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
background, and
4.1 Using knowledge
individual development.
of students’ academic
9/26/2018
readiness, language
proficiency, cultural
background, and
individual
Is aware of impact of bias
development to plan
on learning. Becomes aware of
instruction.
potential areas of bias and
seeks to learn about
culturally responsive
pedagogy. 9/26/2018
5/6/2019​12.13.2019.
I plan lessons to teach my
students what they need to
know in order to succeed
in the assessment. I use
what I already know about
them to inform my
planning. 9/26/2018
I am aware of potential
impact bias and I try to
plan lessons to address it.
For example, sometimes I
say things in Korean, or I
allow my students to teach
me Vietnamese, to model
that it is ok to struggle
with pronunciation and
vocabulary. 9/26/2018
Applying
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language,
diverse cultural
backgrounds, and
individual cognitive, social,
emotional, and physical
development to meet their
individual needs.
5/6/2019
Examines potential
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
I rated myself as applying.
I have sought to
understand the WIDA test
we use in order to
understand the
expectations more fully. I
volunteered to help
administer the test.
5/6/2019
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities
students. Matches for supporting and
resources and specific extending student
strategies to students’ learning based on
diverse learning needs comprehensive
and cultural backgrounds information on students.
12.13.2019.​05/05/2020
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about stereotyping, and
cultures and members of assumptions.
cultures.
I select teaching materials
that represent a broad
view of life, family, and
career choices.
12.13.2019.
This year I have gained
experience in addressing
students learning needs
by working closely with
our OT and our learning
needs coordinator.
05/05/2020
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
4.2 Establishing and
available and sequence of lessons. challenging, and strengths, interests, and students. Assists students
articulating goals for
curriculum.9/26/2018 5/6/2019 differentiated to address learning needs. to articulate and monitor
student learning
students’ diverse learning learning goals.
needs.12.13.2019.​05/05/2
020

I post learning goals in I have begun posting goals I post ​learning goals​ in
the standard “Students weekly and allowing both Vietnamese and
will be able to” format in students to choose their English. Students ​copy
my classroom. I try to own learning goals for them into their notebook
break down the learning certain sequences of and then make a table to
goal into smaller, more lessons. For example I not what they already
achievable goals, and have allowed my students know, what they love, and
pace them out in a way to choose their own math what they have a question
that is reasonable. strategy. 5/6/2019 about.
9/26/2018 12.13.2019.​05/05/2020

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
4.3 Developing and
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
sequencing
planning to support related academic language and assessed instructional design cohesive and
long-term and
student learning. and formats that support needs to ensure student comprehensive long- and
short-term
student learning. 5/6/2019 short-term instructional
instructional plans to
learning.9/26/2018 plans that ensure high
support student
levels of learning.
learning
12.13.2019.
4/12/2020
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
We are collaboratively I rate myself as I am designing all the
creating a grade 2 integrating because I have learning materials to suit
curriculum this year. We partially followed the my students individual
are developing 6 units of Engage NY math and cultural needs.
inquiry that will be curriculum this year, but I 12.13.2019.
engaging and relevant to have abbreviated lessons
global learners. We are that are about number I have collaborated with
pacing them out according sense and extended my co-teacher to design a
to the academic calendar, lessons that are about flexible unit of study in
meanwhile allowing word problems or geometry and operations
teachers to be flexible in explaining methods. so that students can
their pacing in order to 5/6/2019 remain engaged at home,
address the needs of all keep their skills sharp,
learners. 9/26/2018 and develop
understanding of some
new concepts, with
differentiated practice.
4/12/2020
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single
incorporates strategies lessons or sequence of
suggested by curriculum lessons that respond to
guidelines. students’ diverse learning
needs.
4.4 Planning
instruction that
incorporates
appropriate
Is aware of student Seeks to learn about
strategies to meet
content, learning, and students’ diverse learning
the learning needs of
language needs through and language needs
all students
data provided by the site beyond basic
and district. data.9/27/2018
I use observations to
determine student
learning needs. I use that
knowledge to form groups
for small group
instruction. I give students
multiple opportunities to
practice oral language in
the classroom. 9/27/2018
Incorporates
differentiated
instructional strategies
into ongoing planning that
addresses culturally
responsive pedagogy,
students’ diverse language,
and learning needs and
styles. 5/6/2019
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction.
I have been using a variety
of instructional strategies
to build student
understanding of the
formation of a variety of
landforms, including
research and making a
model. 5/6/2019
Plans instruction using a
wide range of strategies to
address learning styles
and meet students’
assessed language and
learning needs. Provides
appropriate support and
challenges for students.
Integrates results from a
broad range of
assessments into planning
to meet students’ diverse
learning and language
needs.​05/05/2020
I track class data and
changes on this
spreadsheet.​ I use
multiple forms of
assessment and compare
not only placement but
also improvement.
12.13.2019.​05/05/2020
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning
needs and styles to
advance learning for all.
Facilitates opportunities
for students to reflect on
their learning and the
impact of instructional
strategies to meet their
learning and language
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Implements lessons and Begins to adapt plans and Makes adjustments and
uses materials from materials in single lessons adaptations to
curriculum provided. or sequences of lessons to differentiate instructional
address students’ learning plans. Uses culturally
4.5 Adapting
needs. responsive pedagogy and
instructional plans
additional materials to
and curricular
support students’ diverse
materials to meet the
learning needs.9/27/2018
assessed learning
5/6/2019
needs of all students.
I use my knowledge of
Vietnamese culture and
my students interests and
abilities to create and
adapt course materials to
the needs of my students. I
modify my lessons based
on my observations of
student
misunderstandings.
9/27/2018
I frequently modify my
lessons based on observed
difficulties. 5/6/2019
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of materials based on in depth analysis
as the instructional needs of individual student
arises to support student needs.
learning.​05/05/2020
Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.
I track class data and
changes on this
spreadsheet.​ I use
multiple forms of
assessment and compare
not only placement but
also improvement in each
student.
I use the data to create
flexible groupings.
12.13.2019.
In the transition to online
learning I have begun to
use more anecdotal notes,
and various forms of
assessment in order to
adjust my instruction
more intentionally. This
has been helpful, as I
normally adjust
instruction on the fly
based on what
understanding I can see in
the students faces.
05/05/2020