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
4.1 Using knowledge background, and
of students’ academic individual development.
readiness, language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias Becomes aware of
instruction. on learning. potential areas of bias
and seeks to learn about
culturally responsive
pedagogy.
I have just started to
incorporate language arts
stations and used my
assessments of the students
and their admissions
packets with information
regarding cultural
background to form
developmental/leveled
groups for my stations. The
stations include a
vocabulary reader station,
morning message journal
writing, sight word practice,
and name practice. I am
always researching
regarding culture and
special needs as well- this
lends to myself becoming
more aware of any biases
that I may have. I am eager
to learn more tactics
regarding this specific idea.
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is instruction that provides
knowledge of students’ based on broad systematic opportunities
academic readiness, knowledge of students. for supporting and
academic language, Matches resources and extending student
diverse cultural specific strategies to learning based on
backgrounds, and students’ diverse comprehensive
individual cognitive, learning needs and information on students.
social, emotional, and cultural backgrounds.
physical development to
meet their individual
needs.
Planning addresses bias, Engages students in the
Examines potential stereotyping, and analysis of bias,
sources of bias and assumptions about stereotyping, and
stereotyping when cultures and members of assumptions.
planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.
Recently I have assessed I have got to know my
the students and I am not students and have
starting to guide lessons formed an
and grouping based on understanding of the
those assessments. many strengths and
Students’ cultural areas for growth my
background and diverse class has. To
development levels are accommodate the
taken into consideration different learning styles
during lessons to provide and developmental
a safe and fair levels, I have learned to
environment. both re-teach concepts to
students in small groups
I am aware that there as well as provide more
could be potential bias, challenging material for
but I reflect on all my my students who are
lessons and actions further along in their
throughout the day to growth. This has made a
grow and learn more positive difference in my
about culturally classroom management
responsive pedagogy. and engagement of my
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

9/21/20 4/2/21 students.
Fall 2021

I have been using the

knowledge gained
through assessing my
students both
informally and formally
to create spiral warm
up problems that focus
on building conceptual
understanding and
confidence regarding
topics that I noticed
my students struggle
with. For example, I
saw that students were
having a hard time
with word problems so
I made warm-
ups targeting this
issue. 

Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons 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
Yes- I always tell my
students what the
learning goal is and what
I need them to really
focus on. For example, I
am teaching the students
about ten frames and how
to fill them in properly,
and a part of my goal for
them was to be able to
draw the correct-looking
ten frame dots. I had to
emphasis that the dots in
ten frames are like circles
colored in (because
starting out, many of
them drew specs,
scribbles, or circles that
weren’t filled in, even
after having modeled).
9/21/20
Applying
Before I start a lesson, I
give an overview of what
will be doing and what we
are trying to accomplish to
reach our learning goal for
that lesson. For example,
in Social Studies we
learned about rules and
laws. Before the lesson I
explained that by the end
of the lesson we will
understand why we have
rules and laws. Then at
the end of the lesson I
check for understanding
to make sure we met our
learning goal for that day.
4/2/21
Integrating Innovating
To articulate learning
goals to my students and
be sure to integrate
content standards, I have
learned to write the
learning goal(s) and
standards down on our
wipe board in the
classroom each day and
as I approach each
subject. I read the
standard and goal(s)
aloud to my students
prior to beginning the
lesson and activity so
that they have a clear
understanding of our
goal in class. This has
lent to my student’s
overall success and has
also helped my students
gain confidence in their
approaches to the
learning and abilities in
their learning.
Fall 2021
I have been
using reflections at the
end of a lesson for
students to further
understand the goals
of the lessons. Most of
the times, the
reflection will ask
students what they
thought about the
lesson but also what
they think the most
important ideas they
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
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
Yes, I was working on this
in the summer and am
continuing to add to my
ideas now. For example, I
know that I am looking
for a progression in their
writing, starting from
being to write their
names, letters, and
numbers, and then being
able to write various
single words, to being
able to write a short
sentence and by the end
of the year, to be able to
write two complete
sentences.9/21/20
Applying
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic language
and formats that support
student learning.
Through many of my
subjects, the lessons do
build upon each other so
that they are all related in
some form. In science, we
are learning about our five
senses. Each lesson we
focus on one of the senses
and how we use that
sense. At the end of the
unit the students will be
able to describe all the five
senses and will have a
final activity to use all of
their senses.
4/2/21
Integrating Innovating
learned were. This also
helps me analyze if the
lesson I designed are
truly targeting the
lesson objectives I
established. 
Refines sequence of long- Utilizes extensive
term plans to reflect knowledge of curriculum,
integrations of content standards, and
curriculum guidelines, assess learning needs to
frameworks, and design cohesive and
assessed instructional comprehensive long- and
needs to ensure student short-term instructional
learning. plans that ensure high
levels of learning.
I have got better at using
technology to my
advantage in
documenting and
reflecting on long term
guidelines, frameworks,
and assessed
instructional needs to
ensure my students’
learning. I often use
Google Classroom to
keep track of my
students’ assessments
and goals as individuals
as well as whole-class
goals and standards to
meet.
Fall 2021
Through experience
from teaching the
same course, I have
noticed in graphing, it
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

