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 instruction based on instruction, which is based instruction that provides
information from district using additional knowledge of students’ on broad knowledge of systematic opportunities
and state required assessment information academic readiness, students. Matches for supporting and
assessments. on student academic academic language, resources and speci ic extending student learning
readiness, language, diverse cultural strategies to students’ based on comprehensive
4.1 Using knowledge cultural background, backgrounds, and diverse learning needs information on students.
of students’ academic and individual individual cognitive, and cultural backgrounds.
readiness, language development. social, emotional, and
pro iciency, cultural physical development to
background, and meet their individual
individual needs. Planning addresses bias, Engages students in the
development to plan Is aware of impact of bias stereotyping, and analysis of bias,
instruction. on learning. Becomes aware of Examines potential assumptions about stereotyping, and
potential areas of bias sources of bias and cultures an members of assumptions.
and seeks to learn about stereotyping when cultures.
culturally responsive planning lessons. Uses
pedagogy. culturally responsive
pedagogy in planning.
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 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

I plan single lessons and March 15 2023 Fall 2023: 02/15/2024
always have a layout Pre-assessments to Evidence:I am addressing For cultural comparisons it
with learning goals. I determine academic biases and stereotypes is very important to me to
include assessment readiness and adjusting mostly in context of teach my students a non
methods at the my planning. The example exploring cultural topics stereotypical way to
beginning to determine here shows a where some prior approach differences.
possible need for 'Ferienbericht'. I have all knowledge might lead to When students compare I
clari ications/re- students of all levels write overgeneralization. One teach them to ind and
teaching. I am trying to a short summary of what example is the diversity of understand causes for
improve integrating they did (after we had a the different states within differences between
more of knowledge break). Instructions Germany that all have cultures rather than
about students’ according to level. The their individual cultural weighing them out in the
individual cognitive, example here is level one, identities. I explain the sense of one being superior
social emotional needs focussing on vocab, states and then show the over the other.
to have lessons tailored simple, present-tense variety in videos that Artefact: Here, we talked
better for my students’ sentence structures summarize states by about homelesness in
needs. (syntax). This way I can larger regions (Southern Germany. I give this
assess their level and Germany, Northern stimulus irst to have
include individual needs. Germany, etc.). students understand the
This leads students to topic and from there we
re lect on their own talk about reasons for it
culture to foster inclusive and major problems
culture and avoiding following homelesness.
stereotypes. Goal is for students to
Artefact: Questions on understand how people
regions (individual states) end up in these situations
to avoid through external factors.
overgeneralization over all Connection to NBPTS:1.4
German states).
Compare to ISTE 5.2c
(Equity, Leader)
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 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 articulates Establishes and articulates
objectives for a single learning goals for skill communicates to students learning goals to students comprehensive short-term
lesson to students based development with clear learning goals for that integrate content and long-term learning
4.2 Establishing and on content standards and students in single content that are standards with students’ goals for students. Assists
articulating goals for available curriculum. lessons and sequence of accessible, challenging, strengths, interests, and students to articulate and
student learning lessons. and differentiated to learning needs. monitor learning goals.
address students’ diverse
learning needs.

Fall 2022: I do Spring 2023: All the Fall 2023: 03/13/2024

communicate learning above + Academic content, Evidence: I have improved
goals for skill academic language are the integration and
development at the directly connected to communication of
beginning of each (well 'relevance' for students. learning goals into my
almost each) lesson. The lessons and I make them
goals and the additional easier accessible by using
material directly more tech tools. Students
connected to the skills can access the different
are accesible to all sources through Google
students on Google Classroom and chose what
Classroom. source its their learning
need (guided).
Furthermore I am creating
more rubrics (alter them)
for certain projects to
make learning goals more
visible and grading more
transparent.
Artefact: Rubric (Group
Work)
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Students can monitor their
own progress and goals
better if for major
assignments they have a
rubric at hand. I therefore
use rubrics more often.
Some of those are made by
myself OR for AP I usually
share rubrics published
from CollegeBoard.
Artefact: Rubric (excerpt) I
share when students write
an essay.
Connection to NBPTS 3.5
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Element Emerging Exploring Applying Integrating Innovating

