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
available curriculum and sequence of lessons using instruction based on instruction, which is
information from district additional assessment knowledge of students’ based on broad
and state required information on student academic readiness, knowledge of students.
assessments. academic readiness, academic language, Matches resources and
language, cultural diverse cultural specific strategies to
background, and backgrounds, and students’ diverse learning
4.1 Using knowledge
individual development. individual cognitive, needs and cultural
of students’ academic
social, emotional, and backgrounds.
readiness, language
physical development to
proficiency, cultural
meet their individual
background, and
needs.
individual
Is aware of impact of bias Becomes aware of Planning addresses bias,
development to plan
on learning. potential areas of bias Examines potential stereotyping, and
instruction.
and seeks to learn about sources of bias and assumptions about
culturally responsive stereotyping when cultures an members of
pedagogy. 9/27/17 planning lessons. Uses cultures. 12/14/18
culturally responsive
pedagogy in planning.
2/1/18

I’ve used “ticket-out-the- I’ve used “ticket-out-the-
door” half-sheets to see door” half-sheets to see
how well a student how well a student
understands the material. understands the material.
This serves as additional This serves as additional
assessment prior to the assessment prior to the
actual exam. Just because actual exam. Just because
students take notes and students take notes and
attempt the homework, attempt the homework,
shouldn’t be reason shouldn’t be reason
enough to conclude that enough to conclude that
they fully comprehend they fully comprehend
the material. These the material. These
additional assessment additional assessment
help clarify this. 9/27/17 help clarify this. In this
particular ticket-out-the-
door, students are solving
quadratic equations by
either factoring, using the
quadratic formula, or by
completing the square.
The evidence I would use
here would be Aleks since
it enhances my
knowledge of student’s
academic readiness and
helps me see if they have
mastered language
proficiency. Every
student also has their
own individualized
learning plan, so it
definitely helps me
develop instruction plans
for lessons or small group
activities we would do
during the unit. Aleks has
indeed been a beneficial
tool for my students this
year. 12/14/18
The evidence provided is
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Upon grading these half- a flyer to an event the
sheets of paper, I was club I advise will be
able to deduce that the holding this month.
majority of the students University students from
were having a difficulty the neighboring schools
solving quadratic will be visiting my school
equations by using the site and meeting with my
quadratic formula. students to talk about
Therefore, I spent an college life and what to
extra day on this topic so expect as high school
students could practice it students make the
and be able to master it transition. I will be
before the exam. 2/1/18 overseeing the event,
(Evidence as seen on my which will be held inside
portfolio) my school site’s library.
4/25/19 (Evidence
provided in my portfolio)

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 9/27/17 and differentiated to interests, and learning students. Assists students
address students’ diverse needs. 12/7/18 to articulate and monitor
learning needs. 2/1/18 learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
We always start our notes
with an essential
question and goal. By
doing this, students are
aware of what is expected
of them for the lesson.
They should begin seeing
a pattern within the goals
of the unit. Our goals
should begin connecting
with every lesson of the
unit. Thus, making it clear
what it is that we wanted
our students to be able to
do once we finished.
9/27/17
Applying
We always start our notes
with an essential question
and goal. By doing this,
students are aware of
what is expected of them
for the lesson. They
should begin seeing a
pattern within the goals
of the unit. Our goals
should begin connecting
with every lesson of the
unit. Thus, making it clear
what it is that we wanted
our students to be able to
do once we finished. In
these particular notes, the
essential question that
students wrote down is
“What factoring methods
do we use to completely
factor the quadratic
expressions?”. Students
have been taught the
following factoring
methods; factoring out
the GCF (greatest
common factor), factor by
grouping, and factor by
guess and check when the
leading coefficient is 1 or
greater than 1. 2/1/18
(Evidence as seen on my
portfolio)
Integrating Innovating
Having the unit goals
posted somewhere in the
classroom allows the
students to see what it is
that we are trying to
complete and what is
expected of them. One
way I have begun to
establish goals for
student learning has been
by using the Peer-Grade
website which has
students upload work
and has it anonymously
assigned to review/grade
other students’ work.
Completing these
assignments and grading
them helps the students
arrive at mastering the
unit goals posted
somewhere in the
classroom. 12/7/18
The evidence provided is
a copy of a review
assignment we did after
each lesson that serves to
emphasize what we
learned the previous day.
Aside from having
students practice what
was learned, they are also
required to include
written explanations on
their thought process for
each problem solved.
9/15/18 (Evidence
provided in my portfolio)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
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 9/27/17
learning
Math continuously builds
upon itself so it is crucial
that I plan curriculum
units that connect
lessons. I ultimately want
my students to be able to
see a math problem and
recall how to do it and
why we do how we do it.
We are working hard in
class every day to link
long-term planning to
support student learning.
In the evidence provided,
I have included some
warm-up problems
incorporating ideas we
have previously learned.
The unit we were on was
Solving Quadratics, and
these warm-up problems
helped the students
practice the methods we
have already gone over.
9/27/17 (Evidence as
seen on my portfolio)
Applying Integrating Innovating
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. 8/13/18 learning. 8/13/19 plans that ensure high
levels of learning.
I was able to create my The evidence provided is
lessons and the sequence the creation of
during this past summer. assessments based on
I made calendars for data collected from
every unit that I was able previous school years to
to share with my students help in effective student
so they would know learning. Collaborating
important dates. These with colleagues during
dates include when professional development
assignments would be days and during our
due, when we would have conference periods has
small group activities, provided us with the
and when we would have opportunity to create
an assessment. I have these assessments. The
been sharing these main source for our
calendars on my Google gathering of data is
Classroom page. This Illuminate. 8/13/19
process has allowed me (Evidence provided in my
to develop and sequence portfolio)
long-term and short-term
instructional plans to
support student learning.
8/13/18
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring
Plans instruction that Selects strategies for
incorporates strategies single lessons or
suggested by curriculum sequence of lessons that
guidelines. respond to students’
diverse learning needs.
4.4 Planning
instruction that
incorporates
appropriate Is aware of student Seeks to learn about
strategies to meet content, learning, and students’ diverse learning
the learning needs of language needs through and language needs
all students data provided by the site beyond basic data.
and district. 9/27/17
I have incorporated
different learning
strategies in the past, but
mainly use the ones that I
notice benefit my
students. Each class is
different, and what may
work for my 4th period
may not work for my 5th
period class. I want my
students to be excellent
critical thinkers so I give
them an appropriate
platform to show their
growth. I’ve used Think-
Pair-Share, Venn
diagrams, using
whiteboards, and KWL
charts, to name a few.
9/27/17
Applying Integrating Innovating
Incorporates Plans instruction using a Plans instruction
differentiated wide range of strategies incorporating a
instructional strategies to address learning styles repertoire of strategies
into ongoing planning and meet students’ specifically meet
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
language, and learning challenges for students. advance learning for all.
needs and styles.
Integrates results from a Facilitates opportunities
Uses assessments of broad range of for students to reflect on
students’ learning and assessments into their learning and the
language needs to inform planning to meet impact of instructional
planning differentiated students’ diverse learning strategies to meet their
instruction. 11/26/18 and language needs. learning and language
needs.
I have incorporated
different learning
strategies in the past, but
mainly use the ones that I
notice benefit my
students. Each class is
different, and what may
work for my 4th period
may not work for my 5th
period class. I want my
students to be excellent
critical thinkers so I give
them an appropriate
platform to show their
growth. I’ve used Think-
Pair-Share, Venn
diagrams, using
whiteboards, and KWL
charts, to name a few. In
the evidence provided, I
have included a sample of
a Venn diagram that has
students comparing and
contrasting different
methods used to solve a
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
particular question. I
have also included a
sample of a KWL chart
which has the students
list what they know, what
they would like to know,
and what they eventually
learned when being
taught a particular lesson.
(Evidence as seen on my
portfolio)

