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
of students’ academic individual 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.
Everything I do is based
on student assessment. If
students are not ready for
the next set of lessons for
whatever reason, we
revisit the topics that
need bolstering. For
example, if students are
struggling with
multiplication in plain
equations, I certainly am
not moving them onto
multiplication in word
problems until they have
a better grasp on the
concept.
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I strive to be aware of any
bias in my lesson
planning and resources.
My goal is for everything
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.
Through pre-
assessments, continual
monitoring of progress,
data from homework and
post-assessments, and
the learning styles and
needs surveys given at
the beginning of the year,
I have a solid idea of what
all of my students need. I
plan what they are ready
for and if it turns out that
something I have is too
much for them, I help
build their skills and
foundation so that they
are ready to achieve
content standards. My
lessons have a wide
variety of activities and
levels of questions to
meet my expansive and
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is instruction that provides
based on broad systematic opportunities
knowledge of students. for supporting and
Matches resources and extending student
specific strategies to learning based on
students’ diverse learning comprehensive
needs and cultural information on students.
backgrounds.
Planning addresses bias, Engages students in the
stereotyping, and analysis of bias,
assumptions about stereotyping, and
cultures an members of assumptions.
cultures.
Whenever I show a video
in class, I try to find
videos with high-quality
captioning for my
Spanish-speaking
students who need that
extra bit of assistance.
Having captioning in their
native language, along
with the images in the
video, pairs nicely with
their understanding and
helps them in grasping
concepts. (ISTE for
Students 6a).
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
to be equally fair. Also, I
to learn what I can
through academic
journals on the topic of
culturally responsive
pedagogy.
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Communicates learning Establishes and shares
objectives for a single learning goals for skill
lesson to students based development with
4.2 Establishing and on content standards and students in single lessons
articulating goals for available curriculum. and sequence of lessons.
student learning
Applying Integrating Innovating
diverse class.
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I plan my lessons with the
mindset that every
student is able to succeed.
Within my planning, I do
all that I can to help
ensure that this is true. At
the same time, I try to
make sure that everyone
has a fair and equal
opportunity.
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Establishes and Establishes and Establishes and
communicates to articulates learning goals articulates
students clear learning to students that integrate comprehensive short-
goals for content that are content standards with term and long-term
accessible, challenging, students’ strengths, learning goals for
and differentiated to interests, and learning students. Assists students
address students’ diverse needs. to articulate and monitor
learning needs. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Students are made aware
of our learning goals and
they are communicated
and discussed. Recently, I
have begun putting them
on the board for easy
reference throughout the
lesson. Specifically for
writing, one of the
standards deals with
being able to write over
different periods of time
(both long and short).
Some students could
write for a half hour if I
let them, yet some
struggle to write for a
solid three minutes.
Instead of having them all
share a goal of writing for
10 minutes, the goal is
fluctuated based on what
the student needs and is
practical for them,
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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. learning. 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 use a variety of unit I have been using a lot of
lengths based on how cross-concept planning
dense or difficult the and concept integration
topic appears to be. Some in my lessons. By that, I
lessons are planned to mean that we are
take only one day but constantly building on
others are a unit that skills. Just because we
takes us a week or two. talked about something
Specifically for language way back in September,
arts, we have a general does not mean we can
theme for the month to move on and forget it. We
which all of our lessons are constantly going back
are tied. That theme is to what we know in order
taken into account for all to help support my
planning of instruction. students’ learning. Core
09/27/17 ideas are broken down
into small steps that over
a week or two build into a
grand picture, usually in
social studies.
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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
needs.

Knowing full well that I My classroom runs on Within my lessons, I have I have begun using choice
have students who pre-assessments. The at least one activity to boards in my class for
desperately need results from these show meet the wide range of assessments on literature
kinesthetic activities for me which students might learning styles in my books used in class. The
learning, I have been need extra help in certain classroom. Additionally, I ones I’m fondest of are
trying (and struggling) to areas and also gives me pre-plan supports and the tic tac toe boards
incorporate them more an idea of key terms or accommodations into where students have to
into my lesson planning. foundational ideas that lessons. These things accomplish three tasks-
For each lesson, I try to need to be retaught. include using word maps in-a-row. Each “row”
have at least one activity 05/05/18 in English, manipulatives possible emphasizes a
that addresses each of the 10/26/18 in Math, and lots of variety of tasks that cater
learning styles. 09/27/17 visuals and remembrance to differing strengths of
of prior experiences for students. The goal is to
Through talking with social studies. In a given plan activities
parents, students, and lesson, there are also strategically to make sure
previous teachers, as well three levels of goals. A everyone feels successful.
as through simple basic goal that shows a Giving the students
observations, I slowly minimal level of choice, too, seems
have been building an understanding; a midline beneficial. There are
understanding of my goal which meets the several technology-
students’ needs. I have content standard as is; friendly
students who work better and a challenge tier that components/options on
on tests when standing forces my students to this choice board. (ISTE
up because the thought of push their learning a little Standards for Student 6c).
tests makes them fidgety. bit further. 10/26/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
This is not listed
anywhere in their record
nor has it been passed on
verbally. This was
learned by observation
and trial. Since letting the
students stand, if needing
and wanting to, their
scores have raised a fair
amount. 09/27/17
Applying Integrating Innovating
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Not only do I take into
account the assessments
that I use in class, but also
I advocate heavily for
time to
collaborate/analyze the
results from our
standardized testing,
such as MAP and ITBS.
When we are unable to
meet at our scheduled
meeting time, I make sure
to schedule another time
to meet and discuss
assessments with my
colleagues. We work
together closely with the
results and data to make
sure that we are all on the
same page. As a team, we
discuss how we are going
to address areas of
concern in the curriculum
and in individual
students. At present, I am
trying to facilitate and
plan for the
implementation of e-
portfolios as another
assessment means in our
school. I try to advocate
for the usage a variety of
assessments and always
reschedule meetings if we
are unable to meet at a
designated time. (TLMS
Domain V).
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CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Implements lessons and Begins to adapt plans and
uses materials from materials in single
curriculum provided. lessons or sequences of
lessons to address
4.5 Adapting
students’ learning needs.
instructional plans
and curricular
materials to meet the
assessed learning
needs of all students.
As stated, I use a variety
of resources to fuel my
lesson plans and
instruction. Not any idea
is a “one-size-fits-all” so I
continually take bits and
pieces from several
resources to make
lessons that are best
suited for the group of
students I currently have.
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Applying Integrating Innovating
Makes adjustments and Makes ongoing Anticipates and plans for
adaptations to adjustments to a wide range of
differentiate instructional instructional plans and adaptations to lessons
plans. Uses culturally uses a variety of based on in depth
responsive pedagogy and materials as the analysis of individual
additional materials to instructional needs arises student needs.
support students’ diverse to support student
learning needs. learning. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
Within my lessons, I often
list the ways I aim to
meet my wide-range of
learners. I include
possible alternate
possible strategies as well
as a list of manipulatives
that will help my students
be more successful.
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