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 for and state required information on student academic readiness, students. Matches resources supporting and extending assessments. academic readiness, academic language, diverse and specific strategies to student learning based on language, cultural cultural backgrounds, and students’ diverse learning comprehensive information background, and individual cognitive, social, needs and cultural on students. 4.1 Using knowledge of individual development. emotional, and physical backgrounds. students’ academic 9/30/17 5/8/18 development to meet their readiness, language individual needs.12/10/18 proficiency, cultural background, and Is aware of impact of bias Examines potential sources Planning addresses bias, Engages students in the individual development on learning. Becomes aware of of bias and stereotyping stereotyping, and analysis of bias, to plan instruction. potential areas of bias and when planning lessons. assumptions about cultures stereotyping, and seeks to learn about Uses culturally responsive an members of cultures. assumptions. culturally responsive pedagogy in planning. 5/7/19 pedagogy.
• I plan my lessons based • By looking at the results • When introducing the
on the textbook, from the STAR testing, I class, we talk about the previous knowledge and can use the information to stereotypes that are given connect it with their identify if the students to Spanish-speakers. real-life experiences. I have trouble with their Students share what they use different types of reading skills in English. have experienced as teaching methods to If they lack in certain Spanish-speakers meet the needs of most areas, I will know to focus themselves or have heard students.9/30/17 5/8/18 on that when teaching the of or thought as non- Spanish version of that Spanish-speakers. grammar or reading. Afterwards, I have 12/10/18 students discuss the unfairness of stereotypes across other races. Students can then share their own experiences for their own race and gender. 5/7/19 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Communicates learning Establishes and shares Establishes and Establishes and articulates Establishes and articulates objectives for a single learning goals for skill communicates to students learning goals to students comprehensive short-term lesson to students based on development with clear learning goals for that integrate content and long-term learning goals 4.2 Establishing and content standards and students in single lessons content that are accessible, standards with students’ for students. articulating goals for available curriculum. and sequence of lessons. challenging, and strengths, interests, and Assists students to articulate student learning 9/30/17 differentiated to address learning needs. 5/8/18 and monitor learning goals. students’ diverse learning 12/10/18 5/7/19 needs.
• Every day, the objective • I let the students know
is on the board, along why we are learning the with the agenda and material and how they can homework.9/30/17 use it in real life. 5/8/18 12/10/18 5/7/19 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 long- Refines sequence of long- Utilizes extensive knowledge for daily, short- and long- units that include a series term curriculum plans for term plans to reflect of curriculum, content 4.3 Developing and term plans. of connected lessons and subject matter concepts and integrations of curriculum standards, and assess sequencing long-term are linked to long-term essential related academic guidelines, frameworks, and learning needs to design and short-term planning to support language and formats that assessed instructional needs cohesive and comprehensive instructional plans to student learning. support student learning. to ensure student learning. long- and short-term support student 9/30/17 instructional plans that learning ensure high levels of learning. 5/8/18 12/10/18 5/7/19 • I incorporate additional • I try to create lessons that materials like videos and can connect to previously music and different learned content, either methods like interactive within my class or in a notebooks o help support previous class. 5/8/18 the different learning 12/10/18 needs in my classroom. • As the class goes on, if I 9/30/17 need to give more examples or re-teach something before moving on, I will. 5/8/18 12/10/18 5/7/19 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Plans instruction that Selects strategies for Incorporates differentiated Plans instruction using a Plans instruction incorporates strategies single lessons or sequence instructional strategies into wide range of strategies to incorporating a repertoire of suggested by curriculum of lessons that respond to ongoing planning that address learning styles and strategies specifically meet guidelines. students’ diverse learning addresses culturally meet students’ assessed students’ diverse language needs. responsive pedagogy, language and learning and learning needs and styles students’ diverse language, needs. 9/30/17 to advance learning for all. 4.4 Planning and learning needs and Provides appropriate 5/7/19 instruction that styles. support and challenges for incorporates Is aware of student content, Seeks to learn about students. 5/8/18 12/10/18 Facilitates opportunities for appropriate strategies learning, and language students’ diverse learning Uses assessments of students to reflect on their to meet the learning needs through data provided and language needs students’ learning and Integrates results from a learning and the impact of needs of all students by the site and district. beyond basic data. language needs to inform broad range of assessments instructional strategies to planning differentiated into planning to meet meet their learning and instruction. students’ diverse learning language needs. and language needs.
• I incorporate additional • In order to help all students
materials like videos and learners, especially those music and different with special needs, I have methods like interactive incoporated the interactive notebooks o help support notebooks to assist along the different learning with the videos, music, and needs in my classroom. various activities. 5/7/19 9/30/17 • With the support of the interactive notebooks and peer tutoring through think-pair-share, I scaffold the activities, making each activity a little bit more difficult as we move along. 5/8/18 12/10/18 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Implements lessons and Begins to adapt plans and Makes adjustments and Makes ongoing adjustments Anticipates and plans for a uses materials from materials in single lessons adaptations to differentiate to instructional plans and wide range of adaptations to curriculum provided. or sequences of lessons to instructional plans. uses a variety of materials lessons based on in depth 4.5 Adapting address students’ learning Uses culturally responsive as the instructional needs analysis of individual student instructional plans and needs. pedagogy and additional arises to support student needs. curricular materials to materials to support learning.9/30/17 5/8/18 meet the assessed students’ diverse learning Engages with students to learning needs of all needs. identify types of adjustments students. in instruction that best meet their learning goals. 12/10/18 5/7/19 • As the class goes on, if I • When new content has need to give more been taught, based on exit examples or re-teach tickets or feedback from something before moving the students, I will adjust on, I will. 9/30/17 5/8/18 my lesson plans to meet • Students that are the needs of the students to struggling come to me, or accomplish the learning sometime I go to them, goals. 12/10/18 5/7/19 and they express their concerns, so we figure out how we can make adjustments to help them succeed. 9/30/17