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 individual
of students’ academic development. 7/17/2022
readiness, language 12/11/2022
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias
instruction. on learning. 7/17/2022 Becomes aware of
potential areas of bias and
seeks to learn about
culturally responsive
pedagogy. Fall, 2022
5/2/2023
I am aware that everyone I frequently have students
has a different set of take pre-assessments in
cultural values and that, order to determine if they
in solely presenting views have mastered the
contrary to those of other foundational skills that will
students, they can feel allow them to succeed in
marginalized and the subsequent unit.
disengaged from the 7/17/2022
class. 7/17/2022 12/11/2022
I understand that,
depending on their
background, students have
different interests when it
comes to applying the
concepts they have
learned. I have begun to
implement routines in
which students pick how
they apply the core
concepts within the unit.
Fall, 2022 5/2/2023
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is based instruction that provides
knowledge of students’ on broad knowledge of systematic opportunities
academic readiness, students. Matches for supporting and
academic language, resources and specific extending student
diverse cultural strategies to students’ learning based on
backgrounds, and diverse learning needs comprehensive
individual cognitive, social, and cultural backgrounds. information on students.
emotional, and physical
development to meet their
individual needs.5/2/2023
Planning addresses bias,
Examines potential stereotyping, and Engages students in the
sources of bias and assumptions about analysis of bias,
stereotyping when cultures an members of stereotyping, and
planning lessons. Uses cultures. assumptions.
culturally responsive
pedagogy in planning.
If I know that a student, or
group of students,
struggles with a particular
aspect of class, I will
embed more strategies
within lectures and
assignments to support
those students. For
instance, one student in
my physics class struggles
with matching vocabulary
terms to their
corresponding symbols,
which makes solving
physics problems very
difficult. In my slides I
include the term along
with its common symbol,
and include a column in
vocabulary charts to
include the symbol that is
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
4.2 Establishing and
articulating goals for
student learning
Emerging Exploring
Communicates learning Establishes and shares
objectives for a single learning goals for skill
lesson to students based development with
on content standards and students in single lessons
available curriculum. and sequence of lessons.
7/17/2022
Applying
used to represent that
term.. 5/2/2023
Establishes and
communicates to students
clear learning goals for
content that are accessible,
challenging, and
differentiated to address
students’ diverse learning
needs. Fall, 2022
Integrating
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs. 5/2/2023
Innovating
Establishes and
articulates comprehensive
short-term and long-term
learning goals for
students. Assists students
to articulate and monitor
learning goals.

When introducing a I communicate daily I will sometimes create

concept or unit, I will
emphasize what students
should be able to do
independently. For
instance, students should
be able to determine how
long it takes for an object
to fall to the ground given
its initial velocity and
height. 7/17/2022
objectives that are shared
with the class at the
beginning of the period
and prior to working on
classwork assignments. If
a student is struggling to
meet the objective, I will
break it down into smaller
steps. Fall, 2022
objectives for a lesson, or
group of lessons, that
focus on student deficits.
Particularly in the area of
properly communicating
technical information
within the subject.
5/2/2023

