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 based instruction that provides
information from district additional assessment knowledge of students’ on broad knowledge of systematic opportunities
and state required information on student academic readiness, students. Matches for supporting and
assessments. academic readiness, academic language, resources and specific extending student
language, cultural diverse cultural strategies to students’ learning based on
4.1 Using knowledge background, and individual backgrounds, and diverse learning needs and comprehensive
of students’ academic development. individual cognitive, social, cultural information on students.
readiness, language emotional, and physical backgrounds.7/14/23
proficiency, cultural development to meet their 11/1/23
background, and individual needs.
individual
development to plan Is aware of impact of bias Becomes aware of Examines potential Engages students in the
instruction. on learning. potential areas of bias and sources of bias and Planning addresses bias, analysis of bias,
seeks to learn about stereotyping when stereotyping, and stereotyping, and
culturally responsive planning lessons. Uses assumptions about assumptions.
pedagogy. culturally responsive cultures and members of
pedagogy in planning. cultures. 11/1/23

I consider student Because I am a different

backgrounds, ethnicities,
language, socioeconomic
status, abilities, etc. when
lesson planning so that I
can be aware of
accommodations, sensitive
topics, and appropriate
activities.7/14/23
I also try to create
opportunities for students
to make art about
themselves, their
backgrounds, and more.
I will show them art from
diverse artists and time
periods.7/14/23
I am often reflecting on
what I can do better in this
area and often ask
race than the majority of
my students, I LOVE to
engage in conversations
where they can educate
me on things I do not
understand. We often
analyze bias in art and our
initial perceptions of art.
One thing that stands out
to me is that I had a male
student who said he
doesn’t want to paint
because last time he came
home with a bit of paint
on him, his dad called him
a “pussy”. We had a
conversation about this
and I learned more about
the machismo idea in the
Hispanic, Mexican, and
Latino cultures. This has
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
students what they would helped direct some of the
like to see and do.7/14/23 art I show students and
I need to find better ways how much I try to teach
to assess whether or not acceptance and branching
EL students are actually out. 7/14/23
understanding the
concepts, because they
sometimes will “fake” it
that they are
comprehending and this
can lead to challenges with
later activities.7/14/23
I moved myself down in
this category, because I
feel that I have not been
very intentional with
incorporating lessons and
classroom routines
addressing bias,
stereotypes, and
assumptions. I want to be
more intentional with
lessons and projects.
11/1/23
I am still using knowledge
of student background and
learning needs to plan my
teaching and
accommodations. 11/1/23
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 standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, strengths, interests, and students. Assists students
student learning and differentiated to learning needs. to articulate and monitor
address students’ diverse learning goals.
learning needs.11/1/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
I try to be clear about the
learning goals, but I feel
like there is a disconnect in
getting the students to
understand why we are
doing activities and why
we have the goals we do.
Next year I am wanting to
teach students about the
standards in a simplified
way and then have them
help come up with
objectives, goals, and
project ideas.7/14/23
Uses available curriculum Begins to plan curriculum
for daily, short- and units that include a series
4.3 Developing and
long-term plans. of connected lessons and
sequencing
are linked to long-term
long-term and
planning to support
short-term
student learning.7/14/23
instructional plans to
support student
learning
Applying Integrating Innovating
I am able to provide more
challenging options for
students that choose to do
them. For example, I have
communicated to students
that they can create a
comic book cover or as an
alternative, a short
animation sequence.
11/1/23
I still do want to work on
helping students create
their own goals. 11/1/23
Establishes short- and Refines sequence of Utilizes extensive
long-term curriculum long-term plans to reflect knowledge of curriculum,
plans for subject matter integrations of curriculum content standards, and
concepts and essential guidelines, frameworks, assess learning needs to
related academic language and assessed instructional design cohesive and
and formats that support needs to ensure student comprehensive long- and
student learning.7/14/23 learning. short-term instructional
11/1/23 plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I am readjusting my My learning goals address
year-long curriculum short and long term
because it needs more of learning, because we often
an organized scaffolding to do shorter practice or skill
it.7/14/23 building and then end
with larger projects.
Students are using many
of the same skills
throughout the year on all
projects and repeating the
same academic and
subject vocab. 7/14/23
I need to plan better
long-term goals in relation
to transferable skills and
instructional needs.
11/1/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for single Incorporates Plans instruction using a Plans instruction
incorporates strategies lessons or sequence of differentiated wide range of strategies to incorporating a repertoire
suggested by curriculum lessons that respond to instructional strategies address learning styles of strategies specifically
guidelines. students’ diverse learning into ongoing planning that and meet students’ meet students’ diverse
needs. addresses culturally assessed language and language and learning
4.4 Planning responsive pedagogy, learning needs. Provides needs and styles to
instruction that students’ diverse appropriate support and advance learning for all.
incorporates language, and learning challenges for 11/1/23
appropriate Is aware of student Seeks to learn about needs and styles. students.7/14/23
strategies to meet the content, learning, and students’ diverse learning Facilitates opportunities
learning needs of all language needs through and language needs Uses assessments of Integrates results from a for students to reflect on
students data provided by the site beyond basic data. students’ learning and broad range of their learning and the
and district. language needs to inform assessments into planning impact of instructional
planning differentiated to meet students’ diverse strategies to meet their
instruction. learning and language learning and language
needs.7/14/23 needs.
11/1/23
If students are struggling I I use:
will go back and reteach or Scaffolding, reteaching,
spend a bit more time on preteaching, academic
the subject. language teaching, visual
I check for understanding aids, graphic organizers,
using many different video recordings,
strategies like student step-by-step written
reflections, class instruction, guided notes.
discussions, worksheets, 11/1/23
practices, final projects, Students are asked to
and observation of reflect more on the
worktime.7/14/23 process of their learning
throughout the projects
I want to be better about and think more critically
translating the about what kind of
connections between the environment is needed for
learning goals and the people to be able to create
activities in a way that is freely and take risks.
more digestible for 11/1/23
students.7/14/23
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element
Implements lessons and
uses materials from
curriculum provided.
4.5 Adapting
instructional plans
and curricular
materials to meet the
assessed learning
needs of all students.
Emerging Exploring
Begins to adapt plans and
materials in single lessons
or sequences of lessons to
address students’ learning
needs.
Applying
Makes adjustments and
adaptations to
differentiate instructional
plans. Uses culturally
responsive pedagogy and
additional materials to
support students’ diverse
learning needs.
Integrating
Makes ongoing
adjustments to
instructional plans and
uses a variety of materials
as the instructional needs
arise to support student
learning.7/14/23
One example of an
ongoing adjustment is to
redo a demonstration
again and I might do it in
smaller groups than
before. 7/14/23
If we have been trying a
project and the majority of
the class isn’t getting it or
enjoying it, I might adapt
and/or talk with the
students about new ideas.
7/14/23
Innovating
Anticipates and plans for a
wide range of adaptations
to lessons based on in
depth analysis of
individual student
needs.11/1/23
Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.7/14/23
I like to ask students what
they need from me to help
them learn and succeed.
We try to come up with
ideas together and I am
teaching students that art
is always changing and
you need to be able to
adapt when creating and
analyzing art. 7/14/23
11/1/23
I was struggling with
motivation, effort, and
respect with Art I for a
while and then decided
that this class would need
more hands-on and tactile
projects (vs 2D drawing
and similar projects). This
helps me to anticipate
how the class will work
with calmer mediums and
that I might need to break
up projects to add in more
variety. 11/1/23