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 backgrounds, and diverse learning needs comprehensive
of students’ academic
individual development. individual cognitive, social, and cultural backgrounds. information on students.
readiness, language
emotional, and physical 7-17-19 11-13-19
proficiency, cultural
development to meet their
background, and
individual needs.
individual
development to plan
Is aware of impact of bias Becomes aware of Examines potential Planning addresses bias,
instruction.
on learning. potential areas of bias and sources of bias and stereotyping, and Engages students in the
seeks to learn about stereotyping when assumptions about analysis of bias,
culturally responsive planning lessons. Uses cultures and members of stereotyping, and
pedagogy. 7-17-19 culturally responsive cultures. assumptions. 11-13-19
pedagogy in planning. 4/12/20

For the areas of bias that I In my teaching context, all Since I teach in a
am aware of, I am seeking instruction is one-to-one classroom, all
ways of implementing differentiated. As of my instruction is
culturally responsive examples, I use differentiated. I
pedagogy. For example, I audiobooks and collaborate with all my
realized that our color-coded organizers for students’ teachers to plan
curriculum in the students with dyslexia, I how we can
Imperialism unit of World plan diverse review systematically support
History has more bias strategies for students their academic, emotional,
toward learning about the with memory difficulties, social, and other growth
European imperialists and and I choose texts that through our Individual
have changed my unit both connect with Reassessment of
structure to focus equally students’ cultural Commitment (IROC)
on the perspectives of the backgrounds and program. I work to
colonized countries as well introduce them to cultural constantly challenge my
as on Japanese and backgrounds with which students to step into their
American imperialism. I they are unfamiliar. I zone of proximal
know my awareness is still make creative development. After our
limited, however, and am assessments to check for poetry elective during the
seeking to grow more standards mastery while summer and a semester of
aware of areas of bias by playing to the student’s studying an abridged
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
talking with teachers and strengths and preferences. Moby Dick, for example, I
friends of other 7/21/19 challenged one of my
backgrounds. 7/21/19 students write a poem
about being on a whaling
boat. During research
projects, I use SHEG’s
Civic Online Reasoning
resources and my own
background to engage
students in analyzing bias
and assumptions. In my
history classes, we
explore primary and
tertiary sources for
stereotyping and bias.
11-13-19
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 accessible, standards with students’ learning goals for
articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and students. Assists students
student learning 7/21/19 differentiated to address learning needs. 11-13-19 to articulate and monitor
students’ diverse learning 4/12/20 learning goals.
needs.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
I consistently establish and
share goals for lessons and
lesson sequences related
to the writing process, and
I always establish my own
goals for the students.
Sometimes I do not
remember to share these
learning goals with the
students, particularly in
my History classes, but in
the last couple months I
have begun most sessions
with giving my students an
overview of the content we
are going to address and
the skills or cognitive
disciplines we are working
on. I want to grow in this.
7/21/19
At the start of class, I
articulate our learning
goals to my students.
While I establish both
short- and long-term goals
for all my students, I don’t
often articulate the
long-term goals. I connect
the learning to my
students’ future goals, as
when I explained how
descriptive writing would
strengthen one student’s
personal essay for college
applications and when I
connected the public
speaking component of
my seniors’ research
project to their future
presentations in college
and jobs. I connect
analyzing multiple
perspectives in historical
and literary documents to
understanding friends in
an argument and to
interpreting news about
current events. Even when
they won’t use the specific
skills we’re learning in
their future, I explain how
the kinds of thinking that
they are practicing will
benefit them. 11-13-19
Students keep track of
choice board activities
using a tracking sheet. At
the start of the semester, I
give students an overview
of what we will be
working on. I add learning
goals based on student
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
needs (e.g. focusing on
building claims based on
facts for a student who
makes a lot of unfounded
claims) and student
interests (e.g. learning
about article writing for a
student who is starting his
own blog).
Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of Utilizes extensive
for daily, short- and units that include a series long-term curriculum long-term plans to reflect knowledge of curriculum,
4.3 Developing and long-term plans. of connected lessons and plans for subject matter integrations of curriculum content standards, and
sequencing are linked to long-term concepts and essential guidelines, frameworks, assess learning needs to
long-term and planning to support related academic language and assessed instructional design cohesive and
short-term student learning. and formats that support needs to ensure student comprehensive long- and
instructional plans to student learning. learning. 7/21/19 short-term instructional
support student plans that ensure high
learning levels of learning.
11-13-19 ​4/12/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Now that I have taught
most or all of the English
and History classes, I am
working to refine my
instructional plans. I have
a strong grasp of the
school’s frameworks and
standards for each course,
so I am fine-tuning my
plans for which skills to
work on at which point in
the semester and best
practices for helping
different students develop
the related skills and
academic language. After
assessing my recent
World History student’s
difficulty in considering
multiple viewpoints, I
structured our unit to
approach several content
standards in such a way
that the student would
develop this skill, such as
in analyzing and
synthesizing texts from
different perspectives.
