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 individual cognitive, needs and cultural information on students.
of students’ academic
development.8/1/20 social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual
Is aware of impact of bias Planning addresses bias, Engages students in the
development to plan
on learning. Becomes aware of Examines potential stereotyping, and analysis of bias,
instruction.
potential areas of bias sources of bias and assumptions about stereotyping, and
and seeks to learn about stereotyping when cultures and members of assumptions.
culturally responsive planning lessons. Uses cultures.
pedagogy. culturally responsive
pedagogy in
planning.8/1/20

Every quarter my I make sure when

students take an English presenting my lessons to
and Math assessment always put a focus on a
called STAR360. This perspective from people
helps me analyze which of color. My school is
students struggle and diverse and it is
which students are important that my
proficient. I use the data students see themselves
to figure out percentages as part of the narrative, as
of where my students fall. a voice in history. In
For example: according addition, I make sure that
toSTAR360 data, 34% of all academic terms are
my students scored defined. During the
below the benchmark. beginning of each unit, I
This will allow me to give my students a
implement skills Vocabulary Terms
necessary, such as worksheet to fill out as
vocabulary building that I we work through
implement in thelessons.8/1/20
thelessons.8/1/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Communicates learning Establishes and shares
objectives for a single learning goals for skill
lesson to students based development with
4.2 Establishing and on content standards and students in single lessons
articulating goals for available curriculum. and sequence of
student learning lessons.8/2/20
Learning goals are clearly
identified and discussed
in the beginning of my
lectures. I do a quick
green check/ red X
assessment to gauge if
students understand the
learning goals. If I see any
red X’s, I reexplain the
learning goals in simpler
language and explain any
terms I think may be
confusing. 8/2/20
Uses available curriculum Begins to plan curriculum
4.3 Developing and
Applying
Establishes and
communicates to
students clear learning
goals for content that are
accessible, challenging,
and differentiated to
address students’ diverse
learning needs.10/24/20
In the beginning of my
lessons, I spend a few
minutes going over the
learning objective for that
day. I try to make the
slide visually exciting and
clear so students
understand what is
expected of them. I write
the learning objective in
student-friendly language
to meet the needs of all
my students. I include
activities that help
students master
theobjective.10/24/20
Establishes short- and
Integrating Innovating
Establishes and Establishes and
articulates learning goals articulates
to students that integrate comprehensive short-
content standards with term and long-term
students’ strengths, learning goals for
interests, and learning students. Assists students
needs.5.4.21 to articulate and monitor
learning goals.
I write student-friendly
objectives and spend time
each class period to go
over it. Additionally, I
have started to circle
back to the objective at
the end of the lesson and
ask students if they are
able to answer that the
objective is asking for
(usually paired with an
exit ticket). This allows
me to see how well
students understood the
lesson.5/4/21
Refines sequence of long- Utilizes extensive
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.8/1/20 learning.10/22/20 plans that ensure high
levels of learning.5/4/21

For each of my courses, I I completely changed my During our department

have established what I Unit 5 lessons to create meetings, I collaborate
call a Power Standards content that was more with my colleagues to
Chart that is infused with student engaging. I build a framework of
curriculum. The noticed that a lot of my curriculum content
standards are listed, then students seemed standards. From there, I
explained in student interested in current have been able to build
friendly language, with events whenever it was these standards into my
class activities and brought up in class. To lessons in Data Driven
assessments. This chart continue that interest, I Trackers. I meet with a
helps me focus and stay built out my Unit 5 with mentor once every other
on track making sure I am current day issues (social week to review.5/4/21
following not only my media, big tech,
curriculum, but pandemic, protesting,
standards. 8/2/20 BLM) and designed
assessments accordingly.
This material will reflect
student interest more
than how my prior unit
5was.10/24/20
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.8/1/20 and language needs. learning and language
needs.

I use a variety of
assessments during my
lessons to gauge how well
my students are
understanding the
concepts. I use quick quiz
with chat box or polling
tools, waterfall
activity(students write
their answer and press
enter when timer goes
off),green check/red X,
Think-Pair-Share,
drawing and writing tools
and emojis. Students like
a variety of assessments
so I like to mix it up
frequently. These
assessments are effective
yet quick, which helps me
plan instruction in the
moment. I am able to
reteach concepts or move
on according to these
assessments.8/2/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
Implements lessons and
uses materials from
curriculum provided.
4.5 Adapting
instructional plans
and curricular
materials to meet the
assessed learning
needs of all students.
Emerging Exploring Applying
Begins to adapt plans and Makes adjustments and
materials in single adaptations to
lessons or sequences of differentiate instructional
lessons to address plans. Uses culturally
students’ learning needs. responsive pedagogy and
additional materials to
support students’ diverse
learning needs.8/1/20
One way I make
adjustments to my
instructional plans would
be when I notice my
students’ passion for a
subject. Usually every
quarter when I begin my
unit on WW2, my
students are fascinated. I
typically use the topic
ofWW2 (based on student
interest) to utilize deeper
socratic discussion. If my
students aren’t engaged
with my high-level
inquiries, I usually
continue on with my
lesson. However, if they
show interest in the
discussions, I let my
students take charge of
the discussion by posing
inquiries to their
classmates to
answer.8/2/20
Integrating
Makes ongoing
adjustments to
instructional plans and
uses a variety of
materials as the
instructional needs arises
to support student
learning.10/22/20
After looking at the quiz
data for unit 1, I noticed I
needed to reteach a few
concepts before my
students could take
the1.4 Unit Exam. I pulled
questions that they
struggled with and we
went over the concepts
again in class. I adjusted
my lesson to reteach
concepts my students had
difficulty
grasping.10/24/20
Innovating
Anticipates and plans for
a wide range of
adaptations to lessons
based on in depth
analysis of individual
student needs.
Engages with students to
identify types of
adjustments in
instruction that best meet
their learning
goals.5/4/21
Each period is different
and therefore requires
me to engage to see what
each class needs. My first
period is very chatty and
engaging whereas my
second period needs a lot
of direction and
scaffolding. I tend to use
more discussion-based
techniques with my first
period and more
retention-based
questions with my second
period. 5/4/21