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 individual
of students’ academic 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.
I used personal reflective
assessments and Google
Questions early in the
semester to learn more
about my students,
including their needs and
areas of development. I
then adapted my
instruction to match it.
8/22/22
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.
Based on data from the
students’ records, site
resources I administered
(e.g. Naviance Career
Interest Profiler), other
external tools (e.g. 16
Personalities), and
anecdotal data from
student replies to Google
Questions and project
work, I created a class
spreadsheet that I use to
document each students’
needs and backgrounds,
which I can then use to
tailor the content.
1/9/23
Integrating
Plans differentiated
instruction, which is based
on broad knowledge of
students. Matches
resources and specific
strategies to students’
diverse learning needs
and cultural backgrounds.
Planning addresses bias,
stereotyping, and
assumptions about
cultures an members of
cultures.
Innovating
Plans differentiated
instruction that provides
systematic opportunities
for supporting and
extending student
learning based on
comprehensive
information on students.
Engages students in the
analysis of bias,
stereotyping, and
assumptions.
Based on a conversation
with a student’s parent
while staffing a football
game, I learned more
about a particular
student’s background,
abilities, and personal and
professional interests. As
a result, I updated my
class spreadsheet
(mentioned above) and
spoke with him in class
about a direction he may
want to take his upcoming
YOB project. For the
project, students create a
business on paper, and
specifically, I encouraged
him to base his project on
the interests I now know
he has 11/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
This semester, I tweaked a
project I developed earlier
to emphasize students’
ability to focus on an area
of interest to them, such
as their cultural
background. Resulting
conversations allowed the
class to explore their own
biases and assumptions.
1/8/24
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.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Every lecture Slide deck
covers two days’ worth of
content. Each deck
includes a short list of the
objectives and the why.
Additionally, the standard
and the why are listed on
the white board, where
students can see them
daily. I review each one at
the start of a period. daily
since 8/11/22
Integrating
I designed an integrated
pacing calendar with the
IB/CAM/CTE standards,
and learning objectives for
every lesson. Being able to
lean on it to guide my
planning allows me to
focus more of my time
tailoring lessons to the
students’ interests, as
opposed to “finding my
daily focus.” 2/13/23
Innovating
As mentioned above, in
Year 2, I installed the
standards for learning for
each curricular section.
Now, in Year 3, I have also
incorporated the full
break-out of the
individual standards from
the various syllabi into the
corresponding Slide
decks. This change allows
me to highlight precisely
what content will be
covered, and it will allow
us to circle back and more
tactically target our
annual review in April, in
the lead-up to the IB and
Cambridge placement
exams. It also gives me
greater flexibility in the
moment to focus on or
defer certain aspects,
depending on the
progress of the class.
daily since 8/14/23
ISTE Standard: 2.5 -
Teachers design authentic,
learner-driven activities
and environments that
recognize and
accommodate learner
variability.
As mentioned, I recently
sourced the new CAM
syllabus and standards. I
have outlined for students
exactly where it diverges
from the previous exam,
and in my annotations I
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
point them toward the
specific elements they will
need to know. This is very
relevant in the formula
section, which is tough for
students to master – using
these specific points as
goals for learning will
help. 3/22/24
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
plans that ensure high
learning
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I have the entire year’s In addition to the
worth of lessons planned standard pacing calendar
out, along with individual (Planbook) and unit
unit calendars prepared calendars (Google Slides) I
that I review each day. I developed for my courses,
show the students where I now have every day’s
we are, review where we lesson integrated with
were, and tell them where both the CTE standards
we’re headed in the unit. and the corresponding
The second page of the sections of the IB and
calendar is a semester Cambridge syllabi, all
view that highlights the tracked in a year-long
progress over the course pacing calendar. In the
of the semester. The case of the latter, it’s
content builds on itself broken down by AS and A
and the standards in level content, too. daily
sequence. Much of this since 2/13/23
organization is new this
year, in my second year As mentioned above, I
teaching these classes. have a year-long
daily since 8/11/22 (long-term) pacing
calendar for each course
that I keep in both Google
Sheets and Planbook. For
student use in class, I also
have a short-term
instructional unit
calendar that students can
reference at any time to
know what we just
covered, what we are
covering, and what we
will cover. The calendar
includes any in-class work
we do during that unit, as
well as assignment due
dates. My goal is to
simplify the student’s
“administrative” side of
the class, so that they can
plan their own schedule
and focus more on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
learning and work, as
opposed to “trying to
figure out what is going
on.” biweekly since
8/14/23

ISTE Standard: 2.5 -

Teachers design authentic,
learner-driven activities
and environments that
recognize and
accommodate learner
variability.

