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.09/29/22 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.09/29/22 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 refer to STAR
assessment results to
gauge how to plan
lessons, focusing on the
highest needs of the class.
While all required
assessments are taught,
knowing the standards
that students struggle
with most directs me on
how much to emphasize
certain areas. I use it to
prepare effective teaching
methodologies and plan
for the length or depth of
each standard that will be
taught.

I am aware of the impact

of bias on learning and
attempt to be inclusive
when choosing materials
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
and planning lessons.

Considerations for
inclusiveness are made
when selecting visual
images, books, and other
materials.
I am attentive to language
and communication
needs, SPED
accommodations, and
students’ learning levels.

I am still growing in this

area, identifying research
proven strategies and the
art of create the perfect
”blended” learning
spaces.

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 and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning curriculum.09/29/22 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
Learning objectives are
communicated in each
lesson or series of
lessons. It is more so
shared in rote and not as
impactful to the students
at it could be.

I have recently given

thought as to how I can
improve in this area.

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.09/29/22 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
Short- and long-term
instructional plans are
made using the existing
curriculum. This is
considering following the
district approved pacing
calendar and vertically
aligning with the next
grade levels expectations.

First, I plan for the

nearest instructional
period while considering
the sufficiency of the
lesson to help students
approach the next
standard or unit in the
coming weeks.

Secondly, I do all things in

consideration of the
statewide assessments
and students
demonstrating academic
growth.
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
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning 09/29/22 responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic students’ learning and assessments into their learning and the
and district. data.09/29/22 language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
needs.

I have been selecting

strategies for single and
series of lessons to
address students’
learning needs but still
need to explore more.

Strategies have included

shared reading, shared
writing, think-pair-share,
graphic organizers, online
learning games,
handwriting, typing,
chunking assignments,
and more.

I am seeking to
understand the diversity
of language needs,
beyond the classroom
and outside of students’
basic data.

Through observation and

direct questioning, I have
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
learned about other than
English speaking
households. Processing
delays, and speech
impediments.

I know better how to

work with the curricula
so that it interacts with
each student and am
employing the offerings
within electronic
platforms.

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 arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. 09/29/22 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 Applying Integrating Innovating
I use baseline, beginning
of year, assessments to
establish new
instructional plans for
standards yet to be
approached but am also
flexible to adjust lessons
based on formative
assessments.

When doing so, I

incorporate learning tools
and strategies like base
10 blocks, mnemonics,
realia, short videos, and
games, to address
students’ various levels of
learning in whole class
instructions
I also utilize 1:1
instruction and small
groups to address
misunderstandings and
to spend additional time
with struggling learners.