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. 7/21/19 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. 12/12/19 5/8/20
I work to ensure that the I have broadened and The further developing of
rules and codes of honed my work to ensure seminar norms was of
behavior are equitable for more equitable rules and particular importance
both myself and them. I policies for both myself this semester. Making
ensure they are never and them. I also now ask sure the students knew
held accountable for my them if they think the explicitly what was
mistakes, and will instruction is beneficial to expected of them and
apologize directly for any them from time to time, how that would be
lapses in judgment or allowing them to be free reflected in their
Evidence etiquette on my part. and honest. assessment was a huge
leap forward, in terms of
Socratic seminars creates Socratic seminars still them hold themselves
opportunities for ensure that students and each other
students to practice receive ample accountable for creating a
active listening, opportunities to practice respectful, safe space for
constructive criticism, active listening, disagreement.5/8/20
and openness to new constructive criticism,
ideas. 7/21/19 and openness to new
ideas. 12/12/19
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring
Is aware of the Experiments with and/or
importance of the virtual learning
physical and/or virtual environments that
learning environments support student learning.
that support student
learning.
Structures for interaction
Is aware that structured are taught in single
interaction between lessons or sequence of
Creating physical or
students can support lessons to support
virtual learning
learning. student learning. 7/21/19
environments that
promote student
learning, reflect
diversity, and
encourage
constructive and
Some students use Students use resources
productive
available resources in provided in learning
interactions among
learning environments environments and
students
during instruction. interact with each other
to understand and
complete learning tasks in
single lessons or
sequence of lessons.
Online discussion boards
are used sparingly, and
those are the only virtual
environments used. Most
work is spent on seminar
conduct and active
Evidence listening.
Students are assessed on
improvement of their
active listening skills over
the semester. 7/21/19
Applying
Develops physical
environments that reflect
student diversity and
provide a range of
resources for learning.
Utilizes a variety of
structures for interaction
during learning activities
that ensures a focus on
and completion of
learning tasks.
Students use a variety of
resources in learning
environments and
interact in ways that
deepen their
understanding of the
content and develop
constructive social and
academic interactions.
12/12/19
Students are still assessed
on improvement of their
active listening skills over
the semester, and now
they’re ability to
constructively disagree
on online discussion
boards. 12/12/19
Integrating Innovating
Maintains physical Adapts physical and/or
environments that reflect environments flexibly to
student diversity and facilitate access to a wide
provides a broad range of range of resources that
resources, displays, and engage students in
artifacts that are current learning. Ensures that
and integral to environments enhance
instruction. learning and reflect
diversity within and
Integrates a variety of beyond the classroom.
structures for interaction
that engage students Selects from a repertoire
constructively and of structures for
productively in learning. interaction to ensure
accelerated learning for
Students routinely use a the full range of students.
range of resources in
learning environments Students participate in
that relate to and enhance monitoring and changing
instruction and reflect the design of learning
their diversity. environments and
Students share in structures for
monitoring and interactions.
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning.
5/8/20
The school closure this
semester prompted me
to assign and monitor
seminars over Google
Meet, and the students
maintained proper
listening, respect, and
consideration.
5/8/20
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, intellectual, students to take risks and the students for the
are required by the site, materials, student and emotional safety using offer respectful opinions establishment and
multiple strategies that about divergent viewpoints. maintenance of a safe
district, and state. interactions, and the
include examining biases in physical, intellectual, and
Responds to behaviors organization of the the learning environment Engages in reflection on emotional environment
Establishing and that impact student safety learning environments. and curriculum. their own language and focused on high quality and
maintaining learning as they arise. behavior that contributes to rigorous learning.
environments that Explores strategies to Models and provides intellectual and emotional 5/8/20
are physically, establish intellectual and instruction on skills that safety in the classroom.
intellectually, and Students are aware of emotional safety in the develop resiliency and 7/21/19 Students demonstrate
emotionally safe required safety classroom. support intellectual and resiliency in perseverance
procedures and the emotional safety. Students develop and for academic achievement.
practice resiliency skills and Students maintain
school and classroom Students follow teacher
Students take risks, offer strategies to strive for intellectual and emotional
rational for maintaining guidance regarding opinions, and share academic achievement, and safety for themselves and
safety. potential safety issues for alternative perspectives establish intellectual and others in the classroom.
self or others. emotional safety in the 12/12/19
classroom.
Apologies are offered to Resiliency and
students whenever my perseverance became an
frustrations get the best absolute necessity for all
of me, and a further during this COVID-19
commitment to pandemic, for both myself
expressing them better is and my students alike.
exhibited. They are There were many
encouraged in class assessments that I felt
discussion to disagree needed to be cut, given
with me, just as readily as the scenario, but it was
they can each other also important to me to
during seminar. 7/21/19 hold a few expectations,
Evidence especially when it came to
my second semester
seniors who're about to
be sent out in this crazy
new world. Assigning an
essay on a supremely
challenging film like Spike
Lee's Do the Right Thing
during this time was a big
ask of them, but for the
most part they delivered
quite impressively.
