
allotted.
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.
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.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
I try to maximize I utilize every minute I am improving in
every minute of class I have with the this area because
to ensure the student in order to each day I am getting
students are using it have adequate time more and more
wisely. This doesn’t for learning, checks experienced with our
always work out for understanding, one-on-one
nicely. I try to give and work independent learning
the right amount of completion. I make program. I teach
time for each activity sure they put away students how to
and I am constantly their phone and don’t teach themselves, I
making adjustments. waste any of our time pace instruction for
I observe how they together checking them, and I tell them
are utilizing their their text messages what they need to
time (when they are and such. I hold them meet with me and
working on their own accountable to their when they need to
or in small groups) appointment times work on their own. I
and use that to and keep track of am helping them find
decide whether or how long they meet the right balance for
Evidence not they need more with me. I make sure them to be
time for an activity. I to keep the chatting successful. I give
try to teach in a way to a minimum so that students deadlines
that is not too fast we could make the and for some
and not too slow. I most effective use of students I even break
try to determine the our time together. down how many
right pace based on The other day I had a pages to work on
how they are student who said he each day so that they
understanding the could only stay for 30 complete their
lesson. 09/27/2017 minutes even though packets in a timely
he was suppose to manner.
Students are told meet with me for an 05/01/2019
how much time they hour. We took full
have for a certain advantage of that Students understand
activity and a timer is time by working on that their learning at
projected on the concepts that he our program needs to
board. Students are struggled with and involve independent
comfortable asking skipping concepts work time as well as
for more time if they that he felt working with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
are working comfortable with. I teachers and tutors. I
effectively and need a assigned him extra tell them what to
few more minutes to work to do at home expect when I first
complete their to make up for the meet with them and
assignment. rest of the time. then I have them
09/27/2017 12/05/18 check in with me
once a week to make
During our short sure they are on the
time together, I make right page. If they are
sure the student gets struggling, I will
exposed to as much spend more time
practice as possible with them learning
with the concepts. the concepts. If they
For example, when are doing well, I will
working with a allow them to have
student on pre- independent learning
algebra, I noticed that time where they read
he was still and learn on their
struggling with the own, with just the
old concept and was support of examples
not ready to move on. and online resources.
So instead of having 05/01/2019
him continue the rest
of the work, I made
up some additional
practice problems for
him to fully master
the old concept. This
ensures that he has
adequate time to
practice what he
needs to practice,
before allowing him
to move on.
12/07/18

I am getting better at
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
pacing my
instruction so that
the critical parts of
my lesson are
covered. I am always
looking at the clock
during transition
times to gauge
whether or not we
are on track and can
proceed to the next
activity. This makes
the lesson more
structured and gives
the students ample
time to complete
projects and
assignments. For
example, for my
lesson on association
between two
variables, we spent
more time than
anticipated for the
teacher instruction
piece. There wasn’t
enough time for
independent practice
since there was only
5 minutes left and the
independent practice
was back and front. I
saved the
independent practice
and gave it to them
during the next class.
I want to always
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
make sure they get
the right amount of
time to complete
their work. It doesn’t
benefit them to rush
through their work
and not do it
correctly, so at times
it is better to save it
for another day so
that there is more
quality in their work.
05/04/2018

At the end of class,

there was only 10
minutes left to
complete their study
guide for the
following day’s quiz.
Students were given
the option to work on
it independently or
with me. If they
didn’t finish their
work before the
period ended, they
could take it home
and turn it in the next
day completed for
full credit. Students
are always told how
much time they have
for each activity and
also how long until
the period ends so
that they could
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
manage their time
and work effectively.
05/09/2018