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Standard 4 - Planning Instruction and Designing Learning Experiences for All Students
Teachers use knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction. They establish and articulate goals for student learning. They develop and sequence long-term and short-term instructional plans to support student learning. Teachers plan instruction that incorporates appropriate strategies to meet the diverse learning needs of all students. They modify and adapt instructional plans to meet the assessed learning needs of all students.
4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
As teachers develop, they may ask, “How do I…” or “Why do I…”
Interact with colleagues to identify difficult concepts or skills and revise future lessons
Guidance: Use data from student work, team meetings, and PLCs to identify patterns of difficulty. Collaboratively design interventions or reteaching strategies.
Proactively prepare for appropriate adjustments based on my assessment of student learning while teaching
Guidance: Create flexible lesson plans with built-in decision points. Prepare anchor activities, scaffolds, and enrichment tasks in advance.
Strengthen existing plans for students at identified levels of English proficiency
Guidance: Embed visual supports, collaborative structures, and sentence stems aligned with student ELD levels. Adjust academic vocabulary load accordingly.
Strengthen existing plans for students with special needs
Guidance: Incorporate accommodations from IEPs and 504s. Adjust pacing, access to materials, and modes of expression for universal design.
Reflect on successes and struggles and revise lesson strategies accordingly
Guidance: Keep a teaching journal or digital notes. Document what worked, what didn’t, and why. Use that insight to revise lesson structure and pacing.