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 instruction based on instruction, which is instruction that provides
information from district and using additional knowledge of students’ based on broad systematic opportunities
state required assessments. assessment information academic readiness, knowledge of students. for supporting and
on student academic academic language, Matches resources and extending student
readiness, language, diverse cultural specific strategies to learning based on
4.1 Using knowledge
cultural background, and backgrounds, and students’ diverse comprehensive
of students’
individual development. individual cognitive, learning needs and information on students.
academic readiness,
(09/18/2022) social, emotional, and cultural backgrounds.
language
physical development to
proficiency, cultural
meet their individual
background, and
Is aware of impact of bias on needs.
individual
learning. Becomes aware of Planning addresses bias, Engages students in the
development to plan
potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures an members of assumptions.
pedagogy. (09/18/2022) planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

By creating a safe
learning environment, I
must understand
pedagogy through a
multicultural and
accepting lens. I am
culturally aware of the
diversity in my
classroom; therefore,
lessons revolve around
topics that ensure that
all students feel included.
Though the works are
canon, I utilize a modern
perspective to view “old”
pieces—ultimately
creating an environment
that aids student
connections between
then vs. now. I establish
school days accordingly:
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single lesson to
students based on content
standards and available
4.2 Establishing and
curriculum. (09/18/2022)
articulating goals
for student learning
Exploring Applying Integrating Innovating
lectures, application of
lecture,
reading/workday, and
week wrap-up. By
creating a structured
setup, students know
classroom norms and
will not feel
overwhelmed when
assigned work.
(09/18/2022)
Establishes and shares Establishes and Establishes and Establishes and
learning goals for skill communicates to articulates learning articulates
development with students clear learning goals to students that comprehensive short-
students in single lessons goals for content that are integrate content term and long-term
and sequence of lessons. accessible, challenging, standards with students’ learning goals for
and differentiated to strengths, interests, and students. Assists
address students’ learning needs. students to articulate
diverse learning needs. and monitor learning
goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

At the beginning of every week, I
write out each day’s
topic/lesson/objective/standard
on the board. I briefly walk
through everything written on
the board: the weeks unit and
topic. After the initial
walkthrough of the week, I
discuss what the day’s learning
objective and lesson will include.
Though I include the week’s
lessons, it constantly shifts; so, I
need a better grasp on how
students react to certain
assignments, lessons, and
lectures. (09/18/2022)

4.3 Developing and Uses available curriculum for Begins to plan Establishes short- and Refines sequence of Utilizes extensive
sequencing long- daily, short- and long-term curriculum units that long-term curriculum long-term plans to knowledge of
term and short-term plans. include a series of plans for subject matter reflect integrations of curriculum, content
instructional plans connected lessons and concepts and essential curriculum guidelines, standards, and assess
to support student are linked to long-term related academic frameworks, and learning needs to design
learning planning to support language and formats assessed instructional cohesive and
student learning. that support student needs to ensure student comprehensive long-
(09/18/2022) learning. learning. and short-term
instructional plans that
ensure high levels of
learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

The English 9 pacing

guide and curriculum are
organized by novel and
readings. Within each
unit are dedicated
sections for writing,
grammar, expectations,
and learning. Lessons are
planned on a weekly
basis with an emphasis
on long-term learning
outcomes. Students are
only exposed to
assignments and lectures
on a weekly basis—
unless longer works are
introduced: such as
novels, research, and
essays. However, I am
still working to better
link units together
without abruptly
changing topics.
(09/18/2022)

4.4 Planning Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
instruction that incorporates strategies single lessons or differentiated wide range of strategies incorporating a
incorporates suggested by curriculum sequence of lessons that instructional strategies to address learning repertoire of strategies
appropriate guidelines. respond to students’ into ongoing planning styles and meet specifically meet
strategies to meet diverse learning needs. that addresses culturally students’ assessed students’ diverse
the learning needs (09/18/2022) responsive pedagogy, language and learning language and learning
of all students students’ diverse needs. Provides needs and styles to
language, and learning appropriate support and advance learning for all.
Is aware of student content, needs and styles. challenges for students.
learning, and language needs Seeks to learn about Facilitates opportunities
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

through data provided by the
site and district.
students’ diverse Uses assessments of Integrates results from a for students to reflect on
learning and language students’ learning and broad range of their learning and the
needs beyond basic data. language needs to assessments into impact of instructional
(09/18/2022) inform planning planning to meet strategies to meet their
differentiated students’ diverse learning and language
instruction. learning and language needs.
(09/18/2022) needs.
One component that I Student learning needs
have a firm grasp on is informs my planning
the way in which my differentiation and
students learn. Though, I instruction daily. Every
do not use technology other day, I assign exit
(Chromebooks etc.) often tickets to students, so I
in my class, I give have on-the-spot
students opportunities informal assessments of
to move to locations in lessons learned that day
the classroom and work and week. Furthermore,
with partners and small in the middle of each
groups. Beyond basic unit, I assign one quiz
data, English 9 allows for that encapsulates the
me to expand student week(s) lectures,
knowledge into different essential questions, and
mediums (art, music, exit ticket questions.
movies, and poetry). (09/18/2022)
(09/18/2022)

4.5 Adapting Implements lessons and uses Begins to adapt plans Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans materials from curriculum and materials in single adaptations to adjustments to a wide range of
and curricular provided. lessons or sequences of differentiate instructional plans and adaptations to lessons
materials to meet lessons to address instructional plans. Uses uses a variety of based on in depth
the assessed students’ learning needs. culturally responsive materials as the analysis of individual
learning needs of all pedagogy and additional instructional needs student needs.
students. materials to support arises to support
students’ diverse student learning. Engages with students to
learning needs. identify types of
(09/18/2022) 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.

The English department

utilizes pacing guides for
every grade level: 9-12.
Within the 9th grade
pacing guide is a set of
novels, readings, articles,
short stories, poems,
essential questions,
grammar activities,
vocabulary
development, pair or
group presentations, and
benchmark exams. Of
course, I work to
incorporate primary
sources as a stepping
point for each topic
discussed.
(09/18/2022)