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 based instruction that provides
information from district using additional knowledge of students’ on broad knowledge of systematic opportunities
and state required assessment information academic readiness, students. Matches for supporting and
assessments. on student academic academic language, resources and speciDic extending student learning
readiness, language, diverse cultural strategies to students’ based on comprehensive
4.1 Using knowledge cultural background, backgrounds, and diverse learning needs information on students.
of students’ academic and individual individual cognitive, and cultural backgrounds.
readiness, language development. social, emotional, and
proEiciency, cultural physical development to
background, and meet their individual
individual needs. Planning addresses bias, Engages students in the
development to plan Is aware of impact of bias stereotyping, and analysis of bias,
instruction. on learning. Becomes aware of Examines potential assumptions about stereotyping, and
potential areas of bias sources of bias and cultures an members of assumptions.
and seeks to learn about stereotyping when cultures.
culturally responsive planning lessons. Uses
pedagogy. culturally responsive
pedagogy in planning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I plan daily lessons using Lesson Planning - I use students’ cultural I activate prior learning
the curriculum provided Teacher thinks of backgrounds to create art before introducing a new
by the school. I am new to student interests and lessons. concept.
the school so I’m not as knowledge levels when I like to use student Teacher breaks down
familiar with the planning lessons from interests to help with larger goals/standards
curriculum as I would like the school provided lessons. into manageable learning
to be. I need to do some curriculum. I activate prior learning goals; lessons are
research about bias on Collaboration - Teacher before introducing a new sequenced to build on
learning to learn more has spoken with concept previous learning
about it. I will bring that colleagues who had experiences.
up to my mentor and our these students
next Wednesday meeting. previously to gain
9/25/21 insight into their
individual learning
styles. Teacher also
meets with grade level
teachers to discuss
strategies in this area
Assessments - Teacher
gives both formative
assessments and
informal assessments
to track student
progress. Reflective
Conversation - Teacher
speaks to students in
whole group and
individually about
things in which they are
interested 3/22

Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and articulates
objectives for a single learning goals for skill communicates to students learning goals to students comprehensive short-term
lesson to students based development with clear learning goals for that integrate content and long-term learning
4.2 Establishing and on content standards and students in single content that are standards with students’ goals for students. Assists
articulating goals for available curriculum. lessons and sequence of accessible, challenging, strengths, interests, and students to articulate and
student learning lessons. and differentiated to learning needs. monitor learning goals.
address students’ diverse
learning needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I usually have learning Student ReDlection - I have started to put Lesson goals are selected
objectives in mind, but I Teacher provides learning goals up on the to provide appropriate
do not share with students with a goal board so that students levels of challenges in
students. I will work on questionnaire at the know what they will be response to student needs.
sharing learning goals beginning of the school learning about. Students are able to
with students. 9/25/21 year and revisits it at the articulate learning goals
end of the year to see if and why it is important.
individual student goals
were met. Teacher is
trying to get better
about doing this
throughout the year at
the beginning of units.
Classroom Walls - Scoop
Quiz “scoops” are posted
on math wall so that
students can track
progress. ReDlective
Conversation - Teacher
speaks with students on
a regular basis about
why we are working on
certain things in class
and trying to relate it to
the real world 3/2022
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Uses available curriculum Begins to plan Establishes short- and ReDines sequence of long- Utilizes extensive
for daily, short- and long- curriculum units that long-term curriculum term plans to reDlect knowledge of curriculum,
4.3 Developing and term plans. include a series of plans for subject matter integrations of curriculum content standards, and
sequencing long-term connected lessons and concepts and essential guidelines, frameworks, assess learning needs to
and short-term are linked to long-term related academic language and assessed instructional design cohesive and
instructional plans to planning to support and formats that support needs to ensure student comprehensive long- and
support student student learning. student learning. learning. short-term instructional
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

This is where I need to Lesson Planning - I regularly meet with the Planning includes
improve. I have my year Teacher uses school other 3rd grade teacher breaking down
laid out month by month provided curriculum for planning purposes. knowledge, skills, and
and what I should be and plans lessons Both short and long term abilities into logically
teaching that month. I accordingly. goals are planned out with sequenced lessons.
would like to eventually Assessments - Formative grade level teachers to Teacher sequences short-
have a weekly scope and assessments allow the ensure success for all third term lesson plans to
sequence so that I have a teacher to know what graders. achieve a long-term
very speciDic layout of students still need to learning goal.
what I’m teaching each work on. Student
week. 9/25/21 Observation - Teacher
cruises the room during
work time and
informally assesses
students for future
lessons and reviews
3/2022
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 to incorporating a repertoire
suggested by curriculum sequence of lessons that instructional strategies address learning styles of strategies speciDically
guidelines. respond to students’ into ongoing planning that and meet students’ meet students’ diverse
diverse learning needs. addresses culturally assessed language and language and learning
4.4 Planning
responsive pedagogy, learning needs. Provides needs and styles to
instruction that
students’ diverse appropriate support and advance learning for all.
incorporates
language, and learning challenges for students.
appropriate
Is aware of student Seeks to learn about needs and styles. Facilitates opportunities
strategies to meet the
content, learning, and students’ diverse Integrates results from a for students to reDlect on
learning needs of all
language needs through learning and language Uses assessments of broad range of their learning and the
students
data provided by the site needs beyond basic data. students’ learning and assessments into planning impact of instructional
and district. language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. needs. needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

The teacher textbooks Assessments - Formative I plan multiple ways in Teacher makes
provided by the school assessments allow the which students can modiDications in response
have suggestions in them teacher to know what demonstrate their levels of to observed difDiculties
for how to address students still need to understanding during a during the lesson.
students who are practice. Lesson lesson: pair/share, raising
struggling with different Planning - Teacher uses hands, holding up
concepts. My goal as this the provided curriculum whiteboards, coming up to
year progresses, is to be to plan lessons and the board to show how
able to put students into enhances lessons by they solved a problem, and
small groups by ability so adding different exit tickets are just a few
as to differentiate elements such as examples of how students
learning. I would plan technology or can demonstrate
different activities by manipulatives. understanding.
group depending on their Rotations - Teacher
level of learning. 9/25/21 plans rotations in a way
that allows for students
to work with the teacher
during at least one
rotation 3/2022

Implements lessons and Begins to adapt plans Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from and materials in single adaptations to adjustments to wide range of adaptations
curriculum provided. lessons or sequences of differentiate instructional instructional plans and to lessons based on in
4.5 Adapting lessons to address plans. Uses culturally uses a variety of materials depth analysis of individual
instructional plans students’ learning needs. responsive pedagogy and as the instructional needs student needs.
and curricular additional materials to arises to support student
materials to meet the support students’ diverse learning. Engages with students to
assessed learning learning needs. 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 deDinitely adapt lessons I have one student with an I make sure to modify
to address student IEP and so I do modify expectations for students
needs. If I notice that certain expectations. that need it.
many of the students I reteach in a different way
aren’t understanding or to make sure that all
seem to need more students understand new
practice, I will continue concepts.
with that lesson the next
day. I might do a fun
worksheet or some
small group activity to
reinforce the previous
day’s lesson. 9/25/21

Assessments - Teacher
regularly gives both
informal and formative
assessments to
determine where
students are at with
their understanding of
the material. Classroom
Observation - Teacher
moves around the class
and offers support to
those students who need
it Example: offering
dry erase array boards if
students are struggling
with multiplication and
division. Collaboration -
Teacher meets with
grade level teachers
regularly to ensure that
students’ needs are
always at the forefront
of lesson planning
3/2022