CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans daily lessons using Plans single lessons or
available curriculum and sequence of lessons using
information from district additional assessment
and state required information on student
assessments. 9/25/19 academic readiness,
language, cultural
background, and
4.1 Using knowledge
individual development.
of students’ academic
2/15/20
readiness, language
proficiency, cultural
background, and
individual
Is aware of impact of bias
development to plan
on learning. Becomes aware of
instruction.
potential areas of bias
and seeks to learn about
culturally responsive
pedagogy. 9/25/19
I use content based on the Culturally responsive
curriculum that is given pedagogy is a student-
to me. Because my school centered approach to
is private, our curriculum teaching that allows
is not based on the exact students to understand
California Common Core their cultural place in the
State Standards, but is world and how that could
very closely aligned. be causing any biases.
9/25/19 This is an important part
of education for children
because they must learn
that, just as all people are
different, not everyone
shares the same beliefs or
opinions. 9/25/19
I have learned that lesson
plans depend on the
results of student
assessments. This is why I
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is instruction that provides
knowledge of students’ based on broad systematic opportunities
academic readiness, knowledge of students. for supporting and
academic language, Matches resources and extending student
diverse cultural specific strategies to learning based on
backgrounds, and students’ diverse learning comprehensive
individual cognitive, needs and cultural information on students.
social, emotional, and backgrounds. 5/5/21
physical development to
meet their individual
needs. 10/25/20
Planning addresses bias, Engages students in the
Examines potential stereotyping, and analysis of bias,
sources of bias and assumptions about stereotyping, and
stereotyping when cultures an members of assumptions.
planning lessons. Uses cultures. 10/25/20,
culturally responsive 5/5/21
pedagogy in planning.
2/15/20
When planning lessons, I When teaching lessons, I
am always thinking about offer many different
whether or not I will be perspectives on an issue
teaching with bias and whenever approporiate.
how I can eliminate that This is to show students
bias. It isn’t always easy that different people
to determine these think differently and it is
sources of bias because okay to agree or disagree
we don’t always identify with others. 10/25/20
our opinions or beliefs as
being biased. I try to
inform students at a I teach lessons about
young age that different many different cultures
people can have different and religions so that
beliefs. 2/15/20 students think with an
open and accepting
I ask for participation mindset. I also teach
from students in different students to be accepting
ways. I ask those who are of each other no matter
able to answer higher their differences. 5/5/21
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

review assessments level questions to help
myself in order to decide the class with some of the Whenever planning I also
if any information more complicated try to consider different
requires a reteach. problems. On the other perspectives, questions,
Depending on these hand, I might ask a and comments that
numbers I may either student who I know students may bring up so
reteach the whole class or struggles with math to that I will be prepared
pull aside a small group participate in the class by with an answer for them.
of students. 2/15/20 reading the word 5/5/21
problem. This way the
student can feel confident
in what they are
contributing to the class.
10/25/20
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning 9/25/19 2/15/20 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 5/5/21 to articulate and monitor
learning needs.10/25/20 learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Before beginning a
lesson, I introduce it to
the students by telling
them what they are going
to be learning about that
day. I also write the
objective on the board,
stated in student friendly
language. 9/25/19
Uses available curriculum
for daily, short- and long-
4.3 Developing and term plans. 9/25/19
sequencing long-
term and short-term
instructional plans to
support student
learning
Exploring
I have worked a lot on
goal-setting with students
this semester. Not only do
we discuss the objective
in student friendly
language, but I find it
helpful to have students
quickly discuss with a
partner or journal
something that they
would like to learn about
in the current unit or
something that they
would like to understand
better by the end of the
unit. 2/15/20
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support
student learning.
2/15/20
Applying Integrating Innovating
I differentiate learning I always begin my lessons
goals by combining by saying “Today we are
thinking skills and going to learn about…”
content. For example, in and explain what we will
my science lesson I ask be doing. This way
students to compare and students have an
contrast amphibians, understanding of what
mammals, reptiles, fish, we will be talking about
birds, and insects. and what kinds of things
10/25/20 they may expect to hear,
talk about, or answer.
