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. 9/23/18 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 5/2/19 social, emotional, and backgrounds. 5/1/20
proficiency, 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. 9/23/18 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 an members of assumptions.
culturally responsive planning lessons. Uses cultures. 5/1/20
pedagogy. 5/2/19 culturally responsive
pedagogy in planning.

I follow the curriculum I have slowed down my Student surveys Stations are frequently
lesson plans of Martina pacing of Martina Bex’s throughout semester help used to provide
Bex’s SOMOS Spanish 1 SOMOS Spanish 1 me gauge these things differentiated instruction
curriculum. 9/23/18 curriculum to best fit with small groups 5/1/20
student needs 5/2/19 Started a book club
I consider aspects of centered around How to Involved in a teacher
students’ backgrounds, I am participating in a Be An Anti-Racist support group that
like ethnicity, that may book club for Why are all unpacks all of those
impact the way my the Black Kids Sitting biases 5/1/20
students learn. 9/23/18 Together in the Cafeteria
to unpack bias with peers
5/2/19
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 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 9/23/18 5/2/19 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 5/1/20 to articulate and monitor
learning needs. learning goals.

I am still working on Learning objectives are Students are informed

trying to differentiate shared out in each lesson about unit standards
learning goals for diverse and reflected upon by s5/1/20
student needs in order to students
move on to Applying
5/2/19
In every class, I
communicate verbally
and written the learning
goals of the lesson.
9/23/18

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
4.3 Developing and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

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
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning.9/23/18 5/2/19 learning. plans that ensure high
levels of learning.

I plan at a month glance Finally teaching a class

rather than a whole year, more than once and I can
which is a goal of mine finally refine 5/1/20
over the summer to work
on 5/2/19
My lesson plan book
includes pacing for the
unit as well as key
concepts to carry over to
the next unit. 9/23/18
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.9/23/18 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 5/2/19 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 needs and styles. 5/1/20
strategies to meet content, learning, and Seeks to learn about Facilitates opportunities
the learning needs of language needs through students’ diverse learning Uses assessments of Integrates results from a for students to reflect on
all students data provided by the site and language needs students’ learning and broad range of their learning and the
and district. beyond basic data. language needs to inform assessments into impact of instructional
9/23/18 5/2/19 planning differentiated planning to meet strategies to meet their
instruction. students’ diverse learning learning and language
and language needs. needs.
5/1/20
My instruction includes I have retaught some Schoology compiles data Different modalities are
the extension activities essential Spanish 1 which measures students’ included in each class to
provided by my concepts in my Spanish 2 mastery of a standard reach most learners
curriculum. 9/23/18 class 5/2/19 5/1/20

I constantly have Multiple formative

students complete forms assessments are included
where they share in each class to best adapt
information about learning 5/1/20
themselves 5/2/19

At the beginning of the

year, I gave students a
survey where they listed
their learning style and
other learning
preferences. 9/23/18
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
9/23/18 additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. 5/2/19 learning. 5/1/20 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I look at assessment data I constantly provide Pauses are taken

to determine if a concept students with more time regularly in class to
has to be retaught or if if needed, as well as address questions or
students are ready to provide more examples if concerns before moving
move on. 9/23/18 needed. 5/2/19 on 5/1/20