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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge background, and individual backgrounds, and diverse learning needs comprehensive
of students’ academic development. (7/14/23) individual cognitive, social, and cultural backgrounds. information on students.
readiness, language emotional, and physical
proficiency, cultural development to meet their
background, and individual needs.
individual Planning addresses bias,
development to plan Is aware of impact of bias Becomes aware of Examines potential stereotyping, and Engages students in the
instruction. on learning. potential areas of bias and sources of bias and assumptions about analysis of bias,
seeks to learn about stereotyping when cultures an members of stereotyping, and
culturally responsive planning lessons. Uses cultures. assumptions.
pedagogy. (7/14/23) culturally responsive
pedagogy in planning.

This indicator is
specifically the area of my
professional practice that
needs the most work.
planning for rigor is an
area that I would like to
focus on until it is no
longer an area of need. for
this reason I held myself
back from a higher score.
(7/14/23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and
objectives for a single learning goals for skill communicates to students learning goals to students articulates comprehensive
lesson to students based development with clear learning goals for that integrate content short-term and long-term
4.2 Establishing and on content standards and students in single lessons content that are accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning differentiated to address learning needs. to articulate and monitor
students’ diverse learning learning goals.
needs. (7/14/23)

While I do an adequate job

of articulating each
lesson's goals to students, I
would like to be able to
communicate each lesson's
goals integrated with their
interests and real world
connections in a more
meaningful way. This holds
me back from a higher
score at this time.
(7/14/23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and
long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing
are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and
planning to support related academic language and assessed instructional design cohesive and
short-term
student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to
student learning. learning. short-term instructional
support student
(7/14/23) plans that ensure high
learning
levels of learning.

I feel comfortable
establishing unit goals,
summative assessments,
and pacing plans that are
aligned with unit goals and
a school's academic
calendar. However, what
holds me back from a
higher score is the term
quote refine end quote.
Furthermore, I felt like I
was on the brink of
attaining extensive
knowledge of my
curriculum at my previous
teaching post. Due to
personal demands, I am
now looking for a new
position and am unsure of
which curriculum I will be
tasked to teach. Therefore,
I feel hesitant to score
myself higher. (7/14/23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for single Incorporates differentiated Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of instructional strategies wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to into ongoing planning that address learning styles of strategies specifically
guidelines. students’ diverse learning addresses culturally and meet students’ meet students’ diverse
needs. (7/14/23) responsive pedagogy, assessed language and language and learning
4.4 Planning students’ diverse language, learning needs. Provides needs and styles to
instruction that and learning needs and appropriate support and advance learning for all.
incorporates styles. challenges for students.
appropriate Is aware of student Seeks to learn about Facilitates opportunities
strategies to meet the content, learning, and students’ diverse learning Uses assessments of Integrates results from a for students to reflect on
learning needs of all language needs through and language needs students’ learning and broad range of their learning and the
students data provided by the site beyond basic data. language needs to inform assessments into planning impact of instructional
and district. (7/14/23) planning differentiated to meet students’ diverse strategies to meet their
instruction. learning and language learning and language
needs. needs.

I am confident that, while I

am planning my lessons
based on my unit plan, I
utilize strategies that are
appropriate for my
students' needs. However, I
feel like I have a significant
amount of room to grow
regarding adjusting
instruction to differentiate
strategies based on
demonstrated student
need at the moment. While
I work on this aspect of my
practice, I look forward to
revisiting the CSTPs to be
able to improve my
practice based on the
outlined metrics.
(7/14/23)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and to lessons based on in
4.5 Adapting address students’ learning plans. Uses culturally uses a variety of materials depth analysis of
instructional plans needs. responsive pedagogy and as the instructional needs individual student needs.
and curricular additional materials to arise to support student
materials to meet the support students’ diverse learning. (7/14/23) Engages with students to
assessed learning learning needs. identify types of
needs of all students. adjustments in instruction
that best meet their
learning goals.

For me the difference

between this metric and
the previous is that this
particular aspect of the
CSTP is around the ability
to adapt an instructional
plan. well I feel like I can
still grow to implement a
wider variety of strategies
within instruction to
support student academic
progress, I do feel
confident that I am able to
adjust my instructional
plan and calendar so that
students still benefit from
the highest leverage
instruction, no matter
what. (7/14/23)