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
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs. 7/20/18
individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and 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. (12/12/18)
culturally responsive (5/3/19)
pedagogy in planning.
7/20/18

Lessons usually start with Lessons are planned with
an investigation task to differentiated instruction
identify students built in. We also start
knowledge about the with an inquiry task that
concept/skill for the day. is centered around the
If students can topic of the day. If the
successfully complete the students can complete
task without instruction the task without
then they can move instruction they move
directly to active practice directly into practice or
to reinforce that concept, move forward with new
eventually working up to content. Those that
more depth of knowledge cannot complete the task
that will connect the new go through a lecture and
content to other material. then continue into
If the student cannot practice where the
complete the problems are
investigation task then a differentiated by level of
formal lecture follows. difficulty. I have also
After the lecture students started t include prior
go back to finish the knowledge problems that
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
investigation task and if the students can work on
needed I re-teach or re- if they are struggling with
explain the concept. prior knowledge that is
7/20/18 needed to access the
current content.
(12/12/18)
(5/3/19)

Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 7/20/18 to articulate and monitor
learning needs. (12/12/18) learning goals.
(5/3/19)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating
Students are assessed on
a rubric that is tied to the
depth of knowledge
around three types of
questions (recall, routine,
and Non-routine).
Students are given a first
attempt at any
assessment that I assess
with only feedback and
they level themselves
based on teacher
provided solutions and
the rubric. Students have
access to solutions and
model cards for each type
of problem so it is clear
what the learning goals
are. 7/20/18 (12/12/18)
(5/3/19)

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,
term plans. of connected lessons and plans for subject matter integrations of content standards, and
4.3 Developing and
are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
sequencing long-
planning to support related academic frameworks, and design cohesive and
term and short-term
student learning. language and formats assessed instructional comprehensive long- and
instructional plans to
that support student needs to ensure student short-term instructional
support student
learning. learning. 7/20/18 plans that ensure high
learning
levels of learning.
(12/12/18)
(5/3/19)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Long-term plans are Long term plans are

altered based on student constructed but are
assessment data. If after tweaked as new
an assessment too many assessment data comes
students are still in. If the data shows that
struggling with the the class needs more
concept then I will not instruction I make sure to
move on and either re- change my long term
teach or hold smaller plans in order to reteach
group sessions in class to material but make sure to
make sure that students be mindful of still getting
are achieving. 7/20/18 through all of our content.
I have also conferred with
the AP Calculus teacher to
make sure that my pre-
calculus students are
matriculating properly.
(12/12/18)
(5/3/19)

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. 7/20/18 and language needs. learning and language
(12/12/18) needs.
(5/3/19)
During lectures I will use When planning
a mix of formative instruction, I look for
assessments (123, opportunities to mix up
thumbs up/down, the delivery of content. I
whiteboard checks) to will use traditional
assess student lectures, inquiry base
understanding. student led learning,
Assessments are technology based
embedded into lectures learning, and cooperative
with “Goal Problems” for peer learning. In addition
students to work on and to these different modes
self-assess to identify of delivering direct
their strengths and learning I also use several
weaknesses. 7/20/18 forms of formative and
summative assessments
to gather data about
student learning.
(12/12/18)
(5/3/19)
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 adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. 7/20/18 Engages with students to
assessed learning
(12/12/18) identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
(5/3/19)
I will make daily changes I have started to facilitate
to upcoming lessons a check in club for all my
based on exit slips, or students during our FLEX
other student data. These block one day per week.
changes could be to During this time I will
reteach old material or meet with students one-
move quicker through on-one and adjust
new material. To address learning plans based on
student misconceptions, their needs. In class I am
whenever I see a common preparing different
misconception come we instruction based on the
discuss it as a class then I depth of understanding
help guide them to the that my class has and
correct solution and depending on the
understand why it is a understanding will pivot.
misconception. Then we (5/3/19)
put the misconception up
on our “Misconception
Wall” to reinforce it over
time. 7/20/18
(12/12/18)