Planning Instruction: What Strong Observation Evidence Can Look Like

Center California's teaching standards on student engagement, inclusive learning environments, subject matter, planning, and assessment evidence. For Planning Instruction, the strongest preparation question is not “Did I mention it?” but “What student evidence will make this part of CSTP 2024 observable?”

A classroom micro-scenario

The teacher models one example, students attempt a contrasting case, the teacher samples responses, then chooses either a brief re-model or a transfer task based on the evidence.

Teacher moves that fit this component

• model strategically rather than continuously
• release cognitive work to students
• use evidence to adjust pacing or support

Evidence students can produce

• students do the thinking
• teacher talk decreases when students are ready
• instruction changes when evidence changes

What an administrator may be able to see

• a learning target connected to a meaningful task
• success criteria that describe quality of thinking or performance
• lesson sequencing that anticipates prior knowledge and likely misconceptions

What students might be doing

• explain what they are learning and how they will know they are successful
• connect prior learning to the new task
• use criteria during work rather than only after grading

What students might be saying

• “Today we are learning to…, and I will know I can when…”
• “This connects to yesterday because…”
• “My work meets this criterion, but not this one yet.”

Artifacts that can make evidence concrete

• standards-to-task alignment map
• student-facing success criteria
• planned misconception and response notes

Weak evidence vs. stronger evidence

Common missed opportunities

• Planning Instruction is named in the lesson plan but no student behavior demonstrates it.
• The teacher can explain the intent, but the observer would have to infer too much because the evidence remains hidden.
• Only one student produces the evidence, so it is difficult to judge how broadly learning is occurring.
• The teacher collects information but the next instructional move does not respond to it.

Planning questions for Planning Instruction

1. At what exact moment should Planning Instruction become visible?
2. What should students be doing differently because this component is strong?
3. What student language would tell me the intended thinking is actually happening?
4. What artifact, response, or behavior can provide evidence beyond my own explanation?
5. What will I change if the evidence is weaker or stronger than expected?

Related CSTP 2024 components