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 Usesbroadknowledgeof Uses extensive knowledge
knowledge of subject subject matter and the relationship between inter-relationships of Of subject matter concepts,
3.1 Demonstrating matter, related academic academic language to essential subjectmatter concepts, academic current issues, academic
knowledge of subject language, and academic identify connections concepts, academic content standards, and language, and research to
matter academic content standards. between academic language, and academic academic language in ways make relevant connections
content standards content standards and content standards. that ensure clear to standards during
instruction. connections and relevance instruction and extend
to students. student learning.

I make sure to Before I start a new Before I start a new lesson I constantly am doing
understand the lesson I tell my class with my class I will either
research and my own
have my students create the
content and standards the topic or title of what professional
objective statement, “I
before planning and we will be learning. I development to
Can…” or I will provide
teaching lessons. often let them create an ensure I am being the
the objective for my
When planning and objective, “I Can…” students. We will choral best educator I can
teaching the lesson I statement, sometimes I read the objective together be. I also instill the
ensure that the create the objective for and discuss what it means. research and inquiry
We will set a class goal in my students. After
lesson(s) not only the class. Then I ask the
before starting the new introducing a new
meet the standard but class to tell me why it is
lesson. This goal will be lesson or unit in
are relatable to my important we learn this Science I have my
based on what the class
students so that they and master it. I call on a wants to achieve with the students explore the
may use the skills few students and I then new standard/objective. topic on
learned in different will write both the Throughout the lesson I Wonderopolis. A
lessons and subject objective and the will remind students of the website that students
matter. “why” on the meaning of academic terms can dive deeper into
10/1/19 whiteboard for students or have students recall the Science content and
to remember what it is meanings. This will help to show what they have
further understanding the learned.
we are learning and
content being learned. I 4/10/2021
why it is important to always try to keep my
learn the material. I students engaged with
believe this helps interactive lessons and
students to be more topics that the students can
focused and realize relate to.
why this information is 11/5/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
important to know for
their futures.
5/1/20
Has basic knowledge of Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
student stages of student development responseto knowledgeof range of students knowledge of students
development while and implements learning student development and development into to guide all students to
becoming aware of activities in single proficiencies to meet instructionaldecisions to develop proficiencies,
differences in students’ lessons or sequence of students’ diverse learning ensure student understand subject matter
understanding of subject lessons that addresses needs. Ensures understanding of the including related academic
matter. students’ proficiencies understanding of subject subject matter including language.
and support matter including related related academic language.
Teaches subject-specific understanding of subject academic language. Engages student at all
3.2 Applying vocabulary following matter includingrelated Providesexplicitteaching levels of vocabulary,
knowledge of student curriculum guidelines. academic language. Provides explicit teaching of specific academic academic language, and
development and of essential vocabulary, language, text structures, proficiencies in
proficiencies to Provides explicit idioms, key words with grammatical, and stylistic self-directed goal
ensure student teaching of essential multiple meanings, and language features to setting, monitoring, and
understanding of content vocabulary and academic language in ways ensureequitableaccessto improvement. Guides all
subject matter associated academic that engage students in subject matter students in using
language in single accessing subject matter understanding for the analysis strategies that
lessons or sequence of text or learning activities. range of studentlanguage provides equitable access
lessons. Explains levels and abilities. and deep understanding
academic language, of subject matter.
formats, and vocabulary
to support student
accessto subject matter
when confusions are
identified.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I teach multiple lessons At the beginning of a
on one topic to ensure new unit I have my
that my students are not students create a
only understanding the learning goal which
material being taught we then will meet
but also can become about and discuss.
teachers of the material After the final unit
themselves. Reviewing assessment is
and discussing topics complete we (the
throughout the day and student and myself)
relating them to other will conferences
subject matter will help about the their
students to further learning goal and see
understand the content. the progress the
Planning and teaching student has made
cross-curricular toward that
lessons. 10/1/19 individual goal.
4/10/2021
I continue to make sure
to discuss and teach
new content multiple
times and through
multiple means. This is
so important in order
for students to retain
information and meet
the styles of each
learner.
5/1/20

I constantly remind
students of recalled
knowledge and ask
students to recall
information on the
topic. I ensure I reach
each student by
allowing them
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
differentiated
assignments to complete
the same work and to
show understanding of
the standard. 11/5/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by of curriculum and curriculum and student curriculum and resources of curriculum and related
site and district to support considers adjustments in readiness to organize and to organize and adjust resources to flexibly and
student understanding of single lessons or adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
the subject matter. sequence of lessons to ensure student across subjectmatterto adjust instruction.
curriculum to
support understanding understanding. extend student
facilitate student
of subject matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.