6a. I foster a culture where

students take ownership
of their learning goals and
outcomes in
both independent and
group settings.
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 units that include a series
4.3 Developing and
long-term plans. of connected lessons and
sequencing
are linked to long-term
long-term and
planning to support
short-term
student learning.
instructional plans to
7/17/2022
support student
learning
In my chemistry class, I
structure the 2nd half of
term 2 in the following
order
● carbon cycle
● ocean acidification
● reaction rates
● reversible
reactions
Students explore the
relationship between
carbon in the atmosphere
and lowered pH levels in
the oceans. Students then
explore how large
concentrations of carbon
dioxide in the atmosphere
increase the rate of pH
change. Ocean
acidification is a reversible
process, and students
proceed to identify
potential solutions to
reverse the effects of ocean
acidification. 7/17/2022
Applying
Establishes short- and
long-term curriculum
plans for subject matter
concepts and essential
related academic language
and formats that support
student learning. Fall,
2022
Data can be analyzed in
many different ways. At
the beginning of the year,
students determine the
arithmetic mean of a set of
data in order to improve
accuracy. As we progress
through units, we begin to
interpret the slope and
y-intercept of a linear
regression of data instead
of taking the mean. This
method leads into
interpreting the
coefficients of a parabola
(ax2+bx+c) for acceleration
of an object. Fall, 2022
Integrating Innovating
Refines sequence of Utilizes extensive
long-term plans to reflect knowledge of curriculum,
integrations of curriculum content standards, and
guidelines, frameworks, assess learning needs to
and assessed instructional design cohesive and
needs to ensure student comprehensive long- and
learning. 5/2/2023 short-term instructional
plans that ensure high
levels of learning.
After finding that my
curriculum didn’t cover all
of the standards in the
NGSS, I collaborated with
the curriculum
coordinator at my site to
refine the curriculum
using backward design. I
identified which NGSS
standards needed to be
covered in my class,
created a final assessment
to identify if students met
those standards, and then
restructured the major
units of the year to meet
student learning needs.
5/2/2023
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
4.4 Planning
instruction that
incorporates
appropriate
strategies to meet the
learning needs of all
students
5c. I explore and
apply instructional design
principles to create
innovative digital learning
environments that engage
and support learning.
Emerging Exploring
Plans instruction that Selects strategies for single
incorporates strategies lessons or sequence of
suggested by curriculum lessons that respond to
guidelines. students’ diverse learning
needs. 7/17/2022
Is aware of student Seeks to learn about
content, learning, and students’ diverse learning
language needs through and language needs
data provided by the site beyond basic data.
and district. 7/17/2022 12/11/2022
I use multiple modes of
engagement in lessons
including discussion,
written assignments,
simulations, games, and
labs. 7/17/2022
I identify inconsistencies
in performance between
multiple modes of
representation on the
same concept. If a student
performs much better on a
written assignment than in
a discussion, they might
need the slower pace of
the reading assignment or
the aid of reading the
material to organize their
thoughts. 7/17/2022
12/11/2022
Applying Integrating Innovating
Incorporates differentiated Plans instruction using a Plans instruction
instructional strategies wide range of strategies to incorporating a repertoire
into ongoing planning that address learning styles of strategies specifically
addresses culturally and meet students’ meet students’ diverse
responsive pedagogy, assessed language and language and learning
students’ diverse language, learning needs. Provides needs and styles to
and learning needs and appropriate support and advance learning for all.
styles.12/11/2022 challenges for students.
5/2/2023 Facilitates opportunities
Integrates results from a for students to reflect on
Uses assessments of broad range of their learning and the
students’ learning and assessments into planning impact of instructional
language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. 5/2/2023 needs. needs.
I develop assignments that
allow students to choose
how they interact with
material and how they
demonstrate their
understanding of that
material. I also use
multiple modes of
representing content in
lectures by using text,
diagrams, and verbal
explanations. 12/11/2022
5/2/2023
After learning that a
student has reading
comprehension deficits, I
refined my lecture slides to
have plenty of examples
that incorporate pictures
and diagrams.
Additionally, I include
options to watch videos
instead of read articles in
my choice chart
assignments. 5/2/2023
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Implements lessons and Begins to adapt plans and
uses materials from materials in single lessons
curriculum provided. or sequences of lessons to
4.5 Adapting address students’ learning
instructional plans needs.
and curricular 7/17/202212/11/2022
materials to meet the
assessed learning
needs of all students.
If a student is struggling to
engage in a lesson or
concept, I will modify
future assignments to
include at least one
question that is geared
toward their interests. If a
student loves to drink
soda, I might include a
question on an assignment
in which they explore the
concentration of salt and
sugar in a can of coke.
7/17/2022 12/11/2022
Applying Integrating Innovating
Makes adjustments and Makes ongoing Anticipates and plans for a
adaptations to adjustments to wide range of adaptations
differentiate instructional instructional plans and to lessons based on in
plans. Uses culturally uses a variety of materials depth analysis of
responsive pedagogy and as the instructional needs individual student needs.
additional materials to arises to support student
support students’ diverse learning. Engages with students to
learning needs. 5/2/2023 identify types of
adjustments in instruction
that best meet their
learning goals.
This year, I had to
completely revise my
“Thickness of Aluminum
Foil” lab because students
didn’t have a firm enough
understanding of volume
to use and understand the
necessary equations. The
purpose of this lab is to
grasp the idea that one can
measure something
indirectly as we move to
the challenging concept of
the “mole” in chemistry.
Instead, I created an
activity where students
put a known number of
pennies in a bag, close it,
and remove pennies. They
then make a claim about
the number of pennies
using a mathematical
equation rather than
individually counting
pennies. 5/2/2023