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 using instruction based on instruction, which is instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
4.1 Using knowledge background, and backgrounds, and students’ diverse learning comprehensive
of students’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
individual needs.
development to plan Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
instruction. on learning. 9/15/23 potential areas of bias and Examines potential stereotyping, and analysis of bias,
seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

I design and prep daily I've begun to incorporate

lessons using the additional assessment
available curriculum and data into my lesson
insights from planning process. For
NGSS-algined and example, while designing
state-required a unit on cellular biology, I
assessments. I employ considered the
pre-assessments at the backgrounds of my
beginning of a unit to students. Recognizing that
gauge students' prior some students may
Evidence knowledge and identify benefit from culturally
any learning gaps. This relevant examples, I
allows me to adapt incorporated the work of
instruction to meet the Chinese scientist Tu
needs of my students, Youyou, who won the
ensuring that the content Nobel Prize in Physiology
is accessible and engaging or Medicine for her
for all. discovery of artemisinin, a
compound used to treat
malaria. I designed an
activity where students
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
could choose from various
phenomena related to
cellular processes,
including how artemisinin
affects malaria parasites.
By offering choice and
relevance, I aimed to
engage students from
different cultural
backgrounds and
academic readiness levels,
fostering a more inclusive
and effective learning
environment. April ‘24
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive
4.2 Establishing and on content standards and students in single lessons content that are content standards with short-term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning 9/15/23 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I establish and share both I've expanded my
content-related and skill approach to establishing
development learning and articulating learning
goals based on content goals for student skill
standards through the development. For
curriculum. I make these instance, in addition to
goals explicit at the content-related goals, I
beginning of the lesson now incorporate explicit
(listed on the board or learning objectives
daily agenda slide). This focused on skill
helps students development into both
understand the purpose single lessons and
of the lesson and how it sequences of lessons. For
connects to their prior example, when designing
learning experiences a unit on genetics, I not
(ways to frame their only outline the content
thinking through a daily standards but also
lesson: eg. Driving emphasize skills such as
Questions). critical thinking,
Evidence problem-solving, and
scientific inquiry. By
clearly communicating
these skill development
goals to students, I aim to
foster a deeper
understanding of how the
content connects to
real-world applications
and supports their overall
academic growth.
Additionally, I provide
opportunities for students
to reflect on their
progress toward these
skill-based objectives
throughout the unit,
promoting metacognition
and self-directed learning.
April ‘24
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 units that include a series
4.3 Developing and
long-term plans. of connected lessons and
sequencing
are linked to long-term
long-term and
planning to support
short-term
student learning. 9/15/23
instructional plans to
support student
learning
I use available curriculum
resources for daily,
short-term, and long-term
planning, creating
curriculum units
consisting of storylined
lessons linked to
long-term
goals/performance
expectations. I sequence
learning activities
progressively, breaking
down knowledge into
narratively sequenced
lessons. This planning
Evidence approach aligns with my
use of storyline-based
curriculum, focusing on
coherent, relevant, and
engaging content and skill
development, driven by
student inquiry questions.
Applying Integrating Innovating
Establishes short- and Refines sequence of Utilizes extensive
long-term curriculum long-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
plans that ensure high
levels of learning.
I have begun to design
curriculum units that
consist of a series of
connected lessons, each
building upon the
previous one to support
student learning over the
long term (long-form
narrative units). These
units are carefully
sequenced and rooted in
real-life scientific practice
to ensure coherence and
alignment with both
short-term and long-term
instructional goals. By
developing such
instructional plans, I aim
to provide students with
meaningful learning
experiences that extend
beyond individual lessons
and contribute to their
broader academic growth
and understanding of the
subject matter. April ‘24
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 sequence differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum of lessons that respond to instructional strategies address learning styles of strategies specifically
guidelines. students’ diverse learning into ongoing planning and meet students’ meet students’ diverse
needs. that addresses culturally assessed language and language and learning
4.4 Planning responsive pedagogy, learning needs. Provides needs and styles to
instruction that students’ diverse appropriate support and advance learning for all.
incorporates language, and learning challenges for students.
appropriate Is aware of student Seeks to learn about needs and styles. Facilitates opportunities
strategies to meet the content, learning, and students’ diverse learning Integrates results from a for students to reflect on
learning needs of all language needs through and language needs Uses assessments of broad range of their learning and the
students data provided by the site beyond basic data. students’ learning and assessments into planning impact of instructional
and district. 9/15/23 language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. needs. needs.

In my instructional I select strategies for

approach, I scaffold and single lessons or
extend instruction, sequences of lessons that
allowing students to build respond to students'
on their previous learning varied learning needs,
experiences. I ensure that including considerations
if any prior skills and for language proficiency. I
knowledge are lacking, actively seek to learn
the appropriate more about students'
instruction is provided. diverse learning and
Throughout the learning language needs beyond
process, I employ multiple basic data provided by the
strategies to check school. This includes
Evidence
student understanding, understanding their
and I create structured individual learning styles,
opportunities for students language backgrounds,
to practice content-based and potential cultural
language in the classroom influences on their
setting. Additionally, I learning. By incorporating
make use of a spiral differentiated
approach to revisit and instructional strategies
reinforce previous into ongoing planning, I
lessons, which aligns well aim to create an inclusive
with NGSS principles. learning environment that
supports the success of all
students, regardless of
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
their backgrounds or
abilities.
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’ learning plans. Uses culturally uses a variety of materials based on in depth
4.5 Adapting
needs. 9/15/23 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. April ‘24 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I adapt my plans and I adapt plans and

materials, both in single materials in lessons or
lessons and sequences of units to address the
lessons, to address the assessed learning needs
assessed learning needs of all students. This
of all students. includes modifying
learning goals when
Modifying or adjusting necessary to meet the
learning goals is specific needs of
necessary to meet the particular students and
specific needs of offering a variety of
particular students. To materials or options
accommodate diverse within activities to
Evidence learning modalities, I offer accommodate diverse
a variety of materials or learning modalities.
options within activities. Additionally, I now
When I observe students incorporate culturally
facing difficulties, I make responsive additional
modifications during the materials to support
lesson. These adaptations students' diverse learning
can include providing needs. By making these
different types of adjustments and
examples, offering more adaptations, I ensure that
structure for an activity, my instructional plans are
or extending the time for responsive to the unique
students to work. needs of each student.
April ‘24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Furthermore, I respond to
signs of student
misunderstanding with
modifications. I use
different strategies to
check for understanding
during the lesson and
have a plan ready when
certain groups of students
require additional
support. Additionally, I
analyze student work to
inform my future
planning decisions