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. 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.

In ELA, we have many

opportunities for
discussions that are
informed by the diverse
cultural backgrounds of
the students. When we
discuss Jonas’ community
in The Giver, the students
are able to make
connections to how much
Evidence value is placed on
individuality in their own
cultures. During these
discussions, I make sure
to revisit the expectations
for respectful
conversations to ensure
that students are able to
acknowledge different
opinions in a productive
manner. 9/14/23
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 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 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.

Although I share the

standards-aligned
learning goal(s) for each
lesson with students, I
would like to work on
making the goals more
relevant for students and
helping them recognize
how the lessons build on
each other to prepare
them to apply the
knowledge and skills that
they have learned.
9/14/23

Evidence

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
4.3 Developing and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
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.

I have broken down the

curriculum into units that
are designed around
essential questions. The
reading, writing, and
discussions that students
engage in throughout
each unit are intended to
help them answer these
questions. They also
practice different skills
throughout every unit,
including making
inferences, citing textual
evidence, etc. They also
Evidence read a variety of genres to
help improve their
reading comprehension.
9/14/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that Selects strategies for 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
needs.

I provide scaffolds such as

graphic organizers to help
all students meet the
learning goals for each
lesson. I also incorporate
different strategies such
as mixed ability grouping
to give students the
opportunities to learn
from their peers. I use
student work and
feedback to inform my
Evidence teaching, but I would like
to work on using specific
assessment data to
differentiate my
instruction more
effectively. 9/14/23
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
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ plans. Uses culturally uses a variety of materials based on in depth
4.5 Adapting
learning needs. responsive pedagogy and as the instructional needs analysis of individual
instructional plans
additional materials to arises to support student student needs.
and curricular
support students’ diverse learning.
materials to meet the
learning needs. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

I am able to make
adjustments during a
lesson based on my
observations of students’
understanding. For
example, students were
having difficulty
understanding how
certain affixes can change
the grammatical function
of a word. When I noticed
their confusion, I took the
time to review the
Evidence different parts of speech.
This helped them
understand how the suffix
“-ation” can change a verb
into a noun. 9/14/23