I tend to incorporate
more technology during
review sessions at the
end of the units because
students can find the
resources helpful and
because it eliminates
boring and repetitive
activities. One such tool I
have used to review was
Plickers. Plickers allows
teachers to collect
assessment data without
the need for student
electronic devices. All
students can participate
and engage in learning
regardless of their ability
to afford a smartphone or
tablet. It also helps plan
instruction that
incorporates appropriate
strategies that meet the
learning needs of all
students. 11/26/18

The evidence provided

echoes the evidence for
sub-standard 4.3.
Assessment data
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
collected previously helps
adjust and inform
differentiated instruction
among my students. Each
student learns at a
different pace, so it is
fitting that many require
certain accommodations
during lessons.
Colleagues have assisted
in the creation of these
assessments which we
assign early on in the
school year to get to
know our group of
students. The main
source of data collection
and assessment creation
is Illuminate. 8/13/18
(Evidence provided in my
portfolio)

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
9/27/17 additional materials to instructional needs arises student needs.
and curricular
support students’ diverse to support student
materials to meet the
learning needs. 9/30/17 learning. 11/26/18 Engages with students to
assessed learning
identify types of
needs of all students.
adjustments in
instruction that best meet
their learning goals.
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying Integrating Innovating
Students have Students have As stated above, students
demonstrated their liking demonstrated their liking continue to demonstrate
of personal whiteboards of personal whiteboards their liking of personal
in the past. I like these in the past. I like these whiteboards during
because it is a perfect because it is a perfect review sessions. Instead
learning strategy to get learning strategy to get of using actual
your quieter students your quieter students whiteboards this time
participating. I give my participating. I give my however, I have students
students a math problem students a math problem go to the AWWapp
to solve on their own to solve on their own website and use their
sheet of paper, and then sheet of paper, and then Chromebook as their
they are to show me the they are to show me the personal whiteboards. It
answer on the answer on the is much more organized
whiteboard. I ask for whiteboard. I ask for this way because the app
boards up and every boards up and every provides many other
student is actively student is actively tools that we wouldn’t be
learning and learning and able use the old fashioned
participating. The participating. The way. The personal
whiteboards and whiteboards and whiteboard website
Chromebooks are two Chromebooks are two allows me to adapt
materials I have begun to materials I have begun to curricular materials to
incorporate and adapt incorporate and adapt meet the assessed
into lessons. 9/27/17 into lessons. In the learning needs of all my
evidence provided, I have students. 11/26/18
included a picture of the
whiteboards students use The evidence provided is
in my class to show me the website, Teachers Pay
the answers they got for Teachers. Even though I
particular questions I may not directly
may ask them to solve. It collaborate with these
is an excellent way to other teachers, I use their
have quiet students lessons or activities and
participate so I can see apply them in my
how well they understand classroom. It is an
a particular topic. excellent opportunity to
9/30/17 (Evidence as get to meet and work
seen on my portfolio) with educators all over
the united states and
beyond. 9/17/18
(Evidence provided in my
portfolio)
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students