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
of students’ academic
individual development.
readiness, language
proficiency, cultural
background, and
individual
development to plan
Is aware of impact of bias Becomes aware of
instruction.
on learning. potential areas of bias and
seeks to learn about
culturally responsive
pedagogy.
9/20/22
As this is my second year
at the school, I have
become more proficient
in the ALEKS program
and realize that more
tools are needed to better
assist different learners.
I am using different
online resources and our
new platform REVEAL to
better incorporate
different forms of lesson
plans and to better
incorporate real work
application to math.
Language, word
problems, past student
knowledge, and real-life
application is my focus
this year in my lesson
plans.
Applying
Plans differentiated
instruction based on
knowledge of students’
academic readiness,
academic language,
diverse cultural
backgrounds, and
individual cognitive,
social, emotional, and
physical development to
meet their individual
needs.
Examines potential
sources of bias and
stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
When building the lesson
plans for the unit, It is
important to reflect on
the students
understanding and
struggles during past
units. I am able to plan
differentiates instruction
based on the students
academic readiness. I am
able to use the online
platform of Aleks as a
guide to my students
individual needs and
incorporate this into the
guided class notes.
The course curriculum is
set to specific
instructional material. I
utilize different additional
resources and review
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 and members of assumptions.
cultures.
The example word
problems created on the
notes, quizzes and tests
are based on
understanding for a broad
range of students. The
online platforms are
resources that meet many
students’ diverse learning
needs.
When planning the word
problems examples in
math, students cultures
and stereotypes are
considered so that all
students feel included or
understand the material
provided.
The curriculum does not
always provide the best
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

9/20/22 them for bias or examples, so the teacher
stereotyping. The create different examples
material must relate to to help relate better to the
the students diverse students.
cultural backgrounds as
well as the mathematical 10/30/23
material.

4/26/23
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-
on content standards and students in single lessons content that are content standards with term and long-term
4.2 Establishing and available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
articulating goals for 9/20/22 and differentiated to interests, and learning students. Assists students
student learning address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

10/30/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
As I move through the
unit and lessons, I am
constantly sharing skill
development and making
sure students practice in
class with others.
Speaking to the students
within the lesson and at
the beginning, learning
goals are shared with the
students to help them
better understand the
need for specific concepts.
9/20/22
Applying Integrating Innovating
When starting a new unit,
the course is very specific
to what the new unit will
be able. So, I review the
material and start the
new unit with new
information the connects
out new material to their
prior units. I am able to
make the connection for
the students of “why is
this the next unit?”
As mathematics is a
subject that builds off old
material, students need
new and clear goal for the
upcoming material. The
individual students
receive help with these
goals to make sure they
meet their needs.
4/26/23
This year I am able to
communicate to the
student their clear and
detailed learning goals for
the content. I provided
accessible and
challenging way for
students to learn the
material who may have
different learning needs.
However, it is difficult to
make these contents
relate to the students
strengths and interest all
the time.
10/30/23
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 long- units that include a series
4.3 Developing and term plans. of connected lessons and
sequencing long- are linked to long-term
term and short-term planning to support
instructional plans to student learning.
support student 9/20/22
learning
When looking at the
beginning of a unit, I plan
lessons according to the
long-term goals. As I
teach the Algebra grade
above, I understand what
needs and procedures the
students need to adapt to
enhance their skills in
math.
I am constantly making
connections to content
from the past for students
to understand long-term
goals for comprehending
math in the future.
9/20/22
Applying Integrating Innovating
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of curriculum content standards, and
concepts and essential guidelines, frameworks, assess learning needs to
related academic and assessed design cohesive and
language and formats that instructional needs to comprehensive long- and
support student learning. ensure student learning. short-term instructional
plans that ensure high
levels of learning.
When building the Building the class notes
upcoming units, I am able this year, we have been
to meet with different preparing for them weeks
colleagues to review short and months in advance to
term and long-term goals better know how to build
for myself and my the assessments for the
students. These goals students.
help guide the
instructional strategies To be sure these guided
and activities in the set of notes build on each
classroom. other, we added in spiral
review of warm ups or
The long-term goals for previous learner
academic language has problems to help build
been important for the students understand of
teachers this year. We are the new material.
pushing for better
academic language when
the students are
describing their answers. 10/30/23
It is helping them explain
themselves and helps
make connections over
the years.
4/26/23
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
4.4 Planning diverse learning needs. that addresses culturally assessed language and students’ diverse
instruction that responsive pedagogy, learning needs. Provides language and learning
incorporates students’ diverse appropriate support and needs and styles to
appropriate language, and learning challenges for students. advance learning for all.
strategies to meet Is aware of student Seeks to learn about needs and styles. Facilitates opportunities
the learning needs of content, learning, and students’ diverse learning Integrates results from a for students to reflect on
all students language needs through and language needs Uses assessments of broad range of their learning and the
data provided by the site beyond basic data. students’ learning and assessments into impact of instructional
and district. language needs to inform planning to meet strategies to meet their
planning differentiated students’ diverse learning learning and language
instruction. and language needs. needs.
When lesson planning for When developing the From a school that is
each unit, I incorporate lesson plans for the units, heavily based in
strategies suggested by I was able to select academics and athletics, I
the curriculum and different instructional like to incorporate
through collaboration strategies into single different athletic
with other teachers. lessons to help build strategies into the math
student understanding. learning to help my
I am still learning These strategies helps students better
different strategies for diverse learners able to understand the material
single lessons to help practice and review the or how to interpret the
better individual student instructional material in questions. Their diverse
learning needs. their own way. languages and learning
needs allow me to use
I reflect on the data for These activites and different strategies in the
student assessments and strategies taught me classroom to best assist
classroom feedback to about different learners my students.
incorporate strategies for needs. I was able to
specific students. better understand how to I use informal
9/20/22 support them. assessments such as exit
tickets to best analyze
4/26/23 students understanding of
translating mathematical
sentences and word
problems. These data
helps when planning
upcoming instruction.
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
address students’
4.5 Adapting
learning needs.
instructional plans
9/20/22
and curricular
materials to meet the
assessed learning
needs of all students.
I adapt lesson plans and
learning strategies when
students are struggling to
understand and express
concepts on their own.
Through these adaptions
on instructions plans, I
can help close knowledge
gaps and misconceptions
on specific concepts
9/20/22
Applying
10/30/23
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
Lessons need to
constantly be adapted to
make sure students are
understanding the
material. I use informal
checks for understanding
and make adjustments to
differentiated
instructional plans.
As I am now able to see
the students daily, I am
able to create content and
additional material to
help students that need
additional support in
understanding the
material. Our online
platforms allows me to be
in more communication
with my students.
4/26/23
Integrating Innovating
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of materials based on in depth
as the instructional needs analysis of individual
arises to support student student needs.
learning.
Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
When building the guided
class set of notes early
this year, I have been able
to incorporate different
YouTube videos, online
websites and worksheets
to help students practice
outside of the classroom.
These additional tools are
reviewed in class and
students are able to work
on them at their own
ability.
Ongoing student input
helps to know if these
additional tools are
helping students to
practice or if they needs
to be adjusted for the next
year.
10/30/23