CSTP

3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has a foundational Examines concepts in Understands and explains Uses broad knowledge of Uses extensive
knowledge of subject subject matter and the relationship between inter-relationships of knowledge of subject
matter, related academic academic language to essential subject matter concepts, academic matter concepts, current
3.1 Demonstrating language, and academic identify connections concepts, academic content standards, and issues, academic
knowledge of subject content standards. between academic language, and academic academic language in language, and research to
matter academic content standards and content standards. ways that ensure clear make relevant
content standards instruction. 7/11/19 10/7/19, 4/7/20 connctions and relevance connections to standards
to students. during instruction and
extend student learning.

I always preview the I have been looking to
lessons and curriculum to make connections
make sure I understand between lessons. An
the lesson plans and example is from
learning objectives. I subsequent science
adjust lessons depending lessons where students
on student abilities and learned the function of
classroom context. zebra stripes.
7/11/19 Students then learned
about nocturnal animals'
pupils. Students
made connections of
different animal
adaptations and
brainstormed with a
partner other
possibilities. I also
connected these lessons
to other Common Core
standards suggested by
the Next Generation
Science standards. This
addresses the NBPTS
Proposition 2: Teachers
know the subjects they
teach and how to teach
those subjects to
students. 10/7/19 ,
4/7/20

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. 7/11/19, 10/7/19 levels of vocabulary,
knowledge of curriculum guidelines. academic language, and
student development Provides explicit teaching Provides explicit teaching Provides explicit teaching proficiencies in self-
and proficiencies to of essential content of essential vocabulary, of specific academic directed goal setting,
ensure student vocabulary and idioms, key words with language, text structures, monitoring, and
understanding of associated academic multiple meanings, and grammatical, and stylistic improvement. Guides all
subject matter language in single lessons academic language in language features to students in using analysis
or sequence of lessons. ways that engage ensure equitable access strategies that provides
Explains academic students in accessing to subject matter equitable access and deep
language, formats, and subject matter text or understanding for the understanding of subject
vocabulary to support learning activities. range of student language matter.
student access to subject 4/7/20 levels and abilities.
matter when confusions
are identified. 7/11/19,
10/7/19, 4/7/20

Teaching kindergarten, a I adapt my instruction
lot of my instruction is based on students’ level
explicit teaching of of knowledge and their
essential content individual abilities. This
vocabulary. This also can be seen in reading
helps me see students’ groups as each child in
prior knowledge and if placed in a level and the
there are any gaps I need groups are fluid so when
to fill in before and a child is ready for the
during lessons. 7/11/19, next level, they can move
10/7/19, 4/7/20 as needed. 7/11/19

I adapt my instruction
based on students’ level
of knowledge and their
individual abilities. I first
ask questions to get the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
students excited about
the lesson and to connect
to their prior knowledge.
An example of this can be
seen during a recent
lesson plan where I asked
students if they had ever
seen an animal awake at
night. 10/7/19

I understand and am able
to communicate how
young students learn and
how early childhood
development impacts my
teaching strategies. When
teaching key vocabulary
or new academic
language, I make sure to
pair it with some sort of
visual or kinesthetic
movement to help the
children be able to access
it at a later time. For
example, when teaching
the rainbow, students
went around the room to
find things that were the
color we were learning
about. 4/7/20












CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. 7/11/19, extend student instruction.
facilitate student matter. 10/7/19, 4/7/20 understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
I adjust the provided
curriculum depending on
student knowledge. For
example, when doing a
math unit on shapes, the
majority of students
showed prior knowledge
of basic shapes, so I
reviewed the concepts
quickly and then
extended it into solids
and 3D shapes. We also
did a shape hunt, where
we looked at the
environment around us
for different shapes.
7/11/19, 10/7/19,
4/7/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. 7/11/19 diverse learning needs. understanding knowledge of subject
10/7/19, 4/7/20 connections within and matter.
across subject matter.
This is an area I continue I utilize a variety of
to want to grow in. Being instructional strategies. I
the only teacher in my began using Quizlet to
grade at my school, I have preview vocabulary and
to research and learn incorporate technology
about additional into lessons. 10/7/19
instructional strategies
on my own. I do this and I utilize a variety of
implement them the best instructional strategies. I
I can. One example of an began using Quizlet to
instructional strategy I preview vocabulary and
am going to implement incorporate technology
next school year is into lessons. I also
7/11/19 continue to research new
instructional strategies to
help enhance student
learning. This addresses
TLS: Domain 2- Accesses
and Uses Research to
Improve Practice and
Student Learning 4/7/20

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
resources, and resources, and instructional materials, technologies, and resources, technologies,
technologies for specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources, matter accessible to to students. 7/11/19 and skill development in needs and make subject extend student
technologies, and students. subject matter. Resources matter accessible to understanding and
standards-aligned Explores how to make reflect the diversity of the students. critical thinking about
instructional Identifies technological technological resources classroom and support subject matter.
materials including resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to 7/11/19, 10/7/19 subject matter. 10/7/19, equitable access to Ensures that student are
make subject matter 4/7/20 materials, resources, and able to obtain equitable
accessible to all technologies. Seeks access to a wide range of
students Guides students to use outside resources and technologies through
available print, electronic, support. ongoing links to outside
and online subject matter resources and support.
resources based on
individual needs. 4/7/20
I have a set curriculum Use of interactive games
for some subject areas, to support vocabulary use
but I continue to seek for all students-
other resources to especially English
supplement it as needed. learners. An example is of
7/11/19 an interactive game on
the computer that helps
deepen the
This is a very hard area understanding of how
for my lessons right now people lived a long time
because my school does ago. 10/7/19
not have an emphasis on

technology. I have one My school site only has
computer in the room one computer for all 15
and use a personal students. However, I have
computer to play videos been able to guide
as needed. In order to students on how to use
meet the technology the computer to utilize
standards, I have to plan word processing to
out each child being on publish their writing and
the computer one at a print it once finished.
time in which I also have Students have also been
to support them. taught how to access
7/11/19, 10/7/19 online platforms for
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
technology activities.
4/7/20
































CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional Identifies language Integrates knowledge of Engages English learners
primary language and information describing proficiencies and English English language in assessment of their
English language elements of culture and learner strengths in the development, English progress in English
proficiencies based on language proficiencies in study of language and learners’ strengths and language development
available assessment listening, speaking, content. Differentiates assessed needs into and in meeting content
data. 7/11/19 reading, and writing. Uses instruction using one or English language and standards. Supports
multiple measures for more components of content instruction. students to establish and
assessing English English language monitor language and
learners’ performance to development to support content goals.
3.6 Addressing the
identify gaps in English English learners.
needs of English
language development. Develops and adapts
learners and student
Provides adapted 10/7/19, 4/7/20 Creates and implements instruction to provide a Is resourceful and flexible
with special needs to
materials to help English scaffolds to support wide range of scaffolded in the design, adjustment,
provide equitable
learners access content. Attempts to scaffold standards-based support for language and and elimination of
access to the content
content using visuals, instruction using literacy content for the range of scaffolds based on
models, and graphic strategies, SDAIE, and English learners. English learners’
organizers. 7/11/19, content level English proficiencies, knowledge,
10/7/19 language development in and skills in the content.
order for students to
improve language
proficiencies and
understand content.
4/7/20
I do not have any English I do have a few students To help support English
Learners in my class. All who English is not the Language Learners, I
students have come from primary language at implement different
families where English is home. I am aware of their strategies such as visual
the only language spoken primary language and supports, previewing/
at home. 7/11/19 have visual labels in the explicit teaching of
classroom in their academic vocabulary, and
primary language to help technology resources to
support their language help support their English
development. Here is an development and make
example to support one the content accessible to
of my students who them.
French is their primary
language spoken at
home. 10/7/19, 4/7/20

Even though I do not have
any English Learners, I do
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
have very young students,
so I use a lot of visual
supports, models, and
graphic organizers in my
lessons. One example of
this can be seen in the
writing center where
visual and text supports
are used for key words.
7/11/19

I utilize visual supports as

much as possible across
curriculum. An example
is the use of visual
supports utilized during
math vocabulary.
10/7/19

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the Seeks additional Utilizes information on Integrates Guides and support the
full range of students information on the full the full range of students accommodations, full range of student with
identified with special range of students identified with special adaptations, and special needs to actively
needs through data identified with special needs to assess strengths extensions to instruction engage in the assessment
provided by the school. needs to address and competencies to for the full range of and monitor their own
challenges or supports in provide appropriate students with special strengths, learning needs,
single lessons or challenge and needs to ensure adequate and achievement in
sequence of lessons. accommodations in support and challenge. accessing content.
instruction. 7/11/19,
Attends required meeting 10/7/19, 4/7/20 Communicates and Communicates and
with resource personnel Cooperates with resource collaborates with collaborates with
and families. personnel, para- Communicates regularly colleagues, support staff, resource personnel, para-
educators, and families with resource personnel, and families to ensure educators, families,
3.6 Addressing the
during meetings and para-educators, and consistent instruction. leadership, and students
needs of English
activities in support of families to ensure that Supports families in in creating a coordinated
learners and student
learning plans and goals. student services are positive engagement with program to optimize
with special needs to
provided and progress is school. success of the full range
provide equitable
made in accessing of students with special
access to the content
Learns about referral appropriate content. Initiates and monitors needs.
processes for students 7/11/19, 10/7/19, referral processes and
with special needs. Seeks additional 4/7/20 follow-up meeting to Takes leadership at the
information on struggling ensure that students site/district and
learners and advanced Refers students as needed receive support and/or collaborates with
learners to determine in a timely and extended learning that is resource personnel to
appropriateness for appropriate manner integrated into the core ensure the smooth and
referral. supported with curriculum. 4/7/20 effective implementations
documented data over of referral processes.
time, including
interventions tried
previous to referral.
7/11/19, 10/7/19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
This year, I do not have My school site does not
students with special have a formal way of
needs- however, last year initiating or monitoring
I did. I have a background referral processes for
in behavioral therapy, so I students. However, when
worked closely with the I feel a child needs
agency that supported my additional support or I
student. I continually feel I need additional
assessed her and support in supporting a
provided updates for the student, I go to
aide and agency. administration to ensure
7/11/19, 10/7/19, it is handled in a timely
4/7/20 matter. 4/7/20

I regularly communicated
with her parents and aide
on patterns of behavior I
saw in the classroom.
7/11/19, 10/7/19,
4/7/20

I constantly communicate
with administration on
how best to support
struggling students and
seek additional support
when needed. An
example is of a “running
record” of behavior for a
previous student.
7/11/19, 10/7/19