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
4.1 Using knowledge background, and individual
of students’ academic development.
readiness, language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias Becomes aware of
instruction. on learning. potential areas of bias and
seeks to learn about
culturally responsive
pedagogy. 9/25/21
When lesson planning, I
have begun incorporating
facts about different
cultures that music we are
learning is based on.
9/25/21
Applying
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language,
diverse cultural
backgrounds, and
individual cognitive, social,
emotional, and physical
development to meet their
individual needs.
Examines potential
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
5/7/22
I have planned some
lessons where we dig more
into the historical context
and significance of songs
(ex: African American
spirituals) and challenge
students to place
themselves in those shoes
in their own words.
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities
students. Matches for supporting and
resources and specific extending student
strategies to students’ learning based on
diverse learning needs comprehensive
and cultural backgrounds. information on students.
Planning addresses bias,
stereotyping, and Engages students in the
assumptions about analysis of bias,
cultures an members of stereotyping, and
cultures. 11/6/22 assumptions.
4/19/23
I have a good idea of the
strengths and weakness of
my students since I
watched them grow
musically and personally
last year. I plan instruction
and activities that plays to
these strengths and
weaknesses. In third
grade, we learned about
Native American music
and had a discussion
about respecting different
cultures, and
viewing/participating in
activities to help us see
things in a new way. We
talked about the parallels
of our Catholic sacred
music to the sacred music
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
of the tribes. We then
drew connections
between Native American
instruments and the
instruments we have in
the classroom, and
participated in a drum
circle of a Karok tribe
song. 11/6/22
Same! Students learn
abour and experience
diverse music, and
discover similarities and
differences between that
culture and the
Catholic/American culture
that they know. Students
feel safe to ask questions
and share their personal
experiences and opinions.
4/19/23
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning 9/25/21 5/7/22 differentiated to address learning needs. to articulate and monitor
students’ diverse learning learning goals.
needs. 11/6/22 4/19/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
This is something I am
working on. I sometimes
forget to say the goals and
only remember halfway
through the activity
where I will mention the
purpose. 9/25/21
Uses available curriculum
for daily, short- and
4.3 Developing and long-term plans.
sequencing
long-term and
short-term
instructional plans to
support student
learning
Activities/lesson goals are
posted on the board and
verbally reviewed at the
beginning of each class.
Middle school is starting
SMART goals, but not
consistently yet.
Begins to plan curriculum
units that include a series
of connected lessons and
are linked to long-term
planning to support
student learning.
Activities and lesson goals
are posted on the board
and verbally reviewed
during class. I give
scaffolded options to
strive for depending on
difficulty level (ex: focus
on and improve on playing
the new chord, transitions
between 2 chords, or
playing all chord changes
smoothly). Students
self-monitor and can
determine which goal they
should aim for personally.
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic language
and formats that support
student learning. 5/7/22
Activities and lesson goals
are posted on the board
and verbally reviewed
during class. I give
scaffolded options to
strive for depending on
difficulty level, and
students self-monitor and
can determine which goal
they aim for personally.
Students reflect on their
performance, and share
their goals aloud. We also
discuss how these small
skill goals fit into the
bigger picture of what
they will be able to do
musically.
Refines sequence of Utilizes extensive
long-term plans to reflect knowledge of curriculum,
integrations of curriculum content standards, and
guidelines, frameworks, assess learning needs to
and assessed instructional design cohesive and
needs to ensure student comprehensive long- and
learning. 11/6/22 short-term instructional
plans that ensure high
levels of learning.
4/19/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
For elementary classes, I
have multiple lessons that
reinforce a concept with
the help of our GamePlan
book. For middle school,
there is nothing for me to
go off of but I am working
on isolating concepts like
scales and planning several
activities around it.
9/25/21
With hindsight at the end
of this year, I have started
organizing lessons into
more defined short and
long term curriculum
plans and units.
I have refined the I use my resources from
sequence of lessons within GamePlan to create
my long-term lesson plans cohesive lessons around a
using GamePlan and my musical concept. I am
own resources. starting project-based
learning with my middle
schoolers. I am also doing
a 6-week movie music
unit that culminates in a
soundtrack recording
session at Disneyland.
This will give the students
a hands-on learning
experience!
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single
incorporates strategies lessons or sequence of
suggested by curriculum lessons that respond to
guidelines. students’ diverse learning
needs. 9/25/21
4.4 Planning
instruction that
incorporates
appropriate
Is aware of student Seeks to learn about
strategies to meet the
content, learning, and students’ diverse learning
learning needs of all
language needs through and language needs
students
data provided by the site beyond basic data. 5/7/22
and district.
I differentiate instruction
with different seating
formations, modeling,
student modeling, visuals,
and audio. 9/25/21
I continue to differentiate
instruction as mentioned. I
also use more small
group/partner activities. I
try to get to know my
students more and ask
them how they learn best,
and try to integrate those
strategies into my lessons.
Incorporates differentiated
instructional strategies
into ongoing planning that
addresses culturally
responsive pedagogy,
students’ diverse language,
and learning needs and
styles.
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction. 11/6/22
I intentionally differentiate
instruction that is specific
to the learning and
language needs of my
students within each class.
I’ve been asking my 8th
graders to submit
self-assessment sticky
notes at the end of class so
that I can analyze the data
and look for trends of
things students want help
with. I then use those
findings to plan
instruction.
Plans instruction using a
wide range of strategies to
address learning styles
and meet students’
assessed language and
learning needs. Provides
appropriate support and
challenges for students.
4/19/23
Integrates results from a
broad range of
assessments into planning
to meet students’ diverse
learning and language
needs.
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning
needs and styles to
advance learning for all.
Facilitates opportunities
for students to reflect on
their learning and the
impact of instructional
strategies to meet their
learning and language
needs.
I intentionally
differentiate instruction
that is specific to my
students’ diverse language
and learning needs.
Students reflect and
self-assess themselves
using a 1-5 rating system
based on questions I ask
them. Students also have
the opportunity to share
what was difficult for
them and what went well.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Implements lessons and Begins to adapt plans and
uses materials from materials in single lessons
curriculum provided. or sequences of lessons to
address students’ learning
4.5 Adapting
needs. 9/25/21
instructional plans
and curricular
materials to meet the
assessed learning
needs of all students.
Through informal
assessment, I have made
adjustments in moving
forward or taking an extra
day to reinforce a musical
concept. 9/25/21
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs. 5/7/22
I still do a lot of informal
assessment to make
adjustments in planning
and pacing. In my
GamePlan book, I do a
better job of adapting
activities to my students’
knowledge level,
personalities, and
behavior.
Makes ongoing
adjustments to
instructional plans and
uses a variety of materials
as the instructional needs
arises to support student
learning. 11/6/22
My lesson plans act as a
base for what I want to
teach, but depending on
how students behave or
how much they
understand/struggle, I
make adjustments on the
fly or make notes to spend
more time on a specific
concept next class.
Anticipates and plans for a
wide range of adaptations
to lessons based on in
depth analysis of
individual student needs.
Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.
4/19/23
I make ongoing
adjustments to my
instruction based on my
assessment of my
students and use a variety
of resources to teach. I
also check in with
students to see what we
need to adjust to practice
playing something more
accurately (slow down,
speed up, smaller chunks,
etc).