Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students idence of Practices Underanding hatte lees bce increasingly complex and oie whe inerating the sil of previo lees what examen from yur enhing practic and suds performance inform your fastsment 1) Lit evidene in the fi counon 2) Ase level of pate 3) Date Element a= Exploring me Inteprating Pa a Vlas diy esons wing | Plnssingllenons | Fans denial andres Using knoniadoe of : ? sing knowledge of | aon fom le |r Snowe a syacmai opens fs ‘eadinat,lngreage langage dinette ined on comprehensive Becksroumd and” arcofibeimpactot | sowltacgt and | cla al goumi imo soe Inawainl deonment | individ dctlgment | Sn na Saco give sci Engages students Become aware of pani | emotion and physical eemioonte Evidence: cravefbivand wc | dedopmen aed ‘olen abou eleraly umpont ‘eponive plage. | Exatnine poten sources afta and erring sre planing won Ur caluralyeaponsive pedagogy in planning Continuum of Teaching Practice page 28Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students Evidence of Practise Understanding thatthe levels home ince ‘from yur techn practice and suds’ performance inform your fasesment 1) Li evidene in the fn coluno 2) Ase lel pate 3) Date Element 2 Establishing and articulating goals for student learning stable earning pal foesingi lens to dens band on cogent seardands aed salable ‘arian gules, Evidence: twasias ehleve yt cn of the Applying ables and ‘Seabird shearing gu il derlopc wh dtaens inne ens sec mcpnce oso pow papertien Establishes and articles compechenive shore and inners learning eat forsuadens Plans fr students wo ariel and onto earning gol ewes nt complex and spite while integrating he sil of revo level what ecampler xb and arclats ring gab hat are cad ley ‘ele eo fequnte fd lc by sade te manlor and rane teeing Continuum of Teaching Practice page 29Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students Evidence of Practice: Undertanding that te levels become increasingly comple and opie while integrating the silo pesos level what exemple from yur teaching patio end aden eformance inform our wfaezment 1) Ln evidence in theft aa 2) Aes evel of pact 3) Date Element = Sy = Innovating 43 ‘Uses available curiulum | Begins plan curricum | Exables shore and Uslies extensive pesca tiene fords shore. | une hatncde erie | longterm curculm Iowledge oF eee ene {nd longterm plans of connected esons and | plans for subject the curriculum, oud er frelinkedwlongecrm | mater concep and ‘content sandals and rane Planning sippore | cnet elated sessed katning neds fone oer Sede eating Sealemic language and todesign cose and acer aenee Formate ht support ‘ompeccnsie lng: and student aring shoreerm insrtons) Plans thar ensure high ae royi9ns | evel oflearing. Continuum of Teaching Practice page 30Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students Evidence of Practice: Undertanding tha the levels become increasing comple and opiate while integrating the silo previous level what examples from your thing prastice and dent performance inform you efment? 1) Lt evden in teflon 2) Aas lel of prate 3) Date Element = ay 9 = Innovating ia ans insrcon Sek regi or rakes Ning nstvucton |tearinenyerner | snglewenserequnce_| taps nping inpentng atincorporeten,”fticpssarsedhy [of esos cha spon! | paningadre cal oeteel tratincorporates | Cimuiamacicioe. | sien door” | layup and ‘rpc mee See ee ieaninened Sten dere aan sul dere to ment the tear, yae of et ‘nearing net ian and ring Sa beng Secks when about | Conte sage0 meeandoptt Smulimpmge mete | sen deseleing_| foe soportand Rance ng ral ‘Prod povided | Sninguge oes | Ealeng fr sens tyieseand dict, | Ryend bo dc Facts opps Us asesmens of fever ton sc mga ted nng an igang nods impact of ntact intr planning sper me (ised rao tteernng a Ingo nsk iseibe GATE fave focused so uch 0 fhe students wh have Fearing dsb hat Tenet the GATE udens Continuum of Teaching Practice page 31Standard 4 CSTP: Planning Instruction and Designing Learning Experiences for all Students Evidence of Practice: Undentonding tha the les brome incresingy comple and pitied while iterating he sil of previous el what espe from your teaching practice end sudo’ performance inform our selanesment 1) Lin evidence in theft oun 2) Aus eel of practice 3) Date Element a Applying Integrating = Implements lewonsand | Begins ro adapt plans | Makes adjustments “Anticipates and plans ‘Adapting Instructional |=" marl fom | and matralsimsngle | and sapetions o fora wide range oF Crécalum provided, [lwo orsequence | diferente nsrvsonal adaparons w lewons oflenonsroaddress | plane User ularly based on in dee seudent'esming needs. | responsive polgoay shales of adidal Sn adiionl ‘eden neds at eon | SS 7 ha gags wit sudene secieer divert wo dently types of ieaming eed, assessed learning needs ofall students Evidence: wisn ‘dhs insect thac bese met thse leaning ness Continuum of Teaching Practice page 32