4.

1 Using knowledge of students’ academic readiness, language proficiency, cultural

background, and individual development to plan instruction.
 Level of Development: Applying 
 Plans differentiated instruction based on knowledge of students’ academic readiness, academic
language, diverse cultural backgrounds, and individual cognitive, social, emotional, and physical
development to meet their individual needs.

 Examines potential sources of bias and stereotyping when planning lessons. Uses culturally
responsive pedagogy in planning.

Date: 9/21/19
Evidence:                                                                                                                      
 
 I work with students in small groups. I group them according to their language proficiency in ELA and
according to their academic readiness in math. Providing instruction in smaller groups help me meet the
students’ needs that varies widely between a high achiever and a student below grade level. Also, it helps
me provide the scaffolding where needed as well as provide enrichment where needed. Freckle Education
Date: 3/12/20

4.2 Establishing and articulating goals for student learning

Level of Development: Applying
 Establishes and communicates to students clear learning goals for content that are accessible, challenging,
and differentiated to address students’ diverse learning needs.
Evidence:
 I start my lessons by stating the objective in a kid friendly language. It helps shift the students’ attention
and prepare them to what’s ahead. Goals can be differentiated according to students’ abilities and needs.
For example, when teaching prefixes, the number of new prefixes needed for achieve the learning goal
would be different depending on students abilities and needs. Objectives on the board
Date: 3/12/20

4.3 Developing and sequencing long-term and short-term instructional plans to support
student learning

Level of Development: Exploring

 Begins to plan curriculum units that include a series of connected lessons and are linked to long-term
planning to support student learning.

Evidence:
 I complete an annual curriculum plan before the school starts that includes the learning outcome that
students need to achieve by the end of third grade. I break down the annual plan into weekly lesson
plans to ensure achieving those long term goals. I refer to the annual plan periodically to monitor
progress. Annual Plan and Weekly Lesson Plan
Date: 3/12/20

4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs
of all students
Level of Development: Applying
 Selects strategies for single lessons or sequence of lessons that respond to students’ diverse learning
needs.

 Seeks to learn about students’ diverse learning and language needs beyond basic data.

Evidence: 
I use visuals, graphic organizers, sentence starters.. to help me scaffold the students learning. Graphic organizer

Date: 3/12/20

4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs
of all students.
Level of Development: Integrating
 Makes ongoing adjustments to instructional plans and uses a variety of materials as the instructional
needs arises to support student learning.
Evidence:
 I use a lot of formative assessments to help me make adjustments needed based on students’
performance and understanding of the material. Examples include Kahoot games, whiteboards, think pair
share..
Date: 3/12/20