CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans daily lessons using Plans single lessons or Plans differentiated
available curriculum and sequence of lessons using instruction based on
information from district additional assessment knowledge of students’
and state required information on student academic readiness,
assessments. academic readiness, academic language,
language, cultural diverse cultural
background, and backgrounds, and
4.1 Using knowledge
individual development. individual cognitive,
of students’ academic
social, emotional, and
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual
Is aware of impact of bias Becomes aware of
development to plan
on learning. potential areas of bias Examines potential
instruction.
and seeks to learn about sources of bias and
culturally responsive stereotyping when
pedagogy. planning lessons. Uses
culturally responsive
pedagogy in planning.
07/17/2211/04/22
Formative and
summative assessment
for academic readiness
and school database for
students’ demographics,
initial surveys for class as
well as “Feelings Fridays”
surveys that I hold for
confidential
communication from
students and myself are
in consideration to utilize
the strength of student
background as well as
stay sensitive to students
when designing and
teaching lesson.
07/17/22
Using the surveys and
information from
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is instruction that provides
based on broad systematic opportunities
knowledge of students. for supporting and
Matches resources and extending student
specific strategies to learning based on
students’ diverse learning comprehensive
needs and cultural information on students.
backgrounds.
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about stereotyping, and
cultures an members of assumptions.
cultures. 05/07/23
As a teacher leader, I
recognize the importance
of utilizing student
background information
to design and teach
lessons that are culturally
responsive and
academically challenging.
To accomplish this, I use
formative and summative
assessments to gauge
student readiness and
analyze the school
database to better
understand their
demographics. I also
administer initial surveys
at the beginning of the
year and hold surveys to
establish a confidential
communication channel
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Feelings Fridays, lessons
were formed using
student cultural
background and
academic readiness.
Some examples of the
changes made in the
lesson delivery are :
Survey revealed some
shortcomings in
mathematics across the
board, leading to add a bit
of math guidance in the
lessons. Vocabulary were
strengthened using
graphic organizer. The
anchoring phenomenon
was changed to a soccer
ball being kicked rather
than a baseball hitting the
ball due to high
popularity of soccer in
students this year.
Having more knowledge
of student base helped in
effective scaffolding.
11/04/22
Integrating Innovating
with my students and to
gain insights into their
emotional well-being. By
incorporating the
feedback from these
assessments, I tailor my
lesson plans to better
reflect the strengths and
weaknesses of my
students. For example,
when the initial surveys
indicated that there were
some shortcomings in
mathematics across the
board, I included
additional math guidance
in the lessons. To support
their language
acquisition, I
strengthened the
vocabulary lessons by
using graphic organizers.
Moreover, I changed the
anchoring phenomenon
from a regular Energy
lesson to a video game
style energy example to
better engage students
who were enthusiastic
about video games. This
greater knowledge of my
students' backgrounds
helped me scaffold the
lessons more effectively.
05/07/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Communicates learning Establishes and shares Establishes and
objectives for a single learning goals for skill communicates to
lesson to students based development with students clear learning
4.2 Establishing and on content standards and students in single lessons goals for content that are
articulating goals for available curriculum. and sequence of lessons. accessible, challenging,
student learning and differentiated to
address students’ diverse
learning needs.
07/17/2211/04/22
Something close to PBIS
is held in class where
class norms and positive
classroom agreements
are made through
discussion. Positive
expectations of
assignments and work
ethics are clearly
delivered for students to
get into routines of class,
helping them understand
clear goals of the class. A
single sentence Daily
Learning Target (DLT) is
stated on the board as
well as unit’s essential
questions. 07/17/22
On top of following
through the evidence
listed in July 2022 that
covers the overall
establishment of goals,
individual assessment
goals are made clear for
students throughout all
assessments. Rubrics are
presented to students per
assignment (Link to
sample rubric) for
students have a clear goal
per assignment. The
Integrating Innovating
Establishes and Establishes and
articulates learning goals articulates
to students that integrate comprehensive short-
content standards with term and long-term
students’ strengths, learning goals for
interests, and learning students. Assists students
needs. 05/07/23 to articulate and monitor
learning goals.
The class culture is
established through open
discussion where
students are encouraged
to contribute their ideas
for positive classroom
norms and agreements.
This approach, similar to
PBIS, fosters a sense of
community in the class
and sets clear
expectations for positive
behavior and work ethics.
To help students
understand the clear
goals of the class, positive
expectations are
emphasized in
assignments, and
routines are established.
A Daily Learning Target
(DLT) is stated on the
board along with
essential questions for
each unit to keep
students focused and
aware of what they are
expected to learn.
Individual assessment
goals are communicated
clearly to students
through all assessments.
Rubrics are presented to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
rubric is designed to students for each
guide students what are assignment, providing a
the main points of the clear outline of what is
assignment as well as the expected and guiding
overall concept that is them through the
included with the assignment's main points
assessment. 11/04/22 and overall concept. This
helps students
understand the purpose
of the assignment and
what they are expected to
demonstrate. By
providing students with
clear goals and
expectations, they are
better equipped to
monitor their own
learning and take
ownership of their
progress. 05/07/23