Over spring break, I went

back to the most complex
part of the curriculum and
redesigned the timing and
flow of content, in order
to make the process more
coherent and effective for
student learning. It is now
effectively staged so that
there is a short break in
between each unit, and
the material flows.
3/18/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans instruction that Selects strategies for single Incorporates differentiated
incorporates strategies lessons or sequence of instructional strategies
suggested by curriculum lessons that respond to into ongoing planning that
guidelines. students’ diverse learning addresses culturally
needs. responsive pedagogy,
4.4 Planning students’ diverse language,
instruction that and learning needs and
incorporates styles.
appropriate Is aware of student Seeks to learn about
strategies to meet the content, learning, and students’ diverse learning Uses assessments of
learning needs of all language needs through and language needs students’ learning and
students data provided by the site beyond basic data. language needs to inform
and district. planning differentiated
instruction.
[copied from above]
I used personal reflective
assessments and Google
Questions early in the
semester to learn more
about my students,
including their needs and
areas of development. I
then adapted instruction
to match it. 8/22/22
In addition, I review the
assessment data collected
by the school, including EL
designation, IEPs, and
504s. I also use insight
gained from serving on the
school’s SIT team to make
smaller adjustments to my
teaching style and class
climate, so as to support
all students in need.
9/6/22
Integrating Innovating
Plans instruction using a Plans instruction
wide range of strategies to incorporating a repertoire
address learning styles of strategies specifically
and meet students’ meet students’ diverse
assessed language and language and learning
learning needs. Provides needs and styles to
appropriate support and advance learning for all.
challenges for students.
Facilitates opportunities
Integrates results from a for students to reflect on
broad range of their learning and the
assessments into planning impact of instructional
to meet students’ diverse strategies to meet their
learning and language learning and language
needs. needs.
Over the last 2.5 years, I I curated a YouTube
have worked to develop a playlist of videos for
comprehensive set of specific exam topics,
instructional Slide decks developed group study
that complement our texts guide activities, and had
and address all of the students each design a
relevant content for each graphic organizer for key
course. In Year 3, I am BUS exam concepts.
adjusting my strategies for 4/15/24
when and how to share
these decks with students.
Specifically, I have isolated
that by presenting the
decks on screen and
verbally, as we cover the
unit, students tend to take
notes as we go. Then, I
publish the decks the day
before a test, so that
students can use them to
review. As it relates to all
students, I share the decks
in advance with those who
benefit from additional
time, as documented in
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I review the assessment their 504s/IEPs. daily
data for my students that since 8/14/23
is collected by the school,
and I also use insight
gained from serving on the
school’s SIT team to make
regular adjustments to my
classroom policies. My
goal is to support all
students. I updated my late
work policy, for example,
which allows for late work
(so that no student’s grade
“snowballs”), while still
encouraging
accountability. 1/16/23

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 arises to support student
materials to meet the support students’ diverse learning. Engages with students to
assessed learning learning needs. identify types of
needs of all students. adjustments in instruction
that best meet their
learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
[copied from above]

I used personal reflective

assessments and Google
Questions early in the
semester to learn more
about my students,
including their needs and
areas of development. I
then adapted instruction
to match it. 8/22/22

In addition, I review the

assessment data collected
by the school, including EL
designation, IEPs, and
504s. I also use insight
gained from serving on
the school’s SIT team to
make smaller adjustments
to my teaching style and
class climate, so as to
support all students in
need. 9/6/22

I use school-administered
assessment data and
anecdotal data I collect
over the course of the year
to learn more about my
students, including their
needs and areas of
development. I then adapt
instruction to match it.
One recent example is
giving a student with a
504 the ability to
complete an alternate
(email exchange) version
of an interview of a small
business owner. 2/6/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I created a Professional
Development mini-unit on
Business Communication
with a section on
Resume-Building. After
going through the content,
I realized students in my
course and across campus
would benefit from a more
thorough, step-by-step
presentation. So, I broke
the Resume-Building
section out, made it more
thorough and accessible,
then went through it
individually with 40+
students in 1:1 resume
consultations. I am
looking forward to
enhancing it further next
year. 10/23

I hosted a collaborative
lunch with other teachers
in which we discussed
how best to adapt certain
materials to drive student
engagement. We
compared what works
best and what each of us
had not yet tried.
2/23/24