CSTP II - Creating and Maintaining Effective Environments for Student Learning
This section should show evidence that you:
- Create physical environments that engage all students in purposeful learning activities and encourage constructive interactions among students;
- Maintain safe learning environments in which all students are treated fairly and respectfully;
- Encourage all students to participate in making decisions and in working independently and collaboratively;
- Assure that expectations for student behavior are established early, clearly understood, and consistently maintained; and
- Make effective use of instructional time as they implement class procedures and routines.
Ed460: Classroom management activity.
Ed474: Fieldwork experience; supervising teacher’s evaluation of fieldwork.
Ed476: Unit plan overview.
SpEd457: Student-enhanced lesson for special needs learners; journal entries on diversity (from course portfolio).
Other examples of the types of evidence that might be appropriate for this section:
Lesson plan content areas: representative samples of a diversity of teaching strategies; examples of instructional materials adapted to meet different needs; examples of differentiated instruction for ELL, GATE, and/or Special Ed (could be seminar packets).
Reflection possibilities: reflections on inclusion and diversity; reflections on student integration; reflections outlining the reasons and outcomes of environmental adjustments.
Other ideas: a copy of posted classroom rules and procedures; a list of strategies enacted to address classroom management, instructional time, and/or social environment (e.g. fairness and respect); discipline charts; behavior contracts; contingency management plans; room plan; seating chart; copy of COMP certificate; copy of Equity certificate; examples and/or evidence of school/community partnerships; list of homework assignments; anticipatory sets; team teaching notes; example of cooperative learning strategies; examples of approaches used to meet individual student needs.