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’ academic individual development. individual cognitive, needs and cultural information on students.
readiness, language social, emotional, and backgrounds.
proficiency, cultural physical development to
background, and meet their individual
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 and members of assumptions.
pedagogy. planning lessons. Uses cultures.
culturally responsive
pedagogy in planning.

I plan lessons and choose I make quizzes using

texts that incorporate Google Forms, which
students’ interests and automatically scores the
backgrounds. Where quizzes and provides the
there may be bias, I mean and median student
attempt to predict it and scores. I pre-teach
scaffold students’ vocabulary and academic
understanding of the language using the Frayer
content so as to minimize model. I place my
the stereotyping of other students into leveled
groups or cultures that small groups, and review
we are learning about. with them in their areas
(10/2/17) of need. (12/14/18)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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.

I often communicate the I post prompts, rubrics

objective for a single and "rubric checklists" on
lesson, but do not explain Google Classroom that
the relationship between students can refer to as
the many objectives they are completing an
within a unit or across assignment. These
grade levels. Though I documents tell them what
have goals in mind for my is expected of them and
students, I do not explain how to meet the
effectively communicate learning requirements.
those goals to students. Students are asked to use
(10/2/17) the checklists to ensure
that they included all of
the required components
of the paragraph.
(12/14/18)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Uses available curriculum Begins to plan curriculum
for daily, short- and long- units that include a series
4.3 Developing and term plans. of connected lessons and
sequencing long- are linked to long-term
term and short-term planning to support
instructional plans to student learning.
support student
learning
I have paced the
curriculum out for the
year in terms of subject
matter concepts, though I
have not necessarily
mapped out the academic
language that I will
incorporate throughout
those plans. (10/2/17)
Establishes short- and Refines sequence of long- Utilizes extensive
long-term curriculum term plans to reflect knowledge of curriculum,
plans for subject matter integrations of content standards, and
concepts and essential curriculum guidelines, assess learning needs to
related academic frameworks, and design cohesive and
language and formats assessed instructional comprehensive long- and
that support student needs to ensure student short-term instructional
learning. learning. plans that ensure high
levels of learning.
I was inspired by a
project-based learning
unit that I found on BIE
(the Buck Institute for
Education) called Choose
Your Own Adventure,
which I merged with a
unit on the California
Gold Rush. My students
were required to research
a family member or
friend's migration story
to California and to write
a short summary of it.
Then, they compared that
migration story to the
stories of people who
traveled to California
during the Gold Rush. As
part of a cumulative
project, they wrote a
narrative about a fictional
character migrating to
California during this
time. (12/14/18)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
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.

I use both the curriculum, In a research project on

my education, and my Native American tribes of
observations/understand California, I required
ing of my students to students to do online
select strategies that research of a particular
respond to their needs. I tribe. In order to make
learn about their needs the project accessible to
through various all students, I included
formative and summative specific questions in the
assessments, including research packet that they
DIBELS and measures needed to find answers
provided by online to, required that they
educational websites. work with a partner, and
(10/2/17) provided them with one
website that they could
use as a starting place for
their research.
(12/14/18)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Implements lessons and Begins to adapt plans and Makes adjustments and
uses materials from materials in single adaptations to
curriculum provided. lessons or sequences of differentiate instructional
lessons to address plans. Uses culturally
4.5 Adapting
students’ learning needs. responsive pedagogy and
instructional plans
additional materials to
and curricular
support students’ diverse
materials to meet the
learning needs.
assessed learning
needs of all students.
I adapt plans to address I added the Google
students’ learning needs, Read&Write extension to
usually by providing some of my students'
much more scaffolding computers, which
than the curriculum includes voice-to-text and
suggests, as I have many text-to-voice features.
English learners, and my This has been particularly
students are very low- helpful for students with
performing. However, I special needs who have
am still learning how to these accommodations in
differentiate to address their IEPs. One of my
the needs of individuals students, who has a visual
and groups within the processing disorder, is
classroom. (10/2/17) able to comprehend texts
at a deeper level when
they are read aloud to
her, and because I can't
always read to her, this
extension has given her a
greater degree of
independence and
allowed her to glean
more from the texts she is
reading. (12/14/18)
Makes ongoing Anticipates and plans for
adjustments to a wide range of
instructional plans and adaptations to lessons
uses a variety of based on in depth
materials as the analysis of individual
instructional needs arises student needs.
to support student
learning. Engages with students to
identify types of
adjustments in
instruction that best meet
their learning goals.
I use “aggressive
monitoring” during
students’ independent
work time so that I can
monitor student progress
and understanding. This
simply means that I walk
around the room and
make note of which
students have completed
which items/parts of an
assignment. Using this
data, I can then adjust my
instruction. I often pull
small groups of students
aside who misunderstand
the content or who have
fallen behind the other
students.
Aligned to TLMS Domain
2.b and NBPTS
Proposition 3.4
(5/10/19)