CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans daily lessons using Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
available curriculum and sequence of lessons using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. 4/29/19 academic readiness, academic language, diverse Matches resources and extending student
language, cultural cultural backgrounds, and specific strategies to learning based on
4.1 Using knowledge background, and individual cognitive, social, students’ diverse comprehensive
of students’ individual development. emotional, and physical learning needs and information on students.
academic readiness, 12/01/19 development to meet their cultural backgrounds.
language proficiency, individual needs. 4.28.20
cultural background,
and individual Examines potential sources
development to plan Is aware of impact of bias of bias and stereotyping Planning addresses bias, Engages students in the
instruction. on learning. 9/24/18 Becomes aware of when planning lessons. Uses stereotyping, and analysis of bias,
potential areas of bias culturally responsive assumptions about stereotyping, and
and seeks to learn about pedagogy in planning. cultures an members of assumptions.
culturally responsive 4.28.20 cultures.
pedagogy. 12/01/19

Lessons are planned I work at an art school We vastly improved our

mostly based on the where my students often collaboration with families
California State Content greatly appreciate having and community outreach by
Standards, the Common the option to inviting parents to
Core State Standards, and demonstrate mastery in a participate in the National
our department format that best fits their History Day that we hosted
standards and goals. artistic talents. Here is a on our campus. Parents and
Objectives are built copy of the directions for community members served
around these standards a research project as judges, viewing student
so that students work students were to projects that were put on
towards mastery a set of complete. Students were display. Our model was
standards over the given a few different based on the
course of a unit and the options for the format of official National History
entire year. 4/29/19 their presentation. Day model. In this project,
I review information 12/01/19 students get to explore
about students prior to I have joined a book club history through a theme.
creating my lessons and with my colleagues This year's theme was
try to incorporate where we are reading Breaking Barriers. Students
opportunities for them to "White Fragility" and could choose a topic and a
access their prior "Why are all the Black way to present their topic
knowledge and address Kids Sitting Together in depending on their personal
any misconceptions. the Cafeteria?: And Other backgrounds and interests.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

9/24/18 Conversations About Resources that were
Race." provided to the students
We are trying to figure differed depending on their
out ways that we can reading and writing level.
implement more multi- Students were given a
cultural classrooms and suggested list of things to
eliminate some of the complete each week, but
bias inherent in our students could still work at
educational system. So their own pace as needed.
far, the books have been 4.28.20
pretty illuminating and I
look forward to
continuing to converse
with my colleagues about
ways we can implement
more culturally
responsive pedagogy.
4/29/19
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons content that are accessible, content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. challenging, and students’ strengths, learning goals for
student learning 9/24/18 4/29/19 differentiated to address interests, and learning students. Assists students
students’ diverse learning needs. to articulate and monitor
needs. 4.28.20 learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Daily is agenda is always
posted for students. It
includes the learning
objective, the essential
question, the agenda, and
any homework that will
be due. The objectives are
explained to the students
at the beginning of the
lesson. We sometimes
take time at the end of
lessons to question
whether or not we've met
those objectives. 9/24/18
Uses available curriculum
for daily, short- and long-
4.3 Developing and term plans.
sequencing long-
term and short-term
instructional plans
to support student
learning
Exploring
I provide students with
rubrics that are adjusted
based on the progress
they are expected to
make over the course of
the year. I tell students
about the long term plans
for their skill/ability
development in their
history classes. 4/29/19
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support
student learning.
12/01/19
Applying Integrating Innovating
Students are required to use
Google Sites to keep track of
key assignments in my class
that demonstrate their
mastery of various skills.
Students will keep track of
the year's learning goals and
will check their progress
throughout the school year.
The Google Site they create
and maintain will become a
full fledged portfolio that
they will present during
their senior year. Students
will use their site to reflect
on their grit and growth.
4.28.20
Establishes short- and long- Refines sequence of long- Utilizes extensive
term curriculum plans for term plans to reflect knowledge of curriculum,
subject matter concepts and integrations of content standards, and
essential related academic curriculum guidelines, assess learning needs to
language and formats that frameworks, and design cohesive and
support student learning. assessed instructional comprehensive long- and
4.28.20 needs to ensure student short-term instructional
learning. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

