CSTP 2: Creating and Maintaining
Effective Environments for Student Learning
2.1 Promote social development and responsibility within a caring community where each student is treated fairly and respectfully
Level of Development: Exploring
Date: November 2020
Evidence: Student Materials. I ensure that every student has the materials needed in order to efficiently complete their assignments. Students were provided magnetic letters and alphabet charts for their guided reading lessons. In addition, students were given essential materials (e.g. pencils, crayons, paper, etc). Students were provided with a binder filled with the documents that we utilize each day, especially their math supplies. Students have a parent pick up every two weeks, where I create a folder or bag of all the materials students will need for the following two weeks.
Updated: Level of Development: Integrating
Date: October 2021
Evidence: To support students' development of responsibility, we discuss internet safety measures after they watch a youtube video. Students are given the opportunity to discuss and ask questions about the internet. This is conducted prior to students using their chrome books.
Documents: Internet Safety Video
ISTE Standard 5b: I design authentic learning activities that align with content area standards and use digital tools and resources to maximize actives, deep learning.
Level of Development: Applying
Date: October 2021
Evidence: Students are learning their letters during this portion of the year. Some students struggled with specific letters, in class we provide an alphabet book that helps them to trace their letters. To support their learning, I provide students with digital books to utilize at home to deepen their learning and enhance their practice. The books can be accessed here: Alphabet Tracing Books - Digital
2.2 Create physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
Level of Development: Exploring
Date: November 2020
Evidence: Daily Slides Visual Resources Displayed. Due to distance learning, I have created google slides presentations that display resources for students. The slides include a display of our alphabet chart, schedule, calendar, and any other learning material we will utilize for the week. In addition, students have access to such materials for their reference. The resources are displayed when students are completing activities pertaining to that subject area or lesson. Students are able to utilize these visual tools as a scaffold. Additionally, students were provided many of the resources that are normally displayed in the classroom.
Documents: Daily Slides Visual Resources Displayed
Updated: Level of Development: Integrating
Date: October 2021
Evidence: Students are able to access the same books utilized during their guided reading lesson. They are offered two ways access the books. They are able to reread the book with a partner on their chromebooks or individually. They are able to discuss the books with a partner as well. They access the text using literacy footprints.
Documents: Literacy Footprints
Updated: Level of Development: Innovating
Date: 4/6/22
Standards:
- TLMS Domain IV: Facilitating improvements in instruction and student learning
- NBPTS: Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students.
Documents: Technology Position Statement
2.3 Establish and maintain learning environments that are physically, intellectually, and emotionally safe
Level of Development: Emerging
Date: October 2020
Evidence: Show and Tell Rules and Expectations In order to establish a learning environment that is intellectually and emotionally safe, I always encourage student to student communication. Students participate in show and tell activities on a weekly basis. They are taught the rules and expectations for sharing and listening to others' share. Students are told to listen to others and be respectful. These expectations are communicated at the start of each week. In addition, students are taught the expectation for delivery of their presentations. Students are taught to ask one another questions to support their social development.
Documents: Show and Tell Rules and Expectations
Updated: Level of Development: Integrating
Date: October 2021
Evidence: Shared Discussion Expectations - Students are presented with rules and expectations for group discussions. Students are taught to take turns and practice responsible communication. Students are taught to raise their hand when they want to share and to speak to their partner directly when responding to what they shared during a small group lesson.
2.4 Create a rigorous learning environment with high expectations and appropriate support for all students
Level of Development: Emerging
Date: November 2020
Evidence: Curricular Calendar In order to create a rigorous learning environment where high expectations are set for all students, I create a curriculum calendar every 2 weeks. The calendar is completed based on the standards that are chosen for each module. The district releases virtual notebooks for students to complete during distance learning. I utilize the content and standards to create a curriculum outline. In addition, I utilize a kindergarten pacing guide that was created by my kindergarten cohort. We discuss in depth our curriculum outlines and the expectations we would like to set for our students each month. We plan as far in advance as possible and continue adding and altering our goals for the month.
Documents: Curricular Calendar
Updated: Level of Development: Applying
Date: October 2021
Evidence: Google Slides Add On - Graphic Organizer: To support students during a guided reading lesson, I utilize the google slides add on for graphic organizers. The add on accessory allows me to utilize a support resource that enhances student learning. I am able to record students' answers in the graphic organizer and display it for students, this creates a rigorous learning environment.
Documents: Google Slides Add On - Graphic Organizer
2.5 Develop, communicate, and maintain high standards for individual and group behavior
Level of Development: Emerging
Date: September 2020
Evidence: Creating Classroom Rules. When first stating expectations and rules for the classroom, I made sure that students were a participant in the creation of our classroom rules. Prior to stating my own rules, I gave students the opportunity to discuss rules in a small group zoom meeting. Students discussed what they believed were essential rules for our classroom. After they shared in small groups, we discussed and shared in whole group and I wrote down the rules they came up with on the board. Students were able to communicate what they believe as appropriate classroom behavior. After students shared, I communicated my own classroom rules and they found that many of the ones they created were very similar.
Documents: Creating Classroom Rules.
Updated: Level of Development: Applying
Date: October 2021
Evidence: Standards Projected - When students are focusing on a particular standard, it is projected on the whiteboard or read to them and explained. Students acquire various vocabulary that involves the standard to extend their understanding of what they are learning during a given lesson.
ISTE Standard 6a: I foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
Level of Development: Applying
Date: October 2021
Evidence: I provide expectations for taking turns during group discussions. To enhance students' understanding of how to take turns, we play games and they watch a video for an example. You can access the video here: Taking Turns Video
2.6 Employ classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn
Level of Development: Exploring
Date: September 2020
Evidence: Daily Check In Google Form. At the start of each class meeting, students are required to complete a daily check in form. This has been a part of our classroom routines since the beginning of the school year. Students are able to communicate to myself how they are feeling each day, ask questions, and provide me with any information they believe I need to know. They complete the daily check in form with their coach. In addition, students are given the opportunity to share out or ask questions at the end of each class session. This supports positive behavior within the classroom because students know they will be given the opportunity to share out at the end of the class.
Updated: Level of Development: Integrating
Date: October 2021
Evidence: Pawsitives - Our school gives students pawsitives, which are coupon rewards. Students collect a certain amount before earning a prize or a fun day. This supports a positive learning environment where students are given incentives for behavior and following classroom rules and routines.
2.7 Use instructional time to optimize learning
Level of Development: Emerging
Date: November 2020
Evidence: Guided Reading Lesson Plan. When planning my daily guided reading lessons, I always signify the approximate time each portion of the lesson will take. I believe each part of the lesson is essential for students reading development. With that, I always make sure each portion of the lesson is given the correct amount of time based on the Guided Reading book that we utilize for our reference (e.g. Jan Richardson’s book Next Step Forward in Guided Reading). I ensure that I do not include too much or too little content for each part of the lesson. In addition, according to Jan Richardson, the most fundamental portion of the lesson is reading the book. I always allocate 5-8 minutes to this portion of the lesson to ensure students are given the most amount of time for reading.
Updated: Level of Development: Applying
Date: October 2021
Evidence: Student Materials Prepared - Prior to each guided reading lesson, students materials are prepared and set up in order to optimize learning. The focus sight word for the lesson magnetic letters are already pulled, the book is already selected and I have easy access to the materials. This allows for the time met with students to be fully utilized.