CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans daily lessons using
available curriculum and
information from district
and state required
assessments.
4.1 Using knowledge
of students’ academic
readiness, language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias
instruction. on learning. 9/17/23
Evidence Having worked with Teach
for America in the past, I’ve
previously reflected on how
bias and assumption effect
students’ experiences. I
would like to make progress
toward applying CRP into
my daily instruction.
9/17/23
Exploring Applying Integrating Innovating
Plans single lessons or Plans differentiated Plans differentiated Plans differentiated
sequence of lessons using instruction based on instruction, which is instruction that provides
additional assessment knowledge of students’ based on broad systematic opportunities
information on student academic readiness, knowledge of students. for supporting and
academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
individual development. individual cognitive, needs and cultural information on students.
9/17/23. 5/2/24 social, emotional, and backgrounds.
physical development to
meet their individual
needs.
Planning addresses bias, Engages students in the
Becomes aware of Examines potential stereotyping, and analysis of bias,
potential areas of bias and sources of bias and assumptions about stereotyping, and
seeks to learn about stereotyping when cultures an members of assumptions.
culturally responsive planning lessons. Uses cultures.
pedagogy. 5/2/24 culturally responsive
pedagogy in planning.
I use pre-assessments and
check students’ progress
along the way to adjust my
lesson plans and focus on
their areas of need. If there
are ways to present
information visually or
kinesthetically, I make an
effort to incorporate it.
9/17/23
Since units are
interconnected and build
upon each other, I record
data on how students are
developing and identify
skills that need to be
reinforced. 5/2/24
I reflect on my potential bias
and find ways to see the
perspective of my students
and the communities they
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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 9/17/23
grew up in. 5/2/24
Establishes and shares
learning goals for skill
development with
students in single lessons
and sequence of lessons.
5/2/24
Establishes and Establishes and Establishes and
communicates to students articulates learning goals articulates
clear learning goals for to students that integrate comprehensive short-
content that are content standards with term and long-term
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.

Lesson objectives are Learning goals are set

established when planning
and executing each lesson.
They are occasionally shown
to students, but I’d like to
develop a more significant
way for them to be involved
in their learning goals, like a
tracker in their notebooks.
9/17/23
through backwards
planning, and students have
short-term goals for
mastering each lesson. They
show this development
through homework,
independent practice, CFUs,
and spiraled review. 5/2/24

Evidence
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
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. 9/17/23
support student
learning
Lessons are interconnected
with clear objectives and
build off each other in the
warm-ups or homework
assignments. Ideally, lessons
are sequenced to increase in
complexity and challenge
students deeper into the
unit. 9/17/23
Evidence
Applying Integrating Innovating
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 curriculum content standards, and
concepts and essential guidelines, frameworks, assess learning needs to
related academic and assessed design cohesive and
language and formats that instructional needs to comprehensive long- and
support student learning. ensure student learning. short-term instructional
5/2/24 plans that ensure high
levels of learning.
In order to consider both
long-term and short-term
instructional goals, I use the
unit assessments and break
down the questions by
related concepts and pace
them so that the skills build
upon each other. 5/2/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
appropriate Is aware of student
strategies to meet content, learning, and
the learning needs of language needs through
all students data provided by the site
and district. 9/17/23
Selects strategies for
single lessons or
sequence of lessons that
respond to students’
diverse learning needs.
9/17/23. 5/2/24
Seeks to learn about
students’ diverse learning
and language needs
beyond basic data.
5/2/24
Incorporates Plans instruction using a Plans instruction
differentiated wide range of strategies incorporating a
instructional strategies to address learning styles repertoire of strategies
into ongoing planning and meet students’ specifically meet
that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
students’ diverse appropriate support and needs and styles to
language, and learning challenges for students. advance learning for all.
needs and styles.
Integrates results from a Facilitates opportunities
Uses assessments of broad range of for students to reflect on
students’ learning and assessments into their learning and the
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.

I find resources and seek I use reference materials and

support when it comes to
helping students with
varying needs. I would like
to find ways to implement
students’ IEP goals into the
classroom while still
allowing them to engage in
grade-level content. 9/17/23
highlight key lesson
examples so that students
can reference in their
notebooks. The activities
also allow students to show
their understanding in
multiple ways – in writing,
through visuals, verbally.
9/17/23

To ensure that the learning

activities are beneficial to
students, I brainstorm on
Evidence
how to make them
accessible, interesting, and
write down some takeaways
that I want students to have.
ELD standards are helpful
for creating language goals
and finding resources to
support all students,
especially EL and SWD.
5/2/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Implements lessons and Begins to adapt plans and
uses materials from materials in single lessons
curriculum provided. or sequences of lessons to
address students’
4.5 Adapting
learning needs. 9/17/23
instructional plans
and curricular
materials to meet the
assessed learning
needs of all students.
When it comes to teaching
more difficult topics, I find
online resources and ask
other math teachers about
best practices or
suggestions. Through this,
I’ve tried out new activities
and evaluated whether they
are effective, and what type
of modifications need to be
made in the future. 9/17/23
Evidence
Applying Integrating Innovating
Makes adjustments and Makes ongoing Anticipates and plans for
adaptations to adjustments to a wide range of
differentiate instructional instructional plans and adaptations to lessons
plans. Uses culturally uses a variety of materials based on in depth
responsive pedagogy and as the instructional needs analysis of individual
additional materials to arises to support student student needs.
support students’ diverse learning.
learning needs. 5/2/24 Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
During lessons, I am open to
adapting the lesson activities
to make them more valuable
for students, especially
through productive struggle
and having the opportunity
to ask questions to the
teacher and their peers. To
support the diverse needs of
my students, I use the
resources provided by my
credentialing program and
find ways to apply it to my
group of students. 5/2/24