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

We don’t have district I incorporate multiple Since my students may In the Hospitality lesson,
curriculum. We design “Getting to know my have different language I adjusted instruction and
our curriculum which is students activities” to proficiency levels and content to meet the
CCSS based.7/15/2023 become more familiar learning styles, I tailor diverse needs of students,
with and sensitive to their my instruction to meet and I offered the students
background in different individual needs, different ways to submit
ethnic, language, providing additional their work to
socioeconomic, and support to those who accommodate various
exceptionality groups. need it. For example, I learning styles. The
7/15/2023 offer 1:1 assistance, advanced students have a
provide Arabic lecture longer text to read and a
notes, and provide modified worksheet in
Digital versions of which they have more
printed versions for inferential questions they
students for easy access have to answer.
to the stories. (04/20/24)
(12/01/23)
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 Establishes and articulates
objectives for a single learning goals for skill communicates to articulates learning goals comprehensive short-term
lesson to students based development with students clear learning to students that integrate and long-term learning
4.2 Establishing and on content standards and students in single lessons goals for content that content standards with goals for students. Assists
articulating goals for available curriculum. and sequence of lessons. are accessible, students’ strengths, students to articulate and
student learning challenging, and interests, and learning monitor learning goals.
differentiated to address needs.
students’ diverse
learning needs.
I use the backward design I apply the learning I articulate learning goals
where the learning goals which are based at the beginning of class
objectives are shared with on appropriate academic in both Arabic and
he students at the content standards and English language to make
beginning of the class. use the backward design them accessible to all
7/15/2023 where the learning students. However, the
objectives are shared two versions of the
with the students at the Learning Objectives are
beginning of each class. presented separately, so
It helps them to grasp the students are
the bigger picture of encouraged to read them
their learning journey in the target language
and enables them to and do not rely on the
monitor their progress English version only.
and assess their Also, I communicate the
understanding of the goals both written and
material during the class orally so the students can
to achieve the stated understand and relate to
objectives. (12/01/23) them.
Moreover, a quick review
of what was already
presented and learned in
the previous lesson is
presented before new
material is shown.
(04/20/24)

Uses available curriculum Begins to plan curriculum Establishes short- and Refines sequence of long- Utilizes extensive
4.3 Developing and
CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

for daily, short- and long- units that include a series long-term curriculum term plans to reflect knowledge of curriculum,
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.

I breaks down knowledge, Outlining the content Each one of my planned

skills, and abilities into and learning objectives thematic units is
logically sequenced covered during one unit approximately 5-6 weeks
lessons that are linked to in a set period offers a long, each week building
the one unit, and I explain broader perspective, upon one another.
how the lesson objectives and helps me to Within each unit, there
serves the unit objectives. organize and sequence are short-term goals that
7/15/2023 subject matter concepts I want the students to
effectively.(12/01/23) master, and each
completed week allows
students to build more
and more unto the next.
All the weekly goals are
specific, measurable, and
achievable within a short
time frame. All the short-
term goals are connected
to long-term goals.
(04/20/24)
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 repertoire
suggested by curriculum sequence of lessons that instructional strategies to address learning styles of strategies specifically
guidelines. respond to students’ into ongoing planning and meet students’ meet students’ diverse
diverse learning needs. that addresses culturally assessed language and language and learning
4.4 Planning responsive pedagogy, learning needs. Provides needs and styles to advance
instruction that students’ diverse appropriate support and learning for all.
incorporates language, and learning challenges for students.
appropriate Is aware of student Seeks to learn about needs and styles. Facilitates opportunities
strategies to meet content, learning, and students’ diverse learning Integrates results from a for students to reflect on
the learning needs of language needs through and language needs Uses assessments of broad range of their learning and the
all students data provided by the site beyond basic data. students’ learning and assessments into impact of instructional
and district. language needs to planning to meet strategies to meet their
inform planning students’ diverse learning learning and language
differentiated and language needs. needs.
instruction.
I use the formative I differentiate lesson Teacher facilitates
assessments to adjust plans in a way that opportunities for student
instructions, activities, outlines specific reflection on their learning
or content according to strategies and and instructional impact
the students needs. accommodations used to throughout the exit tickets
Notes could be takes address the diverse and class discussions that
during classes to help language and learning focus on evaluating the
differentiated needs of students. My effectiveness of different
instructions in timely instructional plan learning methods.
manner. 7/15/2023 includes modifications (04/20/24)
based on the student's
needs. In the following
example, I modified the
instructions and content
for an advanced learner
to provide the
appropriate challenge.
(12/01/23)
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 Anticipates and plans for a
uses materials from materials in single lessons adaptations to adjustments to wide range of adaptations
curriculum provided. or sequences of lessons to differentiate instructional plans and to lessons based on in
4.5 Adapting address students’ instructional plans. Uses uses a variety of depth analysis of individual
instructional plans learning needs. culturally responsive materials as the student needs.
and curricular pedagogy and additional instructional needs arises
materials to meet the materials to support to support student Engages with students to
assessed learning students’ diverse learning. identify types of
needs of all students. learning needs. adjustments in instruction
that best meet their
learning goals.

Teacher could take Teacher uses a wide range

notes before, during, of strategies to check for
and after a lesson. That understanding during the
lesson. 12/01/2023
will help teacher to
determine whether I plan for diverse
students are making adaptations to lessons by
progress toward the conducting in-depth
learning goals. analyses of individual
7/15/2023 student needs. I utilize
(12/01/23) various assessments,
including pre-assessment
data (Like surveys) and
formative assessments
during lessons.
Additionally, I collect KWL
Charts that are given at the
beginning of each unit to
identify students' learning
goals. Based on their
expressed needs and what
they want to learn, I
modified the instruction
and content, such as
providing additional
examples or scaffolding
tasks, to meet students'
learning goals effectively.
(04/20/24)