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. academic readiness,
language, cultural
background, and
4.1 Using knowledge individual development.
of students’ academic 9/22/2021.
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.
With the information that
I have available to me it is
easy to look up data on
my students individual
and as a class to see
where they are at and
where they need
improvement.
This data helps me
determine where to meet
them at and where to
start my scaffolding.
9/22/2021
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.
physical development to
meet their individual
needs.
5/3/22 Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
Examines potential assumptions about stereotyping, and
sources of bias and cultures an members of assumptions.
stereotyping when cultures. 3/30/23
planning lessons. Uses 10/29/2022
culturally responsive
pedagogy in planning.
9/22/2021.
I always think about how Because our curriculum is Based on our world
my lesson, words, and world literature thinking literature curriculum I
graphics are going to be about bias, stereotyping have leaned into more
interpreted. I think about and assumptions is key. I global citizenship styles
how the stories they read just had a conversation of teaching and lesson
reflect different cultures about discrimination planning. I have been
and how we can relate to which was apart of the asking probing questions
that culture. Although I theme in our recent story. to get students thinking
cannot, change the I made sure to let the about bias and
curriculum I change how student know that the stereotyping that appears
we respond to that reason that we were in the stories, then
curriculum. talking about this was reflecting on that for
9/22/2021 because I want him to be current events. 3/30/23
able to work in the
Although I am still unable diverse area that is
to change the curriculum California.
I am now more 10/29/22
comfortable modifying
assignments like tests
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring/ Applying Integrating Innovating

and portfolios to better
reflect the standards that
we are trying to teach. I
use the information
gained from our
conversations with the
students and scores on
assignments to determine
lessons
5/3/22
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-
on content standards and students in single lessons goals for content that are content standards with term and long-term
4.2 Establishing and
available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
articulating goals for
and differentiated to interests, and learning students. Assists students
student learning
address students’ diverse needs. to articulate and monitor
learning needs. 9/22/2021 learning goals.
5/3/22 10/29/2022
3/30/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
Uses available curriculum
for daily, short- and long-
4.3 Developing and term plans. 9/22/2021.
sequencing long-
term and short-term
instructional plans to
support student
learning
Emerging Exploring/
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support
student learning. 5/1/22
10/29/22
Applying Integrating
During my weekly phone
calls with my students, I
make sure, if they are
struggling, to set clear
goals with a hard
deadline. Before I would
just tell my students “this
is want I want them to
do.” I learned that by
giving them a clear goal of
how many lessons, or
percentages on
assessments with a set
deadline with a date that
the students had better a
better understanding of
what is expected of them.
More students began
reaching the goals.
9/22/2021
I am still doing weekly
calls with my students
and setting goals,
deadlines, etc. The goals
are clear and by now
implementing schedules
that are imbedded in
their home page it has
helped.
5/3/22
Establishes short- and Refines sequence of long-
long-term curriculum term plans to reflect
plans for subject matter integrations of
concepts and essential curriculum guidelines,
related academic frameworks, and
language and formats assessed instructional
that support student needs to ensure student
learning. learning.
3/30/23
Innovating
My weekly phone calls
are a lot more goal
oriented. I am not only
setting goals with my
students that are
struggling but also with
my students that are not
struggling. The Micro
goals have help along
with establishing a
certain long-term plan.
My goals are moving into
more SEL style where it is
not just getting
assignments done but it is
having fun weekends and
doing activities that we
can then discuss.
10/29/2022
This element has
remained the same since
last semester 3/30/23
Utilizes extensive
knowledge of curriculum,
content standards, and
assess learning needs to
design cohesive and
comprehensive long- and
short-term instructional
plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
The curriculum we use is
made by Pearson and the
students access it on their
own to complete work
and tasks. Besides
dropping and skipping
certain assignments or
lessons, we cannot
modify the curriculum.
Instead, we make
instructional plans on a
more individual basis
with the data that we
have. 9/22/2021
Exploring/
The curriculum is still all
made by Pearson but, I
am not as beholden to it
as I once thought. We are
now implementing
guided notes and talking
with other PLCs in
English to see how all of
our lessons line up. We
are working toward on
long-term planning
5/1/22
I am pushing my PLC to
start making our own
assessments and change
the curriculum.
10/29/22
Applying Integrating Innovating
We are in the midst of
changing our curriculum
which has caused many of
us to look into the long
term of what we want to
get out of the new
curriculum for the
students. By focusing on
built in supports, varying
styles of questions, and
visuals we are now
thinking about the long
term plans.
3/30/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring/ Applying Integrating Innovating

Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles. 5/1/22 10/29/22
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. 9/22/2021. and language needs. learning and language
3/30/23 needs.

In our Live Lessons we We as a PLC team meet Every lesson I provide to

team teach, which means and discuss the data
that instead of all of us collected from formal
individually delivering a assessments to see what
lesson with our own needs to be discussed in
students we, mash all our the Live Lesson.
students together and all 9/22/2021
help teach a lesson. We
take turns on who is I am now looking to and
hosting. Because of this using some of the
we all use strategies for instructional strategies to
single lessons. make sure that I am
9/22/2021. meeting students’ unique
needs.
Some of those strategies
include essential
questions, limiting my
lectures, and ending
activities. 5/1/22
my students now I am
trying to reorganize the
information every time so
that every lesson of my is
not the same as the last. I
think that by keeping the
information delivery
different it can help with
the retention.
10/29/2022
By utilizing data from the
MAP test and other
assessments I have been
adjusting the lesson to fit
the students needs.
3/30/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring/ Applying Integrating Innovating

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans additional materials to instructional needs arises student needs.
and curricular support students’ diverse to support student 3/30/23
materials to meet the learning needs. 5/1/22 learning.
assessed learning 10/29/22 Engages with students to
needs of all students. identify types of
adjustments in
instruction that best meet
their learning goals.

In our Live Lessons we Some of the culturally
team teach, which means responsive pedagogy that
that instead of all of us we use in our lessons
individually delivering a usually revolve around
lesson with our own our individual
students we, mash all our relationships that we
students together and all build with our students
help teach a lesson. We and putting our lessons in
take turns on who is a real world modern
hosting. Because of this context. This helps us
we can only adapt when we get into units
instruction for single like Africa and the Middle
lessons. 9/22/2021. East.
5/1/22
I am making on going I am now making my
adjustments with my lessons with multiple
lessons and my planning. pathways that it can go
Working with my PLC while also remaining
and talking about where versatile to adapt on the
our students are at. fly if need be. It does
10/29/2022 require more work but I
think it has made my
lessons stronger.
3/30/23