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

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 instruction based on instruction, which is based instruction that provides
information from district using additional knowledge of students’ on broad knowledge of systematic opportunities
and state required assessment information academic readiness, students. Matches for supporting and
assessments. on student academic academic language, resources and speci ic extending student learning
readiness, language, diverse cultural strategies to students’ based on comprehensive
4.1 Using knowledge
cultural background, backgrounds, and diverse learning needs information on students.
of students’ academic
and individual individual cognitive, and cultural backgrounds. (12/10/23)
readiness, language
development. social, emotional, and (07/16/23)
pro iciency, 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 as members of assumptions. (07/16/23)
culturally responsive planning lessons. Uses cultures. (07/16/23)
pedagogy. culturally responsive
pedagogy in planning.

When I plan my lesson I have found that

and the essential question incorporating more of what
of that day, I take time to students are genuinely
anticipate what sorts of curious about, allows for
bias, stereotypes, and students to be more self-
assumptions will come. I motivated in doing their
also use thinking routines best work. (12/10/23)
that allow students to
practice metacognition
and igure out what
contributes to their bias.
We also hold discussions
about what contributes to
bias society holds as a
whole. (07/16/23)
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and articulates
objectives for a single learning goals for skill communicates to students learning goals to students comprehensive short-term
lesson to students based development with clear learning goals for that integrate content and long-term learning
on content standards and students in single content that are standards with students’ goals for students. Assists
4.2 Establishing and
available curriculum. lessons and sequence of accessible, challenging, strengths, interests, and students to articulate and
articulating goals for
lessons. and differentiated to learning needs. monitor learning goals.
student learning
address students’ diverse (07/16/23)
learning needs.
(Same level of
development: 12/10/23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I communicate to students
the short & long term goals
I have for them, but I also
heavily involve them in the
goal-setting process. There
are also multiple
opportunities for check ins
that allow me to monitor
the learning goals we
created. The check ins are
also helpful reminders for
students to stay on track
for their goals. It also
allows them to name
whether the actions they
are taking are helping them
reach their goals or
providing a hinderance.
(07/16/23)

I feel that I have

maintained my level of
development by
consistently having
students be in the
executive role of creating
and maintaining their own
goals. (12/10/23)
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Uses available curriculum Begins to plan Establishes short- and Re ines sequence of long- Utilizes extensive
for daily, short- and long- curriculum units that long-term curriculum term plans to re lect knowledge of curriculum,
term plans. include a series of plans for subject matter integrations of curriculum content standards, and
4.3 Developing and
connected lessons and concepts and essential guidelines, frameworks, assess learning needs to
sequencing long-term
are linked to long-term related academic language and assessed instructional design cohesive and
and short-term
planning to support and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. student learning. learning. (07/16/23) short-term instructional
support student
plans that ensure high
learning
levels of learning.
(12/10/23)
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 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I routinely check in with I believed I have further
my students to make sure re ined the process of
that the goals in place are having students complete
attainable and on track to an ‘end of unit’
be met. During Performance Task Essay.
professional development (12/10/23)
meetings, I am given time
to check in and see where
adjustments need to be
made. (07/16/23)
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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 to incorporating a repertoire
suggested by curriculum sequence of lessons that instructional strategies address learning styles of strategies speci ically
guidelines. respond to students’ into ongoing planning that and meet students’ meet students’ diverse
diverse learning needs. addresses culturally assessed language and language and learning
4.4 Planning
responsive pedagogy, learning needs. Provides needs and styles to advance
instruction that
students’ diverse appropriate support and learning for all.
incorporates
language, and learning challenges for students.
appropriate
Is aware of student Seeks to learn about needs and styles. (07/16/23) Facilitates opportunities
strategies to meet the
content, learning, and students’ diverse for students to re lect on
learning needs of all
language needs through learning and language Uses assessments of Integrates results from a their learning and the
students
data provided by the site needs beyond basic data. students’ learning and broad range of impact of instructional
and district. language needs to inform assessments into planning strategies to meet their
planning differentiated to meet students’ diverse learning and language
instruction. learning and language needs. (12/10/23)
needs. (07/16/23)
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I consistently am I am constantly checking in
assessing students to see with individual students
whether they need more and gathering their work
support or needs as data for future lessons. I
opportunities to dive do not believe in planning
deeper into the content. too far in advance since
This can range from everything is subject to
simple informal question change. (12/10/23)
prompts to a more formal
written assignment. The
consistent and constant
nature of this assessment
allows me to best plan
activities, lessons, and
assignments for learners
of all abilities. Sometimes
the assessments are
individual, other times I
assess a whole group.
(07/16/23)

Implements lessons and Begins to adapt plans Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from and materials in single adaptations to adjustments to wide range of adaptations
curriculum provided. lessons or sequences of differentiate instructional instructional plans and to lessons based on in
lessons to address plans. Uses culturally uses a variety of materials depth analysis of individual
students’ learning needs. responsive pedagogy and as the instructional needs student needs. (07/16/23)
4.5 Adapting
additional materials to arises to support student
instructional plans
support students’ diverse learning. Engages with students to
and curricular
learning needs. identify types of
materials to meet the
adjustments in instruction
assessed learning
that best meet their
needs of all students.
learning goals. (07/16/23)

(Same level of development

for 12/10/23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Since I have taught the
same curriculum 3 times, I
can now best anticipate
where students will
struggle. Also, when I get to
know my new students
early in the year, it allows
me to also anticipate where
they will struggle in later
units/lessons. (07/16/23)

Since I am able to
somewhat accurately
predict where students
might need additional
support, I still actively
collect all student work as
valuable data. (12/10/23)