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 of background, and individual
students’ academic development.
readiness, language
proficiency, cultural
background, and
individual
development to plan Is aware of impact of bias Becomes aware of potential
instruction. on learning. areas of bias and seeks to
learn about culturally
responsive pedagogy.
The teacher would also
consider using funds of
knowledge and incorporate
into lessons. The teacher
strives to be aware of
biases and stereotypes from
their culture to create an
inclusive classroom.
Assessed July 2023
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.
The teacher plans
instruction using multiple
different approaches as
well as a variety of means
of representations, giving
opportunities to express
themselves through
writing, art, physical
activity, etc. Also, breaking
down the concepts,
providing basics, and
offering challenges could
help meet diverse learning
needs of the students.
Assessed July 2023
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is based instruction that provides
on broad knowledge of systematic opportunities
students. Matches for supporting and
resources and specific extending student learning
strategies to students’ based on comprehensive
diverse learning needs and information on students.
cultural backgrounds.
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about cultures stereotyping, and
an members of cultures. assumptions.
1. Storynory: Storynory
provides a collection of
folktales and fairy tales from
around the world, including
classic stories like "Aladdin
and the Magic Lamp" and
"The Little Mermaid."
2. World of Tales: This
website offers a diverse
selection of folktales and
fairy tales from various
cultures, making it an
excellent resource for
exploring different
traditions.
3. International Children's
Digital Library: This digital
library features a wide range
of international children's
stories, including folktales,
that are available for free
online reading.
Assessesd November 2023
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Communicates learning
objectives for a single
lesson to students based on
4.2 Establishing and content standards and
articulating goals for available curriculum.
student learning
Establishes and shares Establishes and
learning goals for skill communicates to students
development with students clear learning goals for
in single lessons and content that are accessible,
sequence of lessons. challenging, and
differentiated to address
students’ diverse learning
needs.
Establishes and articulates
learning goals to students
that integrate content
standards with students’
strengths, interests, and
learning needs.
Establishes and articulates
comprehensive short-term
and long-term learning
goals for students. Assists
students to articulate and
monitor learning goals.

The teacher always Through KWL chart,

communicates with
students what is going to be
covered at the beginning of
each lesson. (objectives)
Students are aware of the
expectations and ask for
help during the lesson.
students are able to visually
organize their thoughts on
what they know already,
what they want to find more
about, and what they
learned through the lesson.
Assessed November 2023

Students will be given

opportunities to create their
own learning goal using
SMART goal setting
framework.

Assessed July 2023

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 term curriculum plans for term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and subject matter concepts and integrations of curriculum content standards, and
sequencing long-term are linked to long-term essential related academic guidelines, frameworks, assess learning needs to
and short-term planning to support student language and formats that and assessed instructional design cohesive and
instructional plans to learning. support student learning. needs to ensure student comprehensive long- and
support student learning. short-term instructional
learning plans that ensure high
levels of learning.

The teacher develops a Research

year-long plan, covering all
grade-level essential
elements using appropriate
materials. The teacher tries
to diligently follow the
plan, ensuring
comprehensive and grade-
level learning throughout
the year.
Topics; Components of
Research Folder; Research
Notes; Sample of Final
Folder; this comprehensive
planning ensures that
students progress step by
step, ultimately leading to
the completion of their
mission project by the final
due date.

Assessed July 2023 Assessed November 2023

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that
incorporates strategies
suggested by curriculum
guidelines.
4.4 Planning
instruction that
incorporates
appropriate strategies Is aware of student content,
to meet the learning learning, and language
needs of all students needs through data
provided by the site and
district.
Selects strategies for single
lessons or sequence of
lessons that respond to
students’ diverse learning
needs.
Seeks to learn about
students’ diverse learning
and language needs beyond
basic data.
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.
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.
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.

The teacher encourages The teacher will continue to

students to share about
their cultural identities-
something that are unique
about their families. The
teacher shares about her
culture with them and it
helps students to feel safe
to do the same.
Students will show their
strengths in different areas
of subject matter and
teacher will reteach the
prerequisite skills such as
addition to grasp the
concept of multiplication.
Assessed July 2023
utilize the Universal Design for
Learning framework to cater to
the learning needs of all
students. This approach
involves offering multiple
means of representation,
action/expression, and
engagement. Additionally, the
teacher will make specific
adjustments and modifications
to accommodate those who may
need extra support or “in the
margin”, which can actually
benefit everyone in the
classroom. For example, lessons
on subtracting large numbers,
the teacher will show various
subtraction strategies like
regrouping (borrowing) with
visual aids. The teacher will also
give real-life situation problems
so students understand why
subtraction is used for
comparing things, etc.

Assessed November 2023

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Implements lessons and Begins to adapt plans and Makes adjustments and
uses materials from materials in single lessons adaptations to differentiate
curriculum provided. or sequences of lessons to instructional plans. Uses
4.5 Adapting address students’ learning culturally responsive
instructional plans and needs. pedagogy and additional
curricular materials to materials to support
meet the assessed students’ diverse learning
learning needs of all needs.
students.
The teacher makes some
lessons collaborative and
community-based learning
so that it’s not too
overwhelming for the
students who get frustrated
and lose motivation.
The teacher scaffolds
lessons to support students
who may struggle with
understanding a concept
and allowing them to
gradually build on their
knowledge and reach
mastery
Assessed July 2023
Integrating Innovating
Makes ongoing Anticipates and plans for a
adjustments to instructional wide range of adaptations
plans and uses a variety of to lessons based on in
materials as the depth analysis of individual
instructional needs arises to student needs.
support student learning.
Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.
The teacher will first
examine students’ academic
level through multiple
means by checking their
cumulative files and
assessing their academic
knowledge on formal and
informal tests. The teacher
will apply the Universal
Design for Learning
approach to support student
learning by incorporating
diverse learning materials
and resources. As they
assess students' progress
through formative and
summative assessments, the
teacher will make necessary
modifications to address any
challenges and ensure
optimal learning outcomes–
giving students an extensive
time to complete an
assignment, or providing
them a separate time to take
their tests, or offering them
another chance to take their
assessment.
Assessed November 2023