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,
4.1 Using knowledge language, cultural
of students’ background, and
academic readiness, individual development.
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. 10/1/17 &
5/18
I am still learning how to
differentiate instruction
in long term planning. I
can plan a single lesson
and spot where I can
adapt certain areas but I
would like to be able to
do that long term and
consistently.
I don’t think I would use a
source that is biased
against any of my
students. Perhaps I am
misunderstanding this
element. 5/18
Applying Integrating Innovating
Plans differentiated Plans differentiated Plans differentiated
instruction based on instruction, which is based instruction that provides
knowledge of students’ on broad knowledge of systematic opportunities
academic readiness, students. Matches for supporting and
academic language, resources and specific extending student
diverse cultural strategies to students’ learning based on
backgrounds, and diverse learning needs and comprehensive
individual cognitive, cultural information on students.
social, emotional, and backgrounds.12/18
physical development to
meet their individual
needs.5/18
Planning addresses bias, Engages students in the
Examines potential stereotyping, and analysis of bias,
sources of bias and assumptions about stereotyping, and
stereotyping when cultures and members of assumptions.5/19
planning lessons. Uses cultures.
culturally responsive
pedagogy in
planning.12/18
Due to the POP Cycle and I differentiate instruction I now push beyond the
ILP, I used my small using leveled readers in status quo of the text and
groups to complete small groups based on have students think about
differentiated instruction students’ academic levels. real life situations and
to work on reading skills. 12/18 I fulfill the how they would act and
My entire lower reading accommodations based on feel. We discuss
group improved their students’ IEPs. I test some inequality and injustices
fluency after a four week students in small groups as well as what freedom
Reader’s Theatre lesson or one on one depending for all means on paper
plan. 5/18 on their needs. I use a and how it looks in
Again, I would never use multitude of teaching society. 5/19
a resource that displays strategies to reach all my
bias towards my students. 5/19
students or their
cultrues.12/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
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
student learning lessons.10/1/17
I always discuss with the
students what we are
learning and WHY we are
learning it. I think that is
important for students to
stay engaged. Again, I am
still learning as I go to
spot where I need to
differentiate and with
whom. I send a small
group to my TA to take
tests but I would like to
go further.
Applying Integrating Innovating
Establishes and Establishes and articulates Establishes and
communicates to learning goals to students articulates
students clear learning that integrate content comprehensive short-
goals for content that are standards with students’ term and long-term
accessible, challenging, strengths, interests, and learning goals for
and differentiated to learning needs.12/18 students. Assists students
address students’ 5/19 to articulate and monitor
diverse learning needs. learning goals.
5/18
I feel I improved in not I feel I improved in not
only differentiating only differentiating
instruction, but instruction, but
communicating different communicating different
goals to different goals to different students.
students. I always have I always have high
high expectations for my expectations for my
students, but realize that students, but realize that
students have different students have different
needs. Through small needs. Through small
group instruction, I was group instruction, I was
also able to differentiate also able to differentiate
students’ goals. For students’ goals. For
example, how many example, how many words
words per minute a per minute a student
student reads. 5/18 reads. I have begun trying
to improve students’ math
fluency as well and
students know how many
math facts they can solve
in a certain amount of time
and we discuss a goal they
would like to achieve to
beat their old score and
improve their math
fluency. They take
ownership of their goals
for achievement. 12/18
5/19
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 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 curriculum content standards, and
sequencing long- are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
term and short-term planning to support related academic and assessed instructional design cohesive and
instructional plans to student learning. language and formats needs to ensure student comprehensive long- and
support student that support student learning. short-term instructional
learning learning.10/1/17 & 5/18 plans that ensure high
levels of learning.

