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
of students’ academic individual 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.
09/19/23: I took
materials from my
previous school and have
been planning my single
lesson plans. I also
include historical events
that focus on minority
groups such as the
LGBTQ+ community,
Native American groups,
Evidence and Black and Latino
History.
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.
Planning addresses bias, Engages students in the
Examines potential stereotyping, and analysis of bias,
sources of bias and assumptions about stereotyping, and
stereotyping when cultures an members of assumptions.
planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
04/26/2024: When
planning the second
semester of US history I
had a better idea of the
students who were
enrolled in my class. The
same goes for the student
council class I co-teach.
Planning curriculum with
better understanding and
knowledge of my student
population allowed me to
plan curriculum that
included parts of their
cultural and social
background.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single
lesson to students based
4.2 Establishing and on content standards and
articulating goals for available curriculum.
student learning
09/19/23: I communicate
at the start of every class
the standard that we will
be coming, the objective,
and the essential
question.
Evidence
Exploring Applying Integrating Innovating
Establishes and shares Establishes and Establishes and Establishes and
learning goals for skill communicates to students articulates learning goals articulates
development with clear learning goals for to students that integrate comprehensive short-
students in single lessons content that are content standards with term and long-term
and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
04/26/2024: At the start
of the semester I would
only share the essential
question and objective
with the students at the
start of class and did
nothing else with the
essential question. As the
semester progressed, I
incorporated the essential
question into a summary
portion of their notes.
This allowed students to
engage more with the
material and in their own
words explain their
understanding of the
notes/lectures part of
class.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing long- are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
term and short-term planning to support related academic and assessed design cohesive and
instructional plans to student learning. language and formats that instructional needs to comprehensive long- and
support student support student learning. ensure student learning. short-term instructional
learning plans that ensure high
04/26/2024 levels of learning.

09/19/23: As we are
presented with the US
history pacing guide, I
plan the unit to its
entirety and adjust the
lessons as I access
students’ understanding.

04/26/2024: As I look
back at this semester I
realized that I did not
focus on short term
learning. Instead, I
planned my lessons at the
start of every unit and my
Evidence main focus was the long-
term learning of content.
This is something I will
work on.
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.
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. and language needs. learning and language
needs.

09/19/23: I use pre made 04/26/2024: At the start

material from the student of this semester I was
activity workbook that enrolled 4 students who
will align with both state were Spanish-speaking
standards and unit. only to my student
caseload. There is no
protocol to assign an
independent course.
Therefore I met with
families of students and
had multiple
conversations with
Evidence students to gauge their
understanding of the
English language, both
written and spoken. This
allowed me to be able to
assign the proper
coursework to said
students.
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 lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ plans. Uses culturally uses a variety of materials based on in depth
4.5 Adapting
learning needs. responsive pedagogy and as the instructional needs analysis of individual
instructional plans
additional materials to arises to support student student needs.
and curricular
support students’ diverse learning.
materials to meet the
learning needs. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

09/19/23: At the end of 04/26/2024: As the

every academic week, I
reflect back on my
teaching and make
adjustments to meet the
needs of my students.
semester progressed I
met with the English
Language Development
teachers and Special
Education Specialist on a
month basis to come up
with the proper
coursework and an
academic plan for my
students who were ELD
and/or have an IEP.

Evidence