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. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development individual cognitive, needs and cultural information on students.
readiness, language 9/22/2021. social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs.
development to plan Is aware of impact of bias Planning addresses bias, Engages students in the
instruction. on learning. Becomes aware of Examines potential stereotyping, and analysis of bias,
potential areas of bias sources of bias and assumptions about stereotyping, and
and seeks to learn about stereotyping when cultures an members of assumptions.
culturally responsive planning lessons. Uses cultures.
pedagogy. April 2022 culturally responsive
pedagogy in planning.

I consider informal
assessments to gauge
academic readiness and
reception to the next new
concept. I also consider
their individual needs
while planning and plan
specifically for students
who may need extra help.
9/22/2021

I am aware of my bias but

sometimes I am so
focused on teaching the
lesson that I forget to
correct my bias.
9/22/2021

I see how I am biased

against certain students
and am more mindful of it
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

so that I can correct it. I
also have created a rubric
even if it’s for math so
that I can always be fair
even if grading math
seems to be in clear black
and white. April 2022
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 9/22/2021 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
While I know that I
should be presenting
differentiated learning
goals, I feel like I’m just
barely keeping my head
above the water.
9/22/2021
Uses available curriculum Begins to plan curriculum
for daily, short- and long- units that include a series
4.3 Developing and term plans. of connected lessons and
sequencing long- are linked to long-term
term and short-term planning to support
instructional plans to student learning.
support student 9/22/2021
learning
Applying Integrating Innovating
At the beginning of each
chapter, I try to sum up
the entire chapter in how
the content is useful and
applicable in real life. I
also sum up the content
in terms of the skills they
are learning. For example,
in the chapter for solving
systems of equations, I
said that the entire
chapter is about finding
the solution, which is the
intersection of the two
lines, and that each of the
sections of the chapter
talk about a different
method in which students
can find the solutions to
the systems of equations.
By learning each of the
methods, students can
assess the system, and
determine which method
would be the best way to
go in regards to solving
for the solution. April
2022
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. April 2022 learning. Oct 2022 plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

For the most part I am I look ahead into the rest
just following the of the curriculum to plan
curriculum for its out how to utilize the
content, but have been time I have left before the
planning other activities end of the school year to
for teaching/learning plan for which subject
because the book isn’t matter content I want to
quite working out with make sure to cover. I also
my students. 9/22/2021 consider the ELLs and
special needs students in
the group to see what
modifications I can make
for the entire class to
reflect their learning.
April 2022
Now that I'm in my
second year, I am able to
look further ahead in the
year for more than a
week at a time. Still, I am
learning to create long-
term curriculum plans
realistically, and to
ensure maximum student
learning. Oct 2022

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
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
instruction that guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
incorporates diverse learning needs. that addresses culturally assessed language and students’ diverse
appropriate responsive pedagogy, learning needs. Provides language and learning
strategies to meet students’ diverse appropriate support and needs and styles to
the learning needs of language, and learning challenges for students. advance learning for all.
all students Is aware of student Seeks to learn about needs and styles. Oct 2022
content, learning, and students’ diverse learning Facilitates opportunities
language needs through and language needs Uses assessments of Integrates results from a for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
data provided by the site beyond basic data.
and district.
I look at the curriculum
guidelines and adjust it so
that it better serves my
students. I also have
different modes of
learning that I will
incorporate such as group
teaching, teaching each
other, learning through
movements, etc.
9/22/2021
4.5 Adapting Implements lessons and Begins to adapt plans and
instructional plans uses materials from materials in single
and curricular curriculum provided. lessons or sequences of
materials to meet the lessons to address
assessed learning students’ learning needs.
needs of all students.
Applying
students’ learning and
language needs to inform
planning differentiated
instruction.
I use informal
assessments in order to
see how and what the
students are learning and
then plan or adjust plans
accordingly in order to
address the needs of the
students. 9/22/2021
Certain students need
graphic organizers in
order to organize the
information given in the
story problems. In
learning the content,
some students grasp
concepts more easily
when starting with a
graphic organizer, and
then do not need them
later. Some students
needs them throughout
the whole section even if
they think they don’t
need them. When
planning, I choose the
strategies with the needs
of the students in mind so
that they can master the
content. April 2022
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
Integrating Innovating
broad range of their learning and the
assessments into impact of instructional
planning to meet strategies to meet their
students’ diverse learning learning and language
and language needs. needs.April 2023
I have students that NBPTS Proposition 3:
require me to provide a teachers are responsible
copy of my notes for for managing and
them because they monitoring student
cannot copy from the learning
board. Therefore, I I’ve slowly been
provide anchor charts or transitioning from
doodle notes as part of teacher-centered
the interactive notebook instruction to student-
that provide most of the centered instruction
notes and they just have using the textbooks that
to follow along with the are over ten years old. I
example problems. asked a couple students
Another way I provide about how they liked the
support to students with units that were student-
learning needs is to centered and how it
share my digital notes compares to how much
with them and their learning happened as
families so that the opposed to units that
adults in the home are were teacher-centered.
able to provide support Those student reflections
at home following the were insightful for the
same language that I use students and for myself.
in the classroom.  Oct April 2023
2022
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of based on in depth
materials as the analysis of individual
instructional needs arises student needs. Oct 2022
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating
support students’ diverse to support student
learning needs. learning. Sept 2021
April 2022
This is one of my
strengths that I am not
usually fazed by things
not going the way I
planned it and can adjust
and alter as needed on
the spot. If I see that what
I had planned does not
work, I do not waste time
by trying to truck through
but look to change tactics.
9/22/2021
I collect homework at the
end of the week to see
how they are
understanding the
concepts. I analyze their
work in order to
anticipate their learning
when building upon those
skills informally assessed
through their homework.
April 2022
Innovating
Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
I see that the curriculum is
going to be teaching
fraction operations as an
overview because it was
addressed in the previous
grade level but I know that
my students are not at the
level of math to be
learning fraction
operations in just one
lesson. So I break apart the
lesson into sections and
provide supplemental
materials and primary
materials so that we can
cover the one lesson in a
series of lessons.  Oct
2022