CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Plans daily lessons using Plans single lessons or Plans differentiated
available curriculum and sequence of lessons using instruction based on
information from district additional assessment knowledge of students’
and state required information on student academic readiness,
assessments. academic readiness, academic language,
language, cultural diverse cultural
background, and backgrounds, and
4.1 Using knowledge individual development. individual cognitive,
of students’ academic social, emotional, and
readiness, language physical development to
proficiency, cultural meet their individual
background, and needs. (7/21/19)
individual Is aware of impact of bias Becomes aware of (12/14/19)
development to plan on learning. potential areas of bias
instruction. and seeks to learn about Examines potential
culturally responsive sources of bias and
pedagogy. stereotyping when
planning lessons. Uses
culturally responsive
pedagogy in planning.
(7/21/19) (12/14/19)
Teacher knows who the
Els are and uses
scaffolding strategies
such as sentence frames,
visuals, and uses cognates
to aid Els. Teacher knows
that most of his students
are Hispanic/latino and
uses appropriate
culturally-appropriate
examples. Students are
given opportunities to do
in-depth research about
particular cultures while
being mindful of
globalization (e.g. not all
Japanese wear kimonos
because of globalization,
they wear same clothing
Integrating Innovating
Plans differentiated Plans differentiated
instruction, which is instruction that provides
based on broad systematic opportunities
knowledge of students. for supporting and
Matches resources and extending student
specific strategies to learning based on
students’ diverse learning comprehensive
needs and cultural information on students.
backgrounds.
(4/12/2020)
Engages students in the
analysis of bias,
Planning addresses bias, stereotyping, and
stereotyping, and assumptions.
assumptions about
cultures an members of
cultures. (4/12/2020)
Teaching students during
the COVID 19 pandemic
allowed me to work
closer with the families at
home and have a better
sense of their financial
status as well as other
difficulties they are
struggling at home. It
gave me an opportunity
to meet their families
whom I’d have never had
a chance to meet. All
these things helped me to
plan according to what
students might be seeing
in their houses and also
be mindful if they might
be not attending zoom
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

as westerners). meetings on certain days
(7/21/19) (12/14/19) (4/12/2020)
Honestly, I have been .
focusing on too many
other things, especially
this is my first year
teaching TK/K that I
haven’t had much time to
improve in this area.
(12/14/19)
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. (4/12/2020) to articulate and monitor
learning needs. learning goals.
(7/21/19) (12/14/19)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Objective is clearly posted
and rephrased for better
understanding. Students
repeat and discuss the
objective. It is often
integrated with cross
disciplines and the
teacher creates lessons
that gives more
challenging tasks to
students that are finished
and small group time for
students that need extra
support, through
reteaching teacher-
student or peer-peer.
(7/21/19) (12/14/19)
Teacher always states the
objective before teaching
a lesson. Teacher always
states the goal of the
week before the start of
the week. (12/14/19)
Uses available curriculum Begins to plan curriculum Establishes short- and
for daily, short- and long- units that include a series long-term curriculum
4.3 Developing and term plans. of connected lessons and plans for subject matter
sequencing long- are linked to long-term concepts and essential
term and short-term planning to support related academic
instructional plans to student learning. language and formats
support student that support student
learning learning. (7/21/19) )
(12/14/19)
Integrating Innovating
I think as I get more
comfortable with the
kindergarten curriculum
and as I had time during
the past couple months to
go over the curriculum, I
am able to do a better job
restructuring my goals
and articulating the
learning goals to
students. I am also able to
isolate what students are
struggling with and which
areas students are doing
well because I am more
comfortable with the
standards. (4/12/2020)
Refines sequence of long- Utilizes extensive
term plans to reflect knowledge of curriculum,
integrations of content standards, and
curriculum guidelines, assess learning needs to
frameworks, and design cohesive and
assessed instructional comprehensive long- and
needs to ensure student short-term instructional
learning. (4/12/2020) plans that ensure high
levels of learning.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Teacher meets with other I was able to spend time
teachers once a week to looking at standards for
plan for the week and other grades, K-5th. I
whenever necessary to wanted to see what I
talk about long needed to do to prepare
term/short term for students in the upper
instructional planning. grades and also what type
Teacher tries to create of format and rigor
week blocks where each students will be expected
lesson builds on each for the CASSP.
other to create one larger (4/12/2020)
project. E.g. all writing is
not isolated but steps to
create a larger writing
sample that utilizes all
the tools they have
learned over the course of
the week. Teacher has
created a year long pacing
guide and has looked
over the pacing guide and
has made modifications
whenever necessary
during the course of the
year. (7/21/19) )
(12/14/19)
I meet with my
intervention teacher and
school instructional coach
to get feedback regarding
pacing and advice on
which students I need to
focus on. ) (12/14/19)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Plans instruction that Selects strategies for Incorporates 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
responsive pedagogy, learning needs. Provides language and learning
students’ diverse appropriate support and needs and styles to
4.4 Planning
language, and learning challenges for students. advance learning for all.
instruction that
Is aware of student Seeks to learn about needs and styles.
incorporates
content, learning, and students’ diverse learning (7/21/19) ) (12/14/19) Integrates results from a Facilitates opportunities
appropriate
language needs through and language needs (4/12/2020) broad range of for students to reflect on
strategies to meet
data provided by the site beyond basic data. assessments into their learning and the
the learning needs of
and district. planning to meet impact of instructional
all students
Uses assessments of students’ diverse learning strategies to meet their
students’ learning and and language needs. learning and language
language needs to inform needs.
planning differentiated
instruction. (7/21/19) )
(12/14/19) (4/12/2020)

Teacher plans by using

what he knows about
students interest to tailor
lessons that might invoke
more interest from
students. Teacher plans
by using current and up-
to-date formative and
summative assessments.
Teacher plans by using
those assessments,
analyzing them, and
targeting the
misconceptions students
have made. Teacher plans
a lesson that will create
opportunities to work
with struggling students
without disruption.
(7/21/19) ) (12/14/19)
Teacher uses small
groups and centers to
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

make time to differentiate
instruction and make
time to assess students
on a weekly bases.
Teacher meets with
intervention teacher to
refer students to her that
need extra support. )
(12/14/19) (4/12/2020)

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 instructional plans and adaptations to lessons
lessons to address plans. Uses culturally uses a variety of based on in depth
4.5 Adapting
students’ learning needs. responsive pedagogy and materials as the analysis of individual
instructional plans
additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. learning. (7/21/19) ) Engages with students to
assessed learning
(12/14/19) (4/12/2020) identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.

Teacher is quick to
acknowledge and make
adjustments before and
after lessons through
observational and written
assessments. Teacher
uses various knowledge
of individual students to
anticipate
misconceptions and make
plans to remedy those
misconceptions.
(7/21/19) ) (12/14/19)
Teacher identifies
students that need help
and helps them during
small group centers.
Teacher identifies what
students need help with
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

and provides help
through giving selective
homework, assessment
reports to parents, and
additional work in class
they can work on with or
without help of peers. )
(12/14/19) (4/12/2020)