As a grade level, we I don’t really understand

lesson plan together so I what this means exactly.
have help in this area. It
allows me to focus on my If I understand, we plan as
vocabulary instruction a grade level to pace the
and how I will curriculum. We decide
incorporate the which skills need more
academic language. time and which can be
taught in shorter lessons.
I always discuss the 12/18
academic language and
vocabulary before a
lesson.
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 to incorporating a repertoire
suggested by curriculum sequence of lessons that instructional strategies address learning styles of strategies that
guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
diverse learning needs. that addresses culturally assessed language and students’ diverse
responsive pedagogy, learning needs. Provides language and learning
4.4 Planning
students’ diverse appropriate support and needs and styles to
instruction that
language, and learning challenges for advance learning for
incorporates
Is aware of student Seeks to learn about needs and styles. students.12/18 all.5/19
appropriate
content, learning, and students’ diverse learning
strategies to meet the
language needs through and language needs Uses assessments of Integrates results from a Facilitates opportunities
learning needs of all
data provided by the site beyond basic data. students’ learning and broad range of for students to reflect on
students
and district. 10/1/17 language needs to inform assessments into planning their learning and the
planning differentiated to meet students’ diverse impact of instructional
instruction.5/18 learning and language strategies to meet their
needs. learning and language
needs.5/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

As stated above many Again, as stated above,
times, this is my area of although I can improve, I
need. I do implement have started to feel
strategies like body comfortable with
movement, charts, picture differentiating
cards, think-pair-share to instruction as I have
reach the needs of my increased my small
students. group teaching. We
work on reading, fluency,
sight words, reading
skills, etc in small groups
so that all my students
get what they need. 5/18
I always now plan on using
a wide variety of strategies
in my everyday teaching.
These include small group
differentiation, technology
using videos, apps, and
games, TPR, pictures and
models, charts, interactive
manipulatives, etc. I use
paper and pencil
assessments, but also
online assessments,
informal observations, and
verbal assessments to
draw out data to help me
plan to serve my students
in the best way possible.
12/18
I ask students to think
about what they just
learned and how it will
help them now and in the
future. Sometimes they
think about this, and then
share verbally with a
partner. Other times I
have them write a few
sentences and draw a
picture in response to
what they just learned
and then they share it
with a partner. 5/19

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 plans and adaptations to lessons
lessons to address instructional plans. Uses uses a variety of materials based on in depth
4.5 Adapting
students’ learning culturally responsive as the instructional needs analysis of individual
instructional plans
needs10/1/17. pedagogy and additional arises to support student student needs.
and curricular
materials to support learning.12/18 5/19
materials to meet the
students’ diverse Engages with students to
assessed learning
learning needs.5/18 identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.5/19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
I’m sorry but I am
answering the same
question again and again.
I try and plan when it will
be helpful to use certain
strategies. It is my third
year so of course I pre-
plan this. What works
one year, I try and build
upon that for the next
time I teach that skill. I
also learn what doesn’t
work and plan not to do
that again. I found this
out with possessive
nouns. I made it much
too complicated my first
year. I have since adapted
it to use more acting/role
playing to engage
students and to show
possession.
Applying Integrating Innovating
I try and plan when it I feel this is the same as I ask for questions or
will be helpful to use last year but I do feel like I comments about what we
certain strategies. It is can make mid lesson are learning. I listen to
my third year so of decisions to adjust if I see their pair/shares so
course I pre-plan this. the need. Whether I I can adjust what I am
What works one year, I should slow down, add in doing based on their
try and build upon that resources or add an extra conversation. I can
for the next time I teach task for more complexity. quickly gauge who is
that skill. I also learn I think experience helps understanding and who is
what doesn’t work and with this greatly. 12/18 not. Or, I’ll pick random
plan not to do that again. 5/19 name sticks to call on
I found this out with non-volunteers to see
possessive nouns. I what they know. 5/19
made it much too
complicated my first
year. I have since
adapted it to use more
acting/role playing to
engage students and to
show possession. I have
now added reader’s
theatre, word sorts, and
sight word games into
my instruction. I am
better able to adapt as I
notice students having a
difficult time with a
concept.