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’
9/27/19
academic readiness,
language proficiency,
cultural background,
and individual
Is aware of impact of bias Becomes aware of
development to plan
on learning. potential areas of bias
instruction.
and seeks to learn about
culturally responsive
pedagogy. 9/27/19
I am aware of the
student’s academic
readiness, language, and
individual development
when planning lessons. I
often look at writing
ability, reading levels, and
ability to work with
others. As I am teaching
lessons in our curriculum,
I am becoming aware of
the biases that are
present and asking my
mentor and co-teachers
for ways they use to
combat them. 9/27/19
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. 5/8/20
Examines potential
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
5/8/20
In lessons, I am now more
mindful about the
different backgrounds of
each student and how
that affects their learning
process in tandem with
their academic
performance. When
previewing lessons, I look
for opportunities to point
out and discuss possible
biases. 5/8/20
Integrating
Plans differentiated
instruction, which is
based on broad
knowledge of students.
Matches resources and
specific strategies to
students’ diverse learning
needs and cultural
backgrounds. 12/13/20
Planning addresses bias,
stereotyping, and
assumptions about
cultures and members of
cultures. 12/13/20
I plan instruction with
student’s language
proficiencies in mind and
am sensitive to cultural
backgrounds. 12/13/20
I am actively trying to
point out and combat bias
in each learning situation.
12/13/20
Innovating
Plans differentiated
instruction that provides
systematic opportunities
for supporting and
extending student learning
based on comprehensive
information on students.
5/7/2021
Engages students in the
analysis of bias,
stereotyping, and
assumptions. 5/7/2021
When planning, I consider
all student’s academic
abilities and incorporated
differentiation into daily
routines. 5/7/2021
Along with pointing out
bias, I am engaging students
in conversations about bias,
stereotyping and
assumptions 5/7/2021
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single
lesson to students based
4.2 Establishing and on content standards and
articulating goals for available curriculum.
student learning 9/27/19
I am aware of the
learning goals for each
lesson I teach. I also
inform my teaching
assistant of each learning
goal. I do not make the
learning goals verbally
known to the students as
they are working.
9/27/19
4.3 Developing and Uses available curriculum
sequencing long- for daily, short- and long-
Exploring
Establishes and shares
learning goals for skill
development with
students in single lessons
and sequence of lessons.
5/8/20
I started putting learning
goals into context for
students by relating
single lesson goals with
previously learned and
subsequent lesson goals. I
am displaying learning
goals, telling the students
verbally, and having
students repeat it out
loud. 5/8/20
Begins to plan curriculum
units that include a series
Applying Integrating Innovating
Establishes and Establishes and Establishes and articulates
communicates to articulates learning goals comprehensive short-term
students clear learning to students that integrate and long-term learning
goals for content that are content standards with goals for students. Assists
accessible, challenging, students’ strengths, students to articulate and
and differentiated to interests, and learning monitor learning goals.
address students’ diverse needs.
learning needs. 12/13/20
I establish clear learning Learning goals are
goals for each lesson, selected as appropriate in
express to students the relation to student’s
long-term learning goals, learning needs. Larger
and the short term goals goals are broken down
to help them reach the into smaller units of
overarching content instruction to scaffold
standards. 12/13/20 student learning
5/7/2021
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
term plans. of connected lessons and plans for subject matter integrations of content standards, and
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 9/27/19 that support student needs to ensure student short-term instructional
learning learning. 5/8/20 learning. 12/13/20 plans that ensure high
levels of learning.

This year, I am beginning Across content areas, I I have consistent learning Planned units have short
to look at the curriculum am working on using goals displayed for each term instructional goals and
in units or chapters correct academic subject weekly. Per short-term instructional
instead of individual daily language to help students subject, I express the goals to ensure high quality
lessons. I am focused on succeed. I am helping short-term learning goals learning for all students.
teaching them content students achieve short which build up to long 5/7/2021
that they will need in the term goals and learning term learning goals which
long run early and clearly. more about long term eventually lead to
For example, looking at a goals to articulate to the mastering content
Math test at the students. 5/8/20 standards. 12/13/20
beginning of the chapter
made me realize the
importance of teaching
students the word names
for the numbers 1-5. So, I
have spent more time
specifically teaching
these skills. 9/27/19
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 repertoire
suggested by curriculum sequence of lessons that instructional strategies to address learning styles of strategies specifically
guidelines. respond to students’ into ongoing planning and meet students’ meet students’ diverse
diverse learning needs. that addresses culturally assessed language and language and learning
4.4 Planning 9/27/19 responsive pedagogy, learning needs. Provides needs and styles to advance
instruction that students’ diverse appropriate support and learning for all. 5/7/2021
incorporates language, and learning challenges for students.
appropriate Is aware of student needs and styles. 5/8/20 12/13/20 Facilitates opportunities for
strategies to meet content, learning, and Seeks to learn about students to reflect on their
the learning needs of language needs through students’ diverse learning Uses assessments of Integrates results from a learning and the impact of
all students data provided by the site and language needs students’ learning and broad range of instructional strategies to
and district. beyond basic data. language needs to inform assessments into meet their learning and
9/27/19 planning differentiated planning to meet language needs.
instruction. 5/8/20 students’ diverse learning
and language needs.
12/13/20 5/7/2021
I plan instruction with I am using more When planning, I prepare I use multiple strategies to
student needs in mind. I consistent daily/weekly for the needs of all teach each concept that
have tried math centers, centers at Math and learners and plan for specifically pertain to my
whole group instruction, Language Arts time to students who need group of student’s needs. In
and using manipulatives. deliver more visuals, EL support, or this way, students benefit
Currently, this has only differentiated instruction individual assistance with from multiple perspectives,
been applied to Math to address students each lesson. 12/13/20 repetition of instruction,
lessons and not diverse needs and help and increased engagement
consistently throughout keep them engaged. I take into consideration with content 5/7/2021
the year. 9/27/19 5/8/20 assessment data to see
what students have
mastered or need
additional scaffolding
with. 12/13/20
I continue to maintain
this aspect of teaching
consistent 5/7/2021
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 a
uses materials from materials in single adaptations to adjustments to wide range of adaptations
curriculum provided. lessons or sequences of differentiate instructional instructional plans and to lessons based on in depth
4.5 Adapting lessons to address plans. Uses culturally uses a variety of analysis of individual
instructional plans students’ learning needs. responsive pedagogy and materials as the student needs.
and curricular 9/27/19 additional materials to instructional needs arises
materials to meet the support students’ diverse to support student Engages with students to
assessed learning learning needs. learning. 12/13/20 identify types of
needs of all students. adjustments in instruction
that best meet their
learning goals.

I have students use I am giving students more
thumbs up or down to opportunities to check for
check for understanding understanding and adjust
during a lesson. I also accordingly. If students
informally assess understand a concept we
understanding can move on more
throughout my lessons. quickly and if they are
9/27/19 struggling, I can go back
and reteach to make sure
all student’s needs are
met. 5/8/20
I am asking the students As well as using knowledge
often what their level of of student development, I
understanding is. If they ask students to rate
say and show different lessons based on
understanding, I can add enjoyability and how well
more conceptual they learned the concepts.
knowledge. If students For example, my students
are having a challenging this year really enjoy art
time, we act out, use projects and I have worked
audio/visuals, or hands- to incorporate more of
on manipulatives to those into weekly lessons
master concepts. and units! 5/7/2021
12/13/20