5/8/20
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. address achievement in meeting high differentiated strategies
and appropriate
gaps. expectations for to meet high expectations.
support for all
7/21/19 achievement.
students
Some students ask for Some individuals and Students take
teacher support to groups of students work Students engage in a Students actively use responsibility to fully
understand or complete with the teacher to variety of differentiated supports and challenges utilize teacher and peer
learning tasks. support accuracy and supports and challenges to complete critical support, to achieve
comprehension in their in ways that promote reading, writing, higher consistently high levels of
learning. 7/21/19 their accuracy, analysis, order thinking, and factual and analytical
and problem solving in problem solving across learning.
learning. subject matter. 12/12/19 5/8/20

Essay workshops are Essay workshops have
conducted in class to been adapted to age
allow those that can work groups, in terms of length
independently their time and instruction, while
while also offering also still allowing for the
support to the students revisions of initial efforts.
that require more
attention. Once more, the
incorporation of
Evidence Time is also provided Shakespeare has
after school for students provided an opportunity
that require additional for both increased rigor,
support. 7/21/19 as well as student
problem-solving, as they
must find which
resources help them
better than others.
12/12/19
For our unit on Ken
Kesey's One Flew Over
the Cuckoo's Nest,
students were tasked
with picking a mental
illness of their own
choosing to research
and report on, in order
to better contextualize
the world of the novel
and give them a better
glimpse into the
realities of suffering
from a mental illness.
5/8/20
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. 7/21/19 make improvements. unique identities.
5/8/20
Seminar norms and Student are tasked with
expectations are repeated self-assessing,
before every seminar, no specifically when it
matter how late into the comes to both their
year. Students are
own level of effort, as
encouraged to bring in
personal experiences, so
well as how the class
long as it can connect to handles difficult
the material and targets subject matter, like
no one in particular. race relations. This
Evidence
individual, and then
Seminar growth group, reflection is
consistently translates to always done in tandem,
informal class discussion with students first
before semester’s end. writing out their
7/21/19
thoughts on their own,
before they are
influenced too much by
group think. 5/8/20
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting on participating in developing,
single lessons to support single lessons or that are culturally routines, procedures, and monitoring, and adjusting
responsive and engage norms in ways that are routines and procedures
student learning. sequence of lessons with
students in the development culturally responsive. focuses on maximizing
some student and monitoring of norms. Maintains a quality learning learning.
involvement. climate that builds on Classroom climate integrates
Employing classroom Responds to disruptive Provides positive behavior student strengths. school standards and
routines, procedures, behavior. Seeks to promote positive supports. culturally relevant norms.
norms, and supports behaviors and responds Responds appropriately to Promotes positive behaviors
to disruptive behavior. behaviors in ways that and consistently prevents or Promotes positive behaviors
for positive behavior
Students are aware of lessen disruptions to the refocuses behaviors and establishes preventions
to ensure a climate in learning climate. disruptive to the learning and a positive classroom
which all students procedures, routines, and Students receive
Students participate in climate. climate that eliminate most
can learn classroom norms. correction for behavior
routines, procedures, and disruptive behavior.
that interferes with norms and receive Students are involved in
learning, and positive reinforcement for positive assessment and monitoring Students share
reinforcement in behaviors. of routines, procedures, and responsibility with teacher
following routines, norms in ways that improve for managing and
procedures, and norms. Students receive timely and the learning climate. maintaining a positive
effective feedback and 7/21/19 classroom climate that
consequences for behaviors promotes learning.5/8/20
that interfere with learning.
All submission routines After the school closure,
for work and norms for there were many students
seminar instituted on Day who had not been in class in
the seeking leading up to it,
1 remain in place all
meaning they had missed
semester long. Students quizzes that the rest of the
evaluate themselves in class had taken. The
seminar discussion. Any question became how to
leap forward is allow them to make up those
recognized and points in a way that was fair
commended. Student to them, but also those who
Evidence had taken the quizzes. After
growth is focused and
upon consistently all receiving their feedback,
specifically from my
semester long. 7/21/19
sophomores, we came up
with this solution, which
required more time-
consuming work for them
that would also promote
accountability and lead to an
ultimately perfect quiz score.
5/8/20
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.
Evidence
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.
Applying Integrating
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.
12/12/19
Students participate in
and complete a variety of Students use their
learning activities in the instructional time to
time allotted with options engage in and complete
for extension and review. learning activities and are
7/21/19 prepared for the next
sequence of instruction.
Major writing essays are Hamlet was designed in
given multi-day real-time, just as much as
workshops to maximize it was planned. Students
student learning and were assessed and
opportunities for monitored while reading
revision. Journal entries first in class, before they
provide chance to see if were ever assigned it as
students are able to homework. They also
understand the material were given the
on their own terms and in opportunity to reflect on
their own language. their own levels of effort
7/21/19 and growth. 12/12/19
Innovating
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.
5/8/20
As with so many other
areas, so much of this
standard was
developed on the fly by
necessity once the
pandemic hit. On
Thursday, March 12th
both student and
faculty alike were
informed the school
was closing and we
were shifting to online
learning. Four days
later, this video was
waiting for my
sophomores as they
began their own
journeys with this new
reality. 5/8/20