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 instruction that provides
information from district additional assessment knowledge of students’ based on broad systematic opportunities
and state required information on student academic readiness, knowledge of students. for supporting and
assessments. academic readiness, academic language, Matches resources and extending student
language, cultural diverse cultural specific strategies to learning based on
background, and backgrounds, and students’ diverse learning comprehensive
4.1 Using knowledge
individual development. individual cognitive, needs and cultural information on students.
of students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual
Is aware of impact of bias Becomes aware of Planning addresses bias, Engages students in the
development to plan
on learning. potential areas of bias Examines potential stereotyping, and analysis of bias,
instruction.
and seeks to learn about sources of bias and assumptions about stereotyping, and
culturally responsive stereotyping when cultures and members of assumptions.
pedagogy. planning lessons. Uses cultures. 04/06/24
culturally responsive
pedagogy in planning.
7/12/23
11/29/23
I work to differentiate I differentiate instruction
instruction based on the based on a variety of
different needs of my factors. For example,
wide range of students. when students are
This includes scaffolding completing independent
or modifying learning work, I provide scaffolds
activities that are depending on student
completed in small strengths and areas of
groups or centers, need, as well as the skill
modifying assignments, we are working on. When
and providing supports students are tasked with
for EL or students with working independently, I
diverse needs. I also use typically pull my students
students’ funds of who need support in the
knowledge when area of the independent
planning lessons. I try to work before I allow them
be aware that my to complete the activity.
experiences and ideas can This gives me an
and will be different than opportunity to frontload
those of many of my necessary information,
students, so I am review topics, and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
cognizant of stereotypes prepare them to attempt
and bias. 7/12/23 it on their own. 04/06/24

In order to improve my
skill set, I have attended
district professional
development
opportunities and shop
talks regarding ELD
instruction. I plan to try
many of these strategies,
including data collection
and review and using
both our ELD curriculum
and supplemental
resources to plan
instruction. 11/29/23

Communicates learning Establishes and shares Establishes and Establishes and Establishes and
objectives for a single learning goals for skill communicates to articulates learning goals articulates
lesson to students based development with students clear learning to students that integrate comprehensive short-
4.2 Establishing and on content standards and students in single lessons goals for content that are content standards with term and long-term
articulating goals for available curriculum. and sequence of lessons. accessible, challenging, students’ strengths, learning goals for
student learning and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. 7/12/23 learning goals.
11/29/23 04/06/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Before and after most
lessons, I try to point out
what our objective is and
have students reiterate
that idea. I use ‘I can’
statements and have
students reflect on what
lessons or activity we just
completed after a lesson. I
also use these statements
when we review a lesson
or activity that we have
previously learned. I set
expectations for students
to remember, such as
using a chant to review
how we can be a ‘Writing
Superstar’ and the goals
that we are striving for.
7/12/23

I use differentiated goals

for students based on
their needs. I accomplish
this by creating flexible
groupings in which
students are working
with students who are
similar to their level,
depending on the skill we
are practicing. 11/29/23

I create learning goals

that are based on content
and standards provided
by our curriculum, but I
modify as necessary
based on student need
and interest. For example,
our TE focused on sorting
words into categories but
my students were
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
struggling to understand,
so I broke up the
overarching goal into
different activities and
lessons and modified the
pacing based on student
needs. 04/06/24

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
4.3 Developing and term plans. of connected lessons and plans for subject matter integrations of content standards, and
sequencing long- are linked to long-term concepts and essential curriculum guidelines, assess learning needs to
term and short-term planning to support related academic frameworks, and design cohesive and
instructional plans to student learning. language and formats assessed instructional comprehensive long- and
support student that support student needs to ensure student short-term instructional
learning learning. 7/12/23 learning. 11/29/23 plans that ensure high
04/06/24 levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I work with my team We constantly refine our
constantly as we revise pacing guide as new
and look at our scope and ideas, apps, activities, and
sequence for the year. In resources become
doing this, I know which available to us. For
topics will carry through example, in knowing that
the entire year, and which sight word recognition is
will be a short-term a long-term goal, we have
lesson. I also look at redesigned supplemental
which skills are necessary lessons that integrate
to build the foundation technology and can
for our long-term goals in support students in
order to meet standards meeting their goals.
by the end of each 11/29/23
trimester or by the end of
the year. In our district, We have continued to
we also develop SMART modify our year-long
goals and check in on and pacing guide as we go
refine them throughout throughout the year. One
the course of the school way that we have
year. 7/12/23 changed our instructional
plan is by modifying
lessons to include
technology and
opportunities to utilize
technology to both
practice and demonstrate
understanding. This will
help ensure technology
proficiency while also
providing different
methods of teaching to
promote engagement and
interactivity. 04/06/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for Incorporates Plans instruction using a Plans instruction
incorporates strategies single lessons or differentiated wide range of strategies incorporating a
suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
4.4 Planning responsive pedagogy, learning needs. Provides language and learning
instruction that students’ diverse appropriate support and needs and styles to
incorporates language, and learning challenges for students. advance learning for all.
appropriate Is aware of student Seeks to learn about needs and styles.
strategies to meet content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
the learning needs of language needs through and language needs Uses assessments of broad range of for students to reflect on
all students data provided by the site beyond basic data. students’ learning and assessments into their learning and the
and district. language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. and language needs. learning and language
7/12/23 needs. 11/29/23
04/06/24
I use a wide range of I have focused more on
strategies to meet the having students reflect on
needs of my various their understanding by
learners. Within a single using ‘task don’t ask’
lesson, I may use several strategies throughout
instructional strategies to lessons and by using
engage students and turn-and-talk strategies,
address different learning both during and after
modalities. We also use lessons, for students to
ongoing formal and have time to collaborate
informal assessments to and learn from their
see where students are at peers. I also provide
and make plans to meet sentence/thinking stems
their needs. 7/12/23 both on the board as a
visual aid and through
oral modeling to make
communication
accessible to all students.
11/29/23

I have started allotting

specific time for students
to review prior
knowledge at the
beginning of a lesson and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
to review the day’s
learning objectives at the
end of the lesson. This not
only allows me to check
in on what students
grasped from the lesson,
but also helps students
communicate their
learning by talking with
peers and with myself.
04/06/24

Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single adaptations to adjustments to a wide range of
curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. 7/12/23 Engages with students to
assessed learning
11/29/23 identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
04/06/24
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
In just two years of In a given lesson, I keep in
teaching, some of my mind a variety of
lessons have already strategies that I can use
changed drastically to meet the needs of
depending on what students. This can include
worked for each group of finding a song or video to
students and what was reinforce a concept (ex: I
unsuccessful. I know this found a clip of Mickey
will continue to change as Mouse Clubhouse
I work with different discussing 3D shapes,
groups of students and as which was an age
I refine my teaching style appropriate way to
and practice. I also review our standard in a
constantly reach out to way that my students
my team, admin, and found interest in).
other professionals for 04/06/24
ideas on how to adjust or
make improvements to
my teaching. For example,
I can take suggestions on
what works for a
teammate of mine and
utilize it in a way that
works for my group of
students. 7/12/23

I have adapted my
instruction tremendously,
not only over the span of
years, but even within
days or weeks. This could
be something as simple as
turning a review lesson
into an interactive
activity on Seesaw or
making an activity
collaborative by allowing
students to work with a
partner to complete a
task. 11/29/23