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

Element Emerging Exploring Applying Integrating Innovating

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

Uses student data from Teacher fosters a

assessments and culture
awareness to adapt lessons
and strategies for individual
learning needs. Includes
grouping, allowing students to
discuss and collaborate in
their native language, and
planning instruction to
encourage student
collaboration on a daily basis.
I reevaluate my lessons and
content standards before
instruction. Address potential
bias and stereotypes in the
lessons and open up the
conversation for students to
address concerns or bias they
recognized. (7.15.23)
supportive and inclusive
group dynamic by
explicitly teaching
collaboration skills.
Teacher provides
opportunities for
students to engage in
project-based learning by
assigning a baseball
project where students
will have to collaborate
and research together.
(10.1.23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Communicates Establishes and shares Establishes and communicates Establishes and Establishes and articulates
learning learning goals for skill to students clear learning goals articulates learning goals comprehensive short-term
objectives for a development with for content that are accessible, to students that integrate and long-term learning goals
4.2 Establishing and single lesson to students in single challenging, and differentiated content standards with for students. Assists students
articulating goals for students based on lessons and sequence of to address students’ diverse students’ strengths, to articulate and monitor
student learning content standards lessons. learning needs. interests, and learning learning goals.
and available needs.
curriculum.

At the beginning of each

lesson, I address the
learning goals and
objectives. I then connect
the standards to the AP
standards and the
common themes and key
concepts across multiple
lessons (7.15.23)
(10.1.23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available Begins to plan Establishes short- and long- Refines sequence of long- Utilizes extensive knowledge
curriculum for curriculum units that term curriculum plans for term plans to reflect of curriculum, content
4.3 Developing and daily, short- and include a series of subject matter concepts and integrations of curriculum standards, and assess
sequencing long- long-term plans. connected lessons and essential related academic guidelines, frameworks, learning needs to design
term and short-term are linked to long-term language and formats that and assessed cohesive and comprehensive
instructional plans to planning to support support student learning. instructional needs to long- and short-term
support student student learning. ensure student learning. instructional plans that
learning ensure high levels of
learning.

I establish a yearlong
curriculum and planned
guideline that shows and
explains the unit and
expectations. In the
guidelines students have
access to required
material, quiz dates, test
dates, and writing
material. (7.15.23)
(10.1.23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction Selects strategies for Incorporates differentiated Plans instruction using a Plans instruction
that incorporates single lessons or instructional strategies into wide range of strategies incorporating a repertoire of
strategies sequence of lessons that ongoing planning that to address learning styles strategies specifically meet
suggested by respond to students’ addresses culturally and meet students’ students’ diverse language
curriculum diverse learning needs. responsive pedagogy, assessed language and and learning needs and
4.4 Planning guidelines. students’ diverse language, learning needs. Provides styles to advance learning for
instruction that and learning needs and styles. appropriate support and all.
incorporates challenges for students.
appropriate Seeks to learn about Uses assessments of students’ Facilitates opportunities for
strategies to meet students’ diverse learning and language needs to Integrates results from a students to reflect on their
the learning needs of Is aware of learning and language inform planning differentiated broad range of learning and the impact of
all students student content, needs beyond basic data. instruction. assessments into instructional strategies to
learning, and planning to meet meet their learning and
language needs students’ diverse learning language needs.
through data and language needs.
provided by the
site and district.
I arrange lessons to I incorporate multimedia,
address common hands-on activities, and
misconceptions and real-world examples to
misunderstandings. engage students with
However, I could do diverse learning
better at planning for preferences. This includes
students learning needs using google forms,
and tying in appropriate Albert.io, and AP
support for students classroom which gives
through lesson planning. immediate feedback and
(7.15.23) allows me to assess my
students progress.
(10.1.23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements Begins to adapt plans Makes adjustments and Makes ongoing Anticipates and plans for a
lessons and uses and materials in single adaptations to differentiate adjustments to wide range of adaptations to
materials from lessons or sequences of instructional plans. Uses instructional plans and lessons based on in depth
4.5 Adapting
curriculum lessons to address culturally responsive uses a variety of materials analysis of individual student
instructional plans
provided. students’ learning needs. pedagogy and additional as the instructional needs needs.
and curricular
materials to support students’ arises to support student
materials to meet the
diverse learning needs. learning. Engages with students to
assessed learning
identify types of adjustments
needs of all students.
in instruction that best meet
their learning goals.

I have started to work Students are introduced

on sequences that to a variety of ways of
address students being assessed. Students
learning needs but are able to take MCQ and
constructing entire units a variety of written
that focus on all student assessments to allow for
learning is my overall flexibility. Students are
objective. (7.15.23) also able to type SAQ,
LEQ, and DBQ if needed
as an accommodation.
(10.1.23)