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 always build a roster

that allows me to assess
my students background
needs as much as
possible. My school
collects extensive
enrollment information
that provides background
information that is useful
in instruction, including;
any medical issues;
cognitive issues;
trauma/psychological
issues; special
designations regarding
socioeconomic status;
parents background, etc.

I introduce each new

concept in an “informal”
way to demonstrate my
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

own enthusiasm and
facilitate a conversation
that informs me of
student knowledge and
interest and helps me
identify potential
connections to their lives.
For example, I used the
game Minecraft (very
popular with students) to
model natural resource
management. 7/27/22
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 Applying Integrating Innovating

Puts important content
into student friendly
learning objectives.

I ensure the learning goal

is clearly defined and
revisit the goal
throughout lesson.

Provide opportunity for

student to reflex on the
learning goal and provide
feedback to teacher on
misunderstandings.

Facilitate class discussion

to ensure students
understand the goal in
their own terms.

7/27/22

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and 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. 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

Through the PLC process
at my school we have
established a process of
identifying Power
Standards or GVC which
requires that we create
check point assessments
throughout cycles to
assess where students
are with those essential
standards throughout the
year and share our data
with our team. We
provide explanations for
our data and/or identify
holes in instruction that
need to be filled within
that cycle. 7/27/22

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.

I scaffold all instruction

by first ensuring all
background information
is covered and
understood. Clearly
communicate the
learning goal to students.
Introduce the phenomena
and in an engaging
manner. Model the use of
the concept or
information and assign
student independent
work. For students that
have diverse learning
needs I provide
additional supports
through small group
instruction; easy and
quick guides for parents
or learning coaches; and
frequent checks for
understanding. 7/27/22

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.7/27/22 learning. Engages with students to
identify types of
adjustments in
instruction that best meet
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

their learning goals.

I build reteach time into

every standard/lesson/s
required to teach a
concept in order to
ensure solid mastery of
the concept. Each topic is
broken down into small
sections that cover one
specific element of that
concept (for example:
water changes states of
matter through the loss
or gain of heat which
causes it to condense or
expand). I will give a one
question quiz to check for
understanding before
moving on. 7/27/22