CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents

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

When planning units In the beginning of the

and lessons I make sure
to use resources which
will be respectful of all
cultures and
communities, in order
to teach to all my
students with different
needs and to ensure
respect for all people. I
also plan different
aspects within my
lesson to differentiate
learning, whether it is
through a video and use
of individual
technology or use of a
year I make sure to
send out surveys to
parents to get to know
them more, their child,
and their home life. I
read these surveys and
keep them on record in
case I need to look
back at them in the
future. I also make sure
I am relating
information and
interests of my students
in my lessons. Making
sure examples I give
are those things that
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
supplemental text with students have
modeling. I do this to experience in or prior
ensure each students knowledge about in the
needs and learning style real world.
is met in order to 5/1/20
achieve an
understanding of the
topic. I encourage my At the beginning of the school
year I will send out a parent
survey that will give parents
the opportunity to give me a
family background, academic
successes and challenges or
there student and also
anything else they feel I need
to know before having their
child in my class. In addition,
I like to give the immediate
opportunity for parents to
schedule a meeting with me if
needed before parent teacher
conferences in October. With
my students I observe and
make adjustments in my
lesson plans and assignments
as I see needed based on
multiple forms of data.
11/5/20
students to use
appropriate language At the mid point of the school
year I will check in with
and encourage positive, parents and send them a
respectful opinions of second survey to check how
others and our they feel their child is doing at
school, if they have any
concerns or anything else they
may want to tell me. Strong
communication with parents
and transparency is extremely
important.
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differences. 10/1/19
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and articulates
objectives for a single learninggoalsfor skill communicates to students learning goals to students comprehensive short-term
lesson to students based development with clear learning goals for that integrate content and long-term learning
4.2 Establishing and
on content standards and students in single content that are accessible, standards with students’ goals for students. Assists
articulating goals for
availablecurriculum. lessonsandsequence of challenging, and strengths, interests, and students to articulate and
student learning
lessons. differentiatedto address learning needs. monitor learning goals.
students’ diverselearning
needs.
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
At the beginning of I continue to discuss the In addition to starting my
each lesson I lesson lesson with the learning
objective and having
introduce the “I objectives/standard
students dig deeper and
Can…” of the lesson with my class before come up with a reason why
which is the standard starting a lesson. I also this skill or standard is
worded in a way that ask them why learning important in their learning
the students will this material is and future. I also always
understand what is important. At the end of try to instill some relatable
expected of them by the lesson I check with topic into the content, this
the end of the lesson. my class and ask them way students are more
engaged and have fun
Sometimes I will again why this is
while learning.
have the students important and 4/10/2021
create the “I Can” re-evaluate the answer
after introducing the we came up with in the
topic or assessing beginning of the lesson.
prior knowledge. I Sometimes these
also ask students answers change
“Why?” Why is the “I because they now
Can” important to understand the content
learn. Students know and know why it is
the terms state important. Students
standards and goal. know the word
They know the “I objective, since I use
Can” is the standard. this term routinely in
10/1/19 my lessons.
5/1/20
Uses available curriculum Begins to plan Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and curriculum units that long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. include a series of plansfor subjectmatter integrations of curriculum content standards, and
sequencing long-term
connected lessons and concepts and essential guidelines, frameworks, assesslearningneedsto
and short-term
are linked to long-term related academic language and assessed instructional design cohesive and
instructional plans to
planning to support andformatsthat support needs to ensure student comprehensive long- and
support student
student learning. student learning. learning. short-term instructional
learning
plansthat ensurehigh
levels of learning.
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
I create curriculum I create curriculum
maps for each subject maps during the summer
in order to try and meet before the next school
all the lessons I need to year starts, this school
within the school year. year I have had to make
I plan the units that I adjustments to my lesson
plans due to being hybrid
will teach and have an
learning however, my
approximate written
curriculum maps are
time frame for each unit
very useful still.
within the subject
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matter. 10/1/19

I have not recreated my

curriculum maps yet
this semester. This is
something I plan to
look over and possibly
edit and revise during
the summer before the
next school year starts
in order to be better
prepared in my unit
plans and weekly
lesson plans.
5/1/20

