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

I use test scores, writing

samples, student and
parent surveys, and
informal observations to
gather information about
students to aid in
planning instruction. I
consider student
backgrounds when
planning and preview all
material. I plan
differentiated lessons,
including utilizing
reading materials that
cover similar topics but
multiples reading levels
to engage each student at
their level of
understanding. One
example is using Epic
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Books to create
assignments for students
using a range of reading
materials.

I continue to work at an
applying level. I utilize
small group instruction to
implement
differentiation. These
small groups are formed
using formal and informal
academic data as well as
my experiences with
students in the classroom
and knowledge of their
personality, relationships
with others, and types of
supports needed.
4/25/22

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 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
I begin lessons by giving
students an overview or
introduction to the topic
(“Today we will be
learning about…”), but
feel that I can do a better
job explicitly stating and
making connections to
the learning goals and
objectives. 7/16/21
Uses available curriculum Begins to plan curriculum
for daily, short- and long- units that include a series
4.3 Developing and term plans. of connected lessons and
sequencing long- are linked to long-term
term and short-term planning to support
instructional plans to student learning.
support student
learning
Applying Integrating Innovating
Each lesson’s learning
objective is projected on
the board at the start of
the lesson, along with
instructions for students
to get started. I have also
incorporated more
student choice in the
form of projects to help
students reach the
learning goal with
differentiation. 11/3/21
I continue to work at an
applying level. One way I
communicate students’
learning goals and
progress to them is by
having individual check-
in meetings, particularly
to touch base regarding
writing and reading
points. 4/25/22
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
learning. learning. plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I use textbook and In addition to using

curriculum pacing guides textbook pacing guides,
to help facilitate my long this school year I am also
term planning. I create helping to develop a new
and update my planbook curriculum map for the
weekly, making fourth grade level.
adjustments to introduce, Curriculum guidelines,
support, review, and content standards, and
reteach concepts as observations of student
needed to support needs during classroom
student learning. lessons are being utilized
7/16/21 to create the curriculum
maps to best fit student
learning needs. 11/3/21

I continue to work at an
integrating level and am
continuing to develop and
refine my curriculum
maps. 4/25/22

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
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
instruction that guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
incorporates diverse learning needs. that addresses culturally assessed language and students’ diverse
appropriate responsive pedagogy, learning needs. Provides language and learning
strategies to meet students’ diverse appropriate support and needs and styles to
the learning needs of language, and learning challenges for students. advance learning for all.
all students Is aware of student Seeks to learn about needs and styles.
content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
language needs through and language needs Uses assessments of broad range of for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

data provided by the site beyond basic data. students’ learning and
and district. language needs to inform
planning differentiated
instruction.
assessments into their learning and the
planning to meet impact of instructional
students’ diverse learning strategies to meet their
and language needs. learning and language
needs.

In addition to data I have incorporated I utilize a variety of

provided through testing, greater use of strategies designed to
I seek to learn about my standardized assessment meet student needs,
students learning and to inform planning, including choice boards,
language needs through including the planning of jigsaw, pair-sharing,
parent and student projects, leveled group small group work, and
surveys. This includes work, and one-on-one more to meet student
start of the year parent instruction time. I have needs. I collaborate with
surveys on their view of also incorporated more administration and my
their student needs and opportunities for student partner teacher to utilize
monthly check in surveys choice, allowing students data when planning
sent to both parents and to pick from a set of instruction and make
students. Using this data, differentiated adjustments during
I make adjustments to my assignments or tasks to instruction. One source of
lessons and can make address individual data that I now
specific accommodations learning styles and needs understand more in
for students with I ensure that depth is IXL after
expressed needs. opportunities for use of attending an IXL Live
7/16/21 technology, visual Training and I use this
representation, oral tool to help differentiate
presentation, and written instruction. 3/23/22
products are available to
meet student needs. 
. 11/3/21
4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans uses materials from materials in single adaptations to adjustments to a wide range of
and curricular curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
materials to meet the lessons to address plans. Uses culturally uses a variety of based on in depth
assessed learning students’ learning needs. responsive pedagogy and materials as the analysis of individual
needs of all students. additional materials to instructional needs arises student needs.
support students’ diverse to support student
learning needs. learning. Engages with students to
identify types of
adjustments in
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

instruction that best meet
their learning goals.

I consistently make
adjustments and
additions to lessons from
curriculum materials
provided by adding
scaffolds to activities,
creating opportunities for
students to work
independently and with
partners, and allowing
room for students choice
in activities. One addition
I have made to lessons in
the provided math
curriculum is to add a
“compare and repair”
step to the independent
practice. This allows
students to compare their
independent work with a
partner, share how they
found their answer, and
repair any discrepancies
between their work by
collaborating to find the
correct answer. 7/16/21

I continue to work at an
applying level. I continue
to utilize a variety of
instructional strategies to
make adjustments and
support student learning
including those listed
above. 4/25/22