Uses available curriculum Begins to plan Establishes short- and Re ines sequence of long- Utilizes extensive
for daily, short- and long- curriculum units that long-term curriculum term plans to re lect knowledge of curriculum,
4.3 Developing and term plans. include a series of plans for subject matter integrations of curriculum content standards, and
sequencing long-term connected lessons and concepts and essential guidelines, frameworks, assess learning needs to
and short-term are linked to long-term related academic language and assessed instructional design cohesive and
instructional plans to planning to support and formats that support needs to ensure student comprehensive long- and
support student student learning. student learning. learning. short-term instructional
learning plans that ensure high
levels of learning.
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 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
I may ind myself also in
the emerging and
exploring stage here. -I
though do have short and
long-term plans for the
subject matter contexts. I
see students from level 1
and know where they are
ideally when they are in
AP German. This is a
privilege I have as the only
German teacher at our
school.
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Integrating Innovating
March 5 2023
I communicate the long
term goals at the
beginning of the school
year and they can be seen
in my syllabus. During
classes I share short term
goals through weekly
plans and study-guides.
Level has not changed
(Fall 2023), however my
increasing experience in
teaching helps me
understand the pacing of
content better so planning
becomes easier and more
effective.
Spring 2024:
The initial curriculum I
planned for both German2
and 2 has turned out to be
too much to teach in one
year. I therefore in
accordance with our
department have changed
the curriculum to make it
it in 2 semesters. This
also gives us more time for
other projects that
increase interest and
enthusiasm about the
content.
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 to incorporating a repertoire
suggested by curriculum sequence of lessons that instructional strategies address learning styles of strategies speci ically
guidelines. respond to students’ into ongoing planning that and meet students’ meet students’ diverse
diverse learning needs. addresses culturally assessed language and language and learning
4.4 Planning
responsive pedagogy, learning needs. Provides needs and styles to
instruction that
students’ diverse appropriate support and advance 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 the
content, learning, and students’ diverse Integrates results from a for students to re lect on
learning needs of all
language needs through learning and language Uses assessments of broad range of their learning and the
students
data provided by the site needs beyond basic data. students’ learning and assessments into planning impact of instructional
and district. language needs to inform to meet students’ diverse strategies to meet their
planning differentiated learning and language learning and language
instruction. needs. needs.
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 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Fall2022:I use different
modes of instruction to
foster students’ various
skills in speaking, reading,
listening and writing. I do
use results of assessments
of those kinds of use of
language to adjust my
instruction.
Spring 2024:
Updated:
I regularly assess student
progress and chose
exercises where the
majority of the students
scored low. These will be
retaught. Students
appreciate this especially
for exercises we have in
the ‚exam-relevant‘ ile.
This way they know they
don’t study with incorrect
answers to questions.
Furthermore I praise
students for the exercises
they scored high.
Connection to: NBPTS
3.3 and 3.4
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Integrating Innovating
Fall 2023:
My students can now
bene it more from the fact
that I teach most of them
for the irst three and
some even until their
senior High School year.
This gives me the option
to very well evaluate
student work to then use
the information for better
individual instruction.
This also helps me in
grouping students in a
way most bene icial for
learners within that
group.
Artefact: Warm Up
activities like this one are
often tailored individually.
Here, students can talk
about advantages and
disadvantages (Vorteile/
Nachteile) of what they
did over the weekend.
Students get individual
examples, for those who
like sports, computer,
nature etc…
 CSTP 4: Planning Instruction and Designing Learning Experiences for All Students
Element Emerging Exploring Applying
Implements lessons and Begins to adapt plans Makes adjustments and
uses materials from and materials in single adaptations to
curriculum provided. lessons or sequences of differentiate instructional
4.5 Adapting lessons to address plans. Uses culturally
instructional plans students’ learning needs. responsive pedagogy and
and curricular additional materials to
materials to meet the support students’ diverse
assessed learning learning needs.
needs of all students.
I adjust my lessons to the
individual needs of a class
and of students to the
extent possible. One of my
classes has very different
learner types and this
makes me using different
instructional methods and
also different training
methods. (Example:
Learning by playing a
game, Learning by doing
an exercise together VS.
Individual competitive
Work/exercise-Packet
style.)
Fall 2023: Level of
performance has not
changed signi icantly,
however, I have become
more lexible in changing
my instruction according
to students’ learning
needs.
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Integrating Innovating
Makes ongoing Anticipates and plans for a
adjustments to wide range of adaptations
instructional plans and to lessons based on in
uses a variety of materials depth analysis of individual
as the instructional needs student needs.
arises to support student
learning. Engages with students to
identify types of
adjustments in instruction
that best meet their
learning goals.
01/10/2024
The instructional needs of
this year’s freshmen class
are signi icantly different
compared to years before.
It took me the irst
semester of this school
year to come up with a
new strategy to make sure
students reach their
learning goals. The main
adjustment is including
more well structured/
scaffolded exercises on
one (same) topic.