The learning objectives I In addition to building up
create include both long- topics in this way, I plan out
term and short-term how to sequentially teach
plans. Many objectives and scaffold student
span multiple units development of skills over
where students are the course of the year. Based
working on mastering on department-wide
one aspect of a skill (ex: decisions, our 9th and 10th
long-term goal involves graders work mostly on
completing an entire DBQ reading comprehension,
essay while short term research, writing, and
goal during one unit speaking skills. For history,
involves learning how to the skill sets are further
write a thesis statement). specified. For instance,
I have created a students focus on source
curricular calendar analysis, corroboration,
meant to organize units contextualization, expository
so that standards are met and argumentative writing,
throughout the year. etc. Here is an example of
12/01/19 our department plans for
vertical alignment.
4.28.20

Plans instruction that Selects strategies for Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies single lessons or instructional strategies into wide range of strategies incorporating a
4.4 Planning suggested by curriculum sequence of lessons that ongoing planning that to address learning styles repertoire of strategies
instruction that guidelines. 9/24/18 respond to students’ addresses culturally and meet students’ specifically meet
incorporates diverse learning needs. responsive pedagogy, assessed language and students’ diverse
appropriate 4/29/19 students’ diverse language, learning needs. Provides language and learning
strategies to meet and learning needs and appropriate support and needs and styles to
the learning needs of styles. 4.28.20 challenges for students. advance learning for all.
all students Is aware of student
content, learning, and Seeks to learn about Uses assessments of Integrates results from a Facilitates opportunities
language needs through students’ diverse learning students’ learning and broad range of for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

data provided by the site and language needs language needs to inform assessments into their learning and the
and district. 9/24/18 beyond basic data. planning differentiated planning to meet impact of instructional
4/29/19 instruction. 4.28.20 students’ diverse strategies to meet their
learning and language learning and language
needs. needs.

I use multiple strategies I attempt to vary the I use various assessments of

throughout units and content and structure of student learning and
lessons to determine my lessons so that language needs by using
students' progress students with different Pear Deck, exams, exit-
towards the goals. I give strengths get the tickets,
quick quizzes, have opportunity to use those performances/presentations,
students think-pair-share strengths. In some of my etc. Based on the data
to access prior lessons, we learn content gathered, I incorporate
knowledge, do whip using movement by different learning strategies
arounds, have students acting out a scene or that are appropriate for my
complete four corner moving to different students. I present
activities, have students corners of the room to information to students in
fill out exit slips, and learn about different different modes, as
grade student homework events. In other lessons, mentioned before and I also
to check student we learn content by test students in different
progress. Students draw, watching videos, listening modes. I might provide them
speak, and act out to short lectures, and with a learning menu so that
historical events to viewing images. In they can decide how they
display their progress. I additional lessons, we would like to demonstrate
use pear deck to present draw or respond in a knowledge. 4.28.20
lectures slides that are written format.
interactive and include During the year, I learn
built-in assessments. about students' different
I check the data on needs through these
students provided different lessons. I also
through Aeries, email their parents in
Schoology, and by the order to hear what they
English department. believe their child's
9/24/18 learning style is. 4/29/19
4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans uses materials from materials in single adaptations to differentiate adjustments to a wide range of
and curricular curriculum provided. lessons or sequences of instructional plans. Uses instructional plans and adaptations to lessons
materials to meet the lessons to address culturally responsive uses a variety of based on in depth
assessed learning students’ learning needs. pedagogy and additional materials as the analysis of individual
needs of all students. 4.28.20 materials to support instructional needs arises student needs.
students’ diverse learning to support student
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

needs. learning. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.

I offer learning menus to

students in order to give
them options as to how
they would like to show
mastery. I allow students
to choose their role
within groups. I provide
notes to the students who
need notes provided. I
have just started to
provide cloze notes to my
ELL students so that they
are able to keep up
during lectures. I provide
my ELL students with
information, texts, and
videos ahead of time
which they often work on
at home or with their
English teacher. I allow
some students additional
time to complete certain
tasks. I provide sentence
frames that are optional
for certain students to
use if they need the
additional structure. I
provide students with a
format for taking notes
and annotations. 4.28.20