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

I have Harvard I am dedicated to forming I have my students

University’s Project meaningful relationships complete Harvard
Implicit survey, which with all of my students, University’s Project
works to identify implicit which allows me to learn Implicit Survey also they
biases. I then used (and more about their can identify their own
continue to use) the individual learning styles implicit biases and
information I gained from and personal address them in the
the survey to identify backgrounds, which in classroom and beyond.
how my biases have turn allows me to 4/2021
played a role in designing effectively differentiate
curriculum and lesson instruction and make
planning. I encourage content relevant to
students to lead the class students from all cultural
and I incorporate many backgrounds. 7/16/2020
projects that allow
students to build off of I incorporate
their unique assignments that give
backgrounds. 7/16/2020 students opportunities
to share information
about their
backgrounds and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
interests, which gives
me an opportunity to
learn more about them
and practice culturally
responsive
teaching. Here is an
assignment I gave my
students at the start of
this semester. Students
personalized a slide on
a Google Slides
presentation to share a
little about themselves
and get to know me and
their classmates. (Fall,
2020)

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. learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
I write the agenda, I try to begin every unit
content standards, and with some kind of
learning objectives on the simple activity that
board before every class. allows students to
I ensure everything is critically examine the
written in student- learning objectives and
friendly language and I set goals for what
take time to verbally go knowledge and skills
over the learning they'd like to gain from
objectives with the class. the unit. Here is an
By following the exercise I gave my
Universal Design for students at the start of
Learning, I give students the last unit after going
many options for over the learning
demonstrating objectives. (Fall, 2020)
knowledge and reaching
the learning objectives.
7/16/2020

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 the backwards I meet with course
planning model to teams weekly
identify the primary and submit meeting
learning objectives and minutes to my
essential questions of department chair.
individual lessons and of During these meetings,
the unit as a whole. I take my colleagues and I
time to methodically discuss plans for the
organize units so they current unit as well as
build off of each other the timing and plans for
and so students have the rest of the semester,
necessary prior which is influenced by
knowledge. 7/16/2020 assessment data. (Fall,
2020)

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
4.4 Planning suggested by curriculum sequence of lessons that instructional strategies to address learning styles repertoire of strategies
instruction that guidelines. respond to students’ into ongoing planning and meet students’ specifically meet
incorporates diverse learning needs. that addresses culturally assessed language and students’ diverse
appropriate responsive pedagogy, learning needs. Provides language and learning
strategies to meet students’ diverse appropriate support and needs and styles to
the learning needs of language, and learning challenges for students. advance learning for all.
all students Is aware of student Seeks to learn about needs and styles.
content, learning, and students’ diverse learning Integrates results from a Facilitates opportunities
language needs through and language needs Uses assessments of broad range of for students to reflect on
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
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.

By utilizing the By utilizing the Universal

backwards planning Design for Learning,
model, I can consider students have options for
possible modifications how to demonstrate
and accommodations knowledge, and I vary
(based on individual how I present
student needs) prior to information to the class
beginning a lesson. I so I can appeal to all
remain flexible with my learning styles and
lesson plans so I can abilities.
make needed
adjustments during Students complete goal-
instruction. 7/16/2020 setting activities and
other activities that
inspire critical reflection
to reflect on their
learning. 4/2021

4.5 Adapting Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing Anticipates and plans for
instructional plans uses materials from materials in single adaptations to adjustments to a wide range of
and curricular curriculum provided. lessons or sequences of differentiate instructional instructional plans and adaptations to lessons
materials to meet the lessons to address plans. Uses culturally uses a variety of based on in depth
assessed learning students’ learning needs. responsive pedagogy and materials as the analysis of individual
needs of all students. 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
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
their learning goals.

All my lesson plans are I make an effort to get to

flexible and I use all know my students on a
available resources to deep level and form
make adjustments as meaningful relationships
needed. I constantly use so I can learn more about
formative assessments to my students and how to
identify necessary best support them.
modifications and make 4/2021
changes. I realize what
works for one teacher
may not work for me. I
constantly explore new
applications and
collaborate with other
teachers to improve
instructional strategies.
7/16/2020