can typically be a
tough concept for
students to master. A
lot of math textbooks
suggest that standard
form of linear
equations be taught
after introducing
slope-intercept form
but I have reordered
the curriculum so that
standard from is
taught as part of the
introduction to linear
equations. This is so
the concept of
solutions to equations
being points on the
graph is further
solidified and students
will understand the
intercepts are also
considered solutions
to the equation. 

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 repertoire of strategies
4.4 Planning guidelines. respond to students’ into ongoing planning that styles and meet students’ specifically meet
instruction that diverse learning needs. addresses culturally assessed language and students’ diverse
incorporates responsive pedagogy, learning needs. Provides language and learning
appropriate students’ diverse appropriate support and needs and styles to
strategies to meet language, and learning challenges for students. advance learning for all.
the learning needs of Is aware of student Seeks to learn about needs and styles.
all students 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
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
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
I work to use different
teaching strategies for my
lessons so that I
differentiate for the
diverse learning needs in
my classroom. Some of
the strategies that I use
often include direct
teaching, stations, leveled
reading groups, active
learning (incorporating
physical movement),
modeling, and providing
visuals and language
repetition. 9/21/20
Applying
planning differentiated
instruction.
I choose a variety of
strategies to utilize in
many of my lessons to
support all the diverse
learning needs in my class.
This can be hand gestures,
active learning, art,
manipulatives, stories,
and videos.
I talk to the students
during snack, lunch, and
free play to further
understand my students’
interests and needs. Also,
through discussions with
parents, I can better
understand the students’
background, learning or
socio-emotional needs.
4/2/21
Integrating Innovating
students’ diverse strategies to meet their
learning and language learning and language
needs. needs.
I use summative
assessments, informal
assessments, and formal
assessments to gather
information about my
students’ learning styles
and retained knowledge
and understanding of
content material and
academic concepts.
These assessments have
helped guide what I will
teach next to my
students as well as what
I might need to re-teach
and help my students
improve on in order to
move onto the next
concept goal.
Exit tickets have become
a common
implementation in my
classroom that quickly
helps my decode my
student’s success or
areas to continue
working on.
Fall 2021
Thanks to resources
from the clear
credential course, I
was able to create
a learning menu that
allows my statistics
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

students to choose
between 2 activities
that both involve using
technology to gather
data and using the
data to demonstrate
conceptual
understanding of
linear regression.

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs student needs.
and curricular
support students’ diverse arises to support student
materials to meet the
learning needs. learning. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
I enjoy providing time for
my students to work and
learn using different
materials such as math
and language arts
manipulatives (such as
counting cubes, unifix
cubes, pattern blocks,
magnetic numbers,
magnetic ten frames,
magnetic letters, letter
sound clip cards, and
puzzles, etc). I also
integrate art into
activities and use
different materials such
as yarn, paper, paint, glue,
beads, tissue paper, etc. I
also change up their
writing utensils by
allowing opportunities to
use not only pencils, but
markers, whiteboard
markers, gel pens, and
more.9/21/20
Applying
After learning more about
my students’ needs, I
adapt lessons to provide
support to all students to
reach their goals. Some
students’ needs include
scaffolding during writing.
I have provided grips and
tracers for students to
help with their writing
abilities. I have seen so
much growth through
using these tools.
4/2/21
Integrating Innovating
I have adapted a quick
grading routine which
has helped me to
efficiently assess my
student’s understanding
of the material and
therefore has helped
guide my teaching. I
often make adjustments
to my instructional plans
which lends to a
somewhat creative
curriculum philosophy in
my classroom as I
continuously make
adjustments that are
both pre-calculated and
implemented during
teaching on-the-spot.
Fall 2021
With virtual learning
being the main way
form of teaching at the
moment, it was
necessary for teachers
to adapt lesson plans
to suit the new
challenges introduced.
I have been using
Zoom to host my
lessons and
additionally, taking use
of the whiteboard
feature along with an
Apple Pencil to create
a virtual learning
environment that is
engaging and intuitive
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

to students. Since my
students also have the
same technology, I will
have them present
solutions on the
whiteboard so the
class can see the
thought process of the
student.