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. 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. (9/17/23) potential areas of bias and Examines potential stereotyping, and analysis of bias,
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.

Evidence I currently use all the

available curriculum at
the third-grade level
provide by the school for
my daily lessons. The
curriculum covers the
state required standards
and assessments
appropriate for the third-
grade level. My goal as I
continue my teaching
career is to plan and
enrich the curriculum
provide by the school to
engage my students and
their individual learning
needs. I hope to develop
this skill by talking with
my mentor and other
advanced teachers at the
school for advice and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

growth to meet my goal.
(9/17/23)
Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to students articulates learning goals articulates
lesson to students based development with clear learning goals for to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning (9/17/23) 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

At the begin of lessons I
clearly state to the
students what the
learning objective is. The
objectives are directly
from the curriculum. For
example, in math I would
say, “Today we are going
to learn the addends of
10”. My goal as I grow in
teaching is to not only
implement learning goals
based on the curriculum
but allow students to
implement and create
Evidence their own learning goals
for lessons. I could
possibly do this by having
them write down weekly
or monthly goals for their
learning in a goal tracking
notebook. (9/17/23)

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 curriculum content standards, and
sequencing long- are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
term and short-term planning to support related academic and assessed design cohesive and
instructional plans to student learning. language and formats that instructional needs to comprehensive long- and
support student support student learning. ensure student 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

Evidence

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
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
instruction that guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
incorporates diverse learning needs. that addresses culturally assessed language and students’ diverse
appropriate responsive pedagogy, learning needs. Provides language and learning
strategies to meet students’ diverse appropriate support and needs and styles to
the learning needs of language, and learning challenges for students. advance learning for all.
all students Is aware of student Seeks to learn about needs and styles.
content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
language needs through and language needs Uses assessments of broad range of for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

data provided by the site beyond basic data. students’ learning and
and district. (9/17/23) language needs to inform
planning differentiated
instruction.
assessments into
planning to meet
students’ diverse learning
and language needs.
their learning and the
impact of instructional
strategies to meet their
learning and language
needs.

The lessons I plan follow

the strategies provided/
suggested by the
curriculum for the third-
grade level. For example,
in math the curriculum
suggests using
manipulatives during
certain lessons. I make
sure to include the
manipulatives in those
lessons to assist student
Evidence understanding. I am
aware of student content,
learning, and language
needs as I studied the IEP
plans for my students and
reviewed the notes the
previous teacher took on
the students. (9/17/23)

4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans uses materials from materials in single lessons adaptations to adjustments to a wide range of
and curricular curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
materials to meet the (9/17/23) address students’ plans. Uses culturally uses a variety of materials based on in depth
assessed learning learning needs. responsive pedagogy and as the instructional needs analysis of individual
needs of all students. additional materials to arises to support student student needs.
support students’ diverse learning.
learning needs. Engages with students to
identify types of
adjustments in
instruction that best meet
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

their learning goals.

I currently follow lessons

and use materials from
the provide curriculum.
My goal is to branch away
from directly teaching
lessons from curriculum
to best meet my students’
learning goals. I could
achieve this goal by
supplementing additional
lessons or adjusting the
lessons from curriculum
to match the learning
Evidence styles of my class.
(9/17/23)