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 background, and
individual development.
4.1 Using knowledge of 7.14.23
students’ academic
readiness, language
proficiency, cultural
background, and
individual Is aware of impact of bias on Becomes aware of potential
development to plan learning. areas of bias and seeks to
instruction. learn about culturally
responsive pedagogy. 7.14.23
Use school portal that contains
students state testing
information as well as reading
proficiency levels. I am able to
incorporate more cultural
relevancy that applies to my
Hispanic/Latino students, I do
struggle with connecting to my
white students cultural
background. 7.14.23
Usually during lecture when
students are given the
opportunity to ask questions I
will see misconceptions arise.
Some harder topics do come
along with some biases on my
end which I try to keep myself
accountable for by being
reflective and adjusting to
them. 7.14.23
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is based instruction that provides
knowledge of students’ on broad knowledge of systematic opportunities for
academic readiness, students. Matches resources supporting and extending
academic language, diverse and specific strategies to student learning based on
cultural backgrounds, and students’ diverse learning comprehensive information
individual cognitive, social, needs and cultural on students.
emotional, and physical backgrounds.
development to meet their
individual needs.
Examines potential sources Planning addresses bias, Engages students in the
of bias and stereotyping stereotyping, and analysis of bias,
when planning lessons. Uses assumptions about cultures stereotyping, and
culturally responsive an members of cultures. assumptions.
pedagogy in planning.
Continue to use student
demographic information to
try and include content in a
more culturally relevant
way. Have also connected
curriculum through a whole
semester project which in
this fall semester is the Eco-
Columns. 11/05/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Communicates learning
objectives for a single lesson
to students based on
content standards and
4.2 Establishing and available curriculum.
articulating goals for 7.14.23
student learning
Exploring
Establishes and shares
learning goals for skill
development with students in
single lessons and sequence of
lessons.
Applying
Establishes and
communicates to students
clear learning goals for
content that are accessible,
challenging, and
differentiated to address
students’ diverse learning
needs.
Integrating
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs.
Innovating
Establishes and articulates
comprehensive short-term
and long-term learning
goals for students. Assists
students to articulate and
monitor learning goals.

Learning objectives are Attended a PD where we

written on the board along
with the standard being
tackled. I would like to make
this information more
accessible to students
rather than it just being on
the board in case admin
walks in. I would like this to
be available to them, so they
take some ownership of the
objective. 7.14.23
established success criteria for
each unit. Have broken down
those success criterias into
daily goals and skills that are
shared with students during
the warmup. Currently
working on referring to the
goals at the end of each period
to sum up progress on a daily
basis. 11/05/23
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 long- Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series of term curriculum plans for term plans to reflect knowledge of curriculum,
term plans. connected lessons and are subject matter concepts and integrations of curriculum content standards, and
4.3 Developing and
linked to long-term planning essential related academic guidelines, frameworks, and assess learning needs to
sequencing long-term
to support student learning. language and formats that assessed instructional needs design cohesive and
and short-term
support student learning. to ensure student learning. comprehensive long- and
instructional plans to
7.14.23 short-term instructional
support student
plans that ensure high levels
learning
of learning.

Spent time in a yearlong PD

establishing curriculum
plans, this year I will focus
on implementation and
refinement to ensure that
what was outlined in PD is
modified and adjusted to
best for my student learning
needs. 7.14.23

Currently implementing
curriculum that was
developed last year during
PD. Working with district
wide team to identify
success and possible
modifications. 11/05/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging
Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates Is aware of student content,
appropriate strategies learning, and language
to meet the learning needs through data
needs of all students provided by the site and
district.
Exploring
Selects strategies for single
lessons or sequence of lessons
that respond to students’
diverse learning needs.
7.14.23
Seeks to learn about students’
diverse learning and language
needs beyond basic data.
7.14.23
Applying
Incorporates differentiated
instructional strategies into
ongoing planning that
addresses culturally
responsive pedagogy,
students’ diverse language,
and learning needs and
styles.
Uses assessments of
students’ learning and
language needs to inform
planning differentiated
instruction.
Integrating
Plans instruction using a
wide range of strategies to
address learning styles and
meet students’ assessed
language and learning
needs. Provides appropriate
support and challenges for
students.
Integrates results from a
broad range of assessments
into planning to meet
students’ diverse learning
and language needs.
Innovating
Plans instruction
incorporating a repertoire
of strategies specifically
meet students’ diverse
language and learning needs
and styles to advance
learning for all.
Facilitates opportunities for
students to reflect on their
learning and the impact of
instructional strategies to
meet their learning and
language needs.

I utilize suggested strategies

from student IEPs and 504s.
These are used for the whole
class since it has often been
the case that many students
benefit from these strategies,
such as outlining, chunking
work, and graphic organizers.
7.14.23

Although I do have data

available from state
testing/transcripts I do learn
more about student needs
based on daily interactions
and performance in class.
7.14.23

Working with PLC team to

identify what current goals are
being met and what needs
work. Have come up with
ideas of what new strategies to
try based off of student needs
seen. 11/05/23
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 adjustments Anticipates and plans for a
uses materials from materials in single lessons or adaptations to differentiate to instructional plans and wide range of adaptations to
curriculum provided. sequences of lessons to instructional plans. Uses uses a variety of materials lessons based on in depth
4.5 Adapting address students’ learning culturally responsive as the instructional needs analysis of individual
instructional plans and needs. 7.14.23 pedagogy and additional arises to support student student needs.
curricular materials to materials to support learning.
meet the assessed students’ diverse learning Engages with students to
learning needs of all needs. identify types of
students. adjustments in instruction
that best meet their learning
goals.

I am reflective throughout the

day, period to period and
lessons overall. I do make note
of what seemed to help
students or engage them,
especially those that tend to
not want to participate or
passively are part of a lab
group. 7.14.23

Continue to be reflective
throughout the day and class
section to class section.
Attempting techniques
suggested by Intervention.
District wide TOSA. 11/05/23