5/5/21
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
learning.10/25/20 learning. 5/5/21 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 curriculum that is I have to take time to When planning out my When I plan for the week,
provided to me through think about and plan my lessons using the given I use the curriculum of
the school is what I lessons so that concepts curriculum, I establish the school provides for
mainly rely on when build on each other. The that some lessons will me. This ensures that I
lesson planning. I am goal of this is to further have a short-term plan. will be targeting all the
working on planning my extend student interest Others will be long term correct standards that the
own personal and and learning on in which lessons and students must learn for
creative curriculum units connected topics. concepts build on each second grade. 5/5/21
based on standards and Students become more other. An example of a
objectives. 9/25/19 engaged because they short-term plan is
have background learning about growth
knowledge of the topic. mindset. An example of a
2/15/20 long-term plan of lessons
are the social studies
units. 10/25/20

4.4 Planning Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
instruction that incorporates strategies single lessons or differentiated wide range of strategies incorporating a
incorporates suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
appropriate guidelines. 9/25/19 respond to students’ into ongoing planning and meet students’ specifically meet
strategies to meet diverse learning needs. that addresses culturally assessed language and students’ diverse
the learning needs of 2/15/20 responsive pedagogy, learning needs. Provides language and learning
all students students’ diverse appropriate support and needs and styles to
language, and learning challenges for students. advance learning for all.
Is aware of student needs and styles. 5/5/21
content, learning, and Seeks to learn about 10/25/20 Facilitates opportunities
language needs through students’ diverse learning Integrates results from a 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 Uses assessments of broad range of their learning and the
and district. beyond basic data. students’ learning and assessments into impact of instructional
9/25/19, 2/15/20 language needs to inform planning to meet strategies to meet their
planning differentiated students’ diverse learning learning and language
instruction. 10/25/20 and language needs. needs.
5/5/21
While I use the While I have access to I incorporate
curriculum to help guide students’ CAL files, I try differentiated Students must follow
my planning and to find out more about instructional strategies along in stories or text
instruction, I know that I the student’s background into my lessons such as that we read as a class. In
need to work on so that I can better think pair-share and addition, a reading voice
considering the needs of understand his or her learning stations in which is projected out loud or
my diverse students. needs. 9/25/19 each station has a unique we will read as a class.
9/25/19 method of learning the 5/5/21
Some strategies I use to same concept. 10/25/20
respond to students’ I use small groups to
diverse learning needs I look at the scores of my meet students’ diverse
includes implementing students’ assessments in needs. If some students’
learning stations, order to figure out if my scores showed they were
targeting different senses teaching styles are not proficient in a certain
within lessons, benefitting my students. area, I will group them
partnering, and free study If I notice that a certain together for review.
time. 2/15/20 student or group of 5/5/21
students are not doing so
well, I try to incorporate
I do my best to teaching strategies
understand student geared towards their
needs by looking at CAL learning styles. 10/25/20
files, talking to parents,
and talking to students so
that I can really get to
know the student and
what they need to learn
best. 2/15/20
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 adjustments to a wide range of
and curricular curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
materials to meet the 9/25/19 lessons to address plans. Uses culturally uses a variety of based on in depth
assessed learning students’ learning needs. responsive pedagogy and materials as the analysis of individual
needs of all students. 2/15/20 additional materials to instructional needs arises student needs.
support students’ diverse to support student
learning needs. 10/25/20 learning. 5/5/21 Engages with students to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
I rely heavily on the While I still rely on the
curriculum textbooks and curriculum textbooks, I
teacher’s books provided consider the learning
to guide me in my needs of all my students
teaching. They help me when planning for
know what main topics lessons. For example, if I
and subtopics to cover know a student has
and give me an idea of the trouble focusing and
academic expectations of participating in particular
the students. 9/25/19 subject I make sure to
include him in the class
conversation. 2/15/20
Applying Integrating Innovating
identify types of
adjustments in
instruction that best meet
their learning goals.
I always make sure that When students were
my instruction is having difficulty
culturally relevant. For understanding time, I
example, my students are used a model clock to
all Jewish, so when show them how the hour
teaching them about and minute hands work.
traditions we discuss It is difficult for students
Jewish traditions which to understand why the
they are all very familiar hour hand is in between
with and can relate to. two numbers, but
10/25/20 showing them a sped up
example of how the two
hands work together is
very helpful. 5/5/21