Usually as a staff we are

asked to create
curriculum maps for the
school year. However,
because of all of the
changes in our teaching
styles this academic year
I have not yet created
curriculum maps.
However, my previous
curriculum maps serve
me well.
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
11/5/20
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
Plans instruction that Selects strategies for Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies single lessons or instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum sequence of lessons that into ongoing planning that address learning styles of strategies specifically
guidelines. respond to students’ addresses culturally and meet students’ meet students’ diverse
4.4 Planning diverse learningneeds. responsive pedagogy, assessed language and language and learning
instruction that students’diverselanguage, learning needs. Provides needs and styles to advance
incorporates and learning needs and appropriate support and learning forall.
appropriate styles. challengesforstudents.
strategies to meet the Is aware of student Seeks to learn about Facilitates opportunities for
learning needs of all content, learning, and students’ diverse Uses assessments of Integrates results froma students to reflect on their
students language needs through learning and language students’ learning and broad range of learning and the impact of
dataprovided bythesite needs beyond basic data. language needs to inform assessments into planning instructionalstrategiesto
and district. planning differentiated tomeet students’diverse meet their learning and
instruction. learning and language language needs.
needs.

When teaching a unit I

assess where my class
is at in the learning and
edit my plans in order
to lengthen the unit if
needed based on
student learning. I
make sure to scaffold
content learned from
the previous lessons in
order to further extend
the lesson and
understanding of the
overall unit topic. In
addition, I use multiple
strategies to assess and
evaluate student
learning and mastery of
standards. 10/1/19

In my use of
differentiated lessons
and assignments and
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
also a variety of
assessments I feel that
my students learning
needs are all being met
and that my students
overall are mastering
the content I am
teaching them before
moving on to the next
unit or next step in the
curriculum.
5/1/20

Teaching virtually has

made me a stronger
teacher and challenged
me to meet the needs of
all the different learners
in my classroom. Giving
students lessons through
multiple means and
ways to submit
assignments and exams
has been time
consuming but does
support each of my
students and their needs.
I know that offering
multiple lessons to learn
content is important and
helpful especially
during this time of
learning at home.
11/5/20

Teaching virtually and

now as a hybrid model
has given me more
experience to address
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
the needs of my
students, whether it is
learning needs or the
fact that some of my
students are still
learning from home,
making the appropriate
adjustments to fit all of
my students needs is
something I have had to
do more so this school
year.
4/10/2021
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
Implements lessons and Begins to adapt plans Makes adjustments and Makes on going Anticipates and plans for a
uses materials from and materials in single adaptations to adjustments to widerange of adaptations
curriculum provided. lessons or sequences of differentiate instructional instructional plans and to lessons based on in
4.5 Adapting
lessons to address plans. Uses culturally uses a variety of materials depth analysis of individual
instructional plans
students’ learning needs. responsive pedagogy and as the instructional needs student needs.
and curricular
additional materials to arises to support student
materials to meet the
support students’ diverse learning. Engages with students to
assessed learning
learning needs. identify types of
needs of all students.
adjustments in instruction
that best meet their
learning goals.
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
I continually adjust and
extend my lesson plans
in order to meet my
teaching goals and
standards, not my
original time frame
planned. If a majority
of my students did not
do well on an
activity/assignment/ass
essment I then evaluate
my own teaching
strategies and
incorporate a new way
to present the material
to re-teach what was
missed. 10/1/19

Within my lesson plans

whether they are
weekly or it is a unit
plan I continue to
re-evaluate where my
students are with the
material before moving
on to the next step or
topic. I also sometimes
need to re-teach the
content if a majority of
my students seemed
confused, unengaged or
didn’t do well on an
activity or assessment.
Being flexible in
teaching and lesson
planning is important.
CSTP4:PlanningInstructionandDesigningLearningExperiencesforAllStudents
5/1/20

When finishing up a
unit or standard I make
sure to analyze my
students’ grades, work,
and assessment scores
to ensure that the whole
group of students
understand the content
and has mastered the
standard before moving
on. Being that we are
virtual, my lesson plans
do get adjusted and feel
they are more spread out
than years prior.
11/5/20

Teaching hybrid this

school year has
encouraged me to use a
variety of materials. I
use some hands on
materials/activities as
well as many different
platforms integrating
heavily on technology
based learning and
student collaboration.
4/10/2021