7/21/19
I have a big-picture plan
for the semester before it
even begins, integrating
my knowledge of the
curriculum, content
standards, and students’
specific learning needs to
design cohesive and
creative units that will
challenge my students. I
give all my students
options in order to foster
their independence and
decision making, and I am
now planning different
reading note options for
my students in order to
require them to think
more about what they’re
reading and also to
challenge themselves in
creatively expressing
their knowledge using
technology. 11-13-19
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Plans instruction that Selects strategies for single Incorporates
incorporates strategies lessons or sequence of differentiated
suggested by curriculum lessons that respond to instructional strategies
guidelines. students’ diverse learning into ongoing planning that
needs. addresses culturally
4.4 Planning
responsive pedagogy,
instruction that
students’ diverse language,
incorporates
and learning needs and
appropriate
Is aware of student Seeks to learn about styles.
strategies to meet
content, learning, and students’ diverse learning
the learning needs of
language needs through and language needs Uses assessments of
all students
data provided by the site beyond basic data. students’ learning and
and district. language needs to inform
planning differentiated
instruction. 7/21/19
Again, all instruction is
individualized to address
each student’s learning
needs and styles. For a
student who preferred a
more lecture-based style
of class, I created lectures
on our language arts topics
and allowed him to use his
preferred note-taking
technique that worked
well for him. For a student
who preferred a more
interactive style, I planned
lessons that engaged him
more in working through
examples with me and
using models to
understand grammatical
concepts. For a student
who needed high academic
rigor, I planned our class
in a way that raised the
challenge for him.
7/21/19
Plans instruction using a Plans instruction
wide range of strategies to incorporating a repertoire
address learning styles of strategies specifically
and meet students’ meet students’ diverse
assessed language and language and learning
learning needs. Provides needs and styles to
appropriate support and advance learning for all.
challenges for students.
Facilitates opportunities
Integrates results from a for students to reflect on
broad range of their learning and the
assessments into planning impact of instructional
to meet students’ diverse strategies to meet their
learning and language learning and language
needs. 11-13-19​ 4/12/20 needs.
I plan multi-modal
assignments, giving my
students options for
choosing modes of
expression that will best
express their mastery and
providing lesson materials
in different forms for
different students, based
on their assessed language
and learning needs. I
support all my students,
and I am appropriately
challenging all of my
students. For example, I’m
having a student with a
learning disability create
small writing pieces
specifically tailored to her
in order to challenge her
in exploring the 4 modes
of writing. I’m challenging
one of my advanced
students by giving him
examples of book reviews
and having him create a
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
list of components of this
genre rather than giving
him a list myself. I use a
wide variety of formal and
informal assessments and
am constantly adapting
my instruction as needed
to support that student.
11-13-19
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
uses materials from materials in single lessons adaptations to adjustments to a wide range of
curriculum provided. or sequences of lessons to differentiate instructional instructional plans and adaptations to lessons
address students’ learning plans. Uses culturally uses a variety of materials based on in depth analysis
4.5 Adapting
needs. responsive pedagogy and as the instructional needs of individual student
instructional plans
additional materials to arises to support student needs.
and curricular
support students’ diverse learning. 7/21/19
materials to meet the
learning needs. Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in instruction
that best meet their
learning goals. 11-13-19
4/12/20
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
As each class occurs, I I know my students, and I
continually adjust to the tailor my instruction
student’s needs. When one specifically for them. This
of my students didn’t year, I’m using the same
know how to tell if a broad framework for all
source is credible, I drew my students in a
up an example source to particular grade, but in
teach the technique of that I’m anticipating what
lateral searching. When a support and challenge
student was struggling each student will need.
with writing a dialectical For example, in my
journal, I went through English 11A class, I
her previous one and assigned different
offered suggestions about numbers of texts and
things she did well and writing assignments to
things she might have each student, knowing
done, then walked that student’s reading and
through creating another writing levels and speeds.
example. When a student When something doesn’t
struggled with finishing a seem to be working well
short story assignment for a student, I engage
because of his OCD, I them in a conversation
adjusted the assignment about it, welcoming their
and we focused just on his ideas. With my student
opening scene. I showed a with high writing anxiety,
student with dyslexia how we always have a
to use dictation when she conversation before I
shared that she was assign homework about
struggling to write her how much she should do
essay 7/21/19 for homework and what
she can do if she gets
stuck or needs support. I
engaged with another
student who wanted to
change his final writing
project, and we worked
together to create a new
project that involved him
creating theme music for
the main characters and
writing about how the
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
music represents the
characters. 11-13-19