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. 05/07/23 plans that ensure high
07/17/2211/04/22 levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Anchoring phenomenon Aligned with the Next
and Essential Questions Generation Science
for each unit is made Standards, the long-term
clear to students to see instructional plans for
around the class to have a each unit are grounded in
long-term goal for the anchoring phenomena
class. DLT (Daily Learning and essential questions.
Target) is written and As part of my National
stays on the board for the Board for Professional
lesson in order for Teaching Standards
students to check to see (NBPTS) criteria, I
what they are seeking to establish short-term
learn from the lesson. All goals in the form of
notifications use Weekly Learning Targets
academic language for (WLT) or Daily Learning
students to consider. Targets (DLT) which are
07/17/22 clearly displayed on the
board. Additionally, I set
Due to the lessons being very short-term goals
aligned with the Next through rubrics or
Generation Science grading guidelines that
Standards, the long-term serve as scaffolding tools
instructional plans are to support student
still based on anchoring learning. These rubrics
phenomenon and are designed with a focus
essential questions for on the main points of the
each unit. Short-term assignment and the
goal, or a "medium" term overall concept being
goal is established as assessed, helping
WLT (Weekly Learning students to better
Target) or DLT (Daily understand the goals of
Learning Target) on the the assignment and how
board. A very short-term their work will be
goal is established as evaluated. Through these
rubrics or grading practices, I strive to
guidelines that is planned create a learning
to support student environment that is both
learning. 11/04/22 rigorous and supportive,
helping my students to
develop a deep
understanding of the
subject matter. 05/07/23
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 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 data. students’ learning and assessments into their learning and the
and district. 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
07/17/2211/04/22 05/07/23 needs.

Lesson plan is made and Students are provided

edited according to with various assessment
resources listed in options throughout the
Element 4.3 (school unit to cater to their
archive, in-class survey, individual learning styles
“Feelings Fridays”) and and preferences. These
lessons take different assessment methods
approach according to the include
results. Certain students experiments/simulations,
receive graphical presentations, summative
organizer of important assessments, and group
vocabulary terms, certain projects. The choice of
students receive assessment is tailored to
additional questions to the subject matter and
satisfy their interest in concept being taught,
the subject, certain ensuring that students
students are asked to have ample opportunities
bring examples from to explore and test their
home, like skateboards knowledge. All
for inertia. 07/17/22 assessment tools are
accompanied by clear
Different options for instructions and
assessments are available academic language to
for students at different assist students in their
parts of the units : learning journey.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
experiments / 05/07/23
simulations, presentation,
summative assessment
are offered and
sometimes group projects
are used to assist
students experiment and
test their knowledge. The
method are planned
according to the subject
matter per concept. The
tools are accommodated
with proper directions
with academic language
included to guide
students in their
explorations. 11/04/22

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. 05/07/23 Engages with students to
assessed learning
07/17/2211/04/22 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
Student understanding is
assessed and scaffolding
happens in a live lesson if
resources are possible,
for instance, transitioning
from a lecture style of
Newton’s Laws into
demonstration of inertia
with a class prop then to
a class discussion of how
it can be seen around us
(a ride on the back of a
truck?) can happen. If
resources are not
available, lesson is
continued the next day
(Had student bring some
props from home with
skateboard for inertia)
after preparation of
appropriate pedagogy to
ensure student learning
needs are met. 07/17/22
Scaffolding to meet
learning needs of all
students is key to all of
teaching. This is what
makes us unique to
virtual teachers, videos
and lesson programs. A
lesson plan should never
be held as the only truth
like the bible, but need to
be used just as a
guideline. The teacher's
content knowledge is
very important here
because to adjust and
scaffold to meet student
needs, they need to go off
to a different plan, but
Integrating Innovating
Scaffolding is an essential
aspect of teaching as it
allows for meeting the
diverse learning needs of
all students. This sets us
apart from virtual
teachers, videos, and
lesson programs. While
lesson plans are helpful,
they should not be rigidly
followed like gospel, but
rather used as a
guideline. The teacher's
content knowledge is
crucial in adjusting and
scaffolding to meet
student needs. They must
have a strong
understanding of the
subject matter to apply
the knowledge to a new
plan. I find joy in
engaging with my
students in this way, such
as when they ask
seemingly simple
questions like "What
physics are involved in
moonwalking?" and I use
it as an opportunity to
explain concepts learned
so far in the course, using
it as an anchoring
phenomenon to explain
Newton's Third Law. This
approach captures
students' attention and
fosters a deeper
understanding of the
subject matter. This
aligns with the NBPTS
criteria of Content
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
must have a solid Knowledge and
knowledge of the content Differentiation. 05/07/23
to apply the knowledge to
the new plan. This is
something I love doing
with my students because
answering something that
seems simple, like "How
what physics does
moonwalk have" and
having to explain the
concepts learned so far in
the course, using it as a
phenomenon to explain
Newton's third law
catches the student
attention. 11/04/22