I use supplemental I have students

resources throughout demonstrate their
different lessons to evidence of learning
encourage learning through multiple means,
through multiple questions and answers,
means. summary/journal
10/1/19 writing, question of the
day as a review,
formative and
summative assessments.
10/1/19

I make sure to
incorporate a variety of
tools and different ways
to learn the same
material. If a topic is not
being understood as
quickly as I thought or if
the class discussion is
beneficial and going
into another subject, I
am able to adjust my
plans and lessons to
continue in the thriving
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
lesson where I know
students are learning.
5/1/20

Especially during this

time being virtual, I give
my students multiple
opportunities and
platforms to show their
understanding of
learning new content and
give my students time to
practice those newly
learned skills. Most of
the platforms I allow
students to use I as the
teacher can check the
students’ progress.
11/5/20

As we continue to have a
hybrid model allowing
students the opportunity
to grow in technology by
using new platforms
allows them to grow
academically and in their
technology skills. Most
of the platforms I use
allow me to check
student progress and
monitor student work
while they are using the
platform in class (live).
4/10/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing
curriculum. lessons or sequenceof student understanding of students’ diverse learning, enthusiasm, meta-cognitive
instructional
lessons to increase academic language to ensure student abilities, and support and
strategies that are
student understanding appropriate to subject understanding of academic challenge the full range of
appropriate to the
of academic language matter and that addresses language, and guide student towards a deep
subject matter
appropriateto subject students’ diverse learning student inunderstanding knowledge of subject
matter. needs. connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I always try to tie
different subject matter
to one another
throughout the day or
week in order to
encourage recall
memory and
understanding of
content. I teach using
different strategies
within the same topic in
order to meet all
students’ learning
styles and needs, ex;
video, text and
discussion.
10/1/19

When teaching lessons

it is important to tie
other lessons to each
other, this helps
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
students to retain and
recall information
learned. Having lessons
that are cross-curricular
will help with this and
also achieve a deeper
understanding of the
content being learned.
I use multiple styles in
my teaching to address
all learning styles and
differentiation in my
lessons for all my
students.
5/1/20

Being that our time is

shorter now for
instruction than it is
when we are in-person
for instruction it is
imperative to link
multiple subjects
together in order for
students to learn cross-
curricular. It has been
easiest to prepare cross-
curricular lessons in
ELA and Social Studies
or ELA and Science.
11/5/20

I continue to use cross-

curricular lessons to
ensure students are
relating information
back to what they have
previously learned and
using that knowledge to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
build upon their
academic skills.
4/10/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses available Explores additional Selects, adapts, and utilizes Integratesa widerange of Engages students in
instructional materials, instructional materials, appropriate instructional adapted resources, identifying and adapting
resources, and resources, and materials, resources, and technologies, and resources, technologies,
3.5 Using and technologies for specific technologies to make technologies for concept instructional materials to and standards-aligned
adapting resources, lessons to make subject subject matter accessible and skill development in meet identified student instructional materials to
technologies, and matter accessible to to students. subject matter. Resources needs and make subject extend student
standards-aligned students. reflect the diversity of the matter accessible to understanding and critical
instructional Explores how to make classroom and support students. thinking about subject
materials including Identifies technological technological resources differentiated learning of matter.
adopted materials, to resource needs. available to all students. subject matter. Assists student with
make subject matter equitable access to Ensures that student are
accessible to all Guides students to use materials, resources, and able to obtain equitable
students available print, electronic, technologies. Seeks access to a wide range of
and online subject matter outside resources and technologies through
resources based on support. ongoing links to outside
individual needs. resources and support.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I use multiple resources
to teach a topic through
multiple lessons. I also
provide students with
different ways of
learning, technology
being one way of
extending a lesson.
Allowing students to
explore images, videos,
audio and text online to
connect to a
lesson/topic. Students
seem to love to do
research on their own
using their own school
provided device.
10/1/19
Teaching with
differentiated lessons
and different platforms
with use of technology
allows my students to
further their knowledge
in the content and to
become exposed to
multiple answers and
real-life connections.
5/1/20

Teaching virtually this

school year has made it
imperative to teach with
multiple platforms so
students continue to stay
engaged and learning.
My school has lent out
iPads to students who do
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
not have a device at
home or must share with
a sibling. This ensures
my students and the
students at my school are
able to access the
resources and lessons
needed. I also have been
printing packets for my
students and parents pick
these packets up for extra
practice. This helps those
families save on cost of
ink and some families do
not have a printer at
home.
11/5/20

Being that we are in a

completely different type
of school year I have
adapted my lessons and
units to adjust to the
need of using technology
are the primary source
for independent work as
well as homework.
Students who are at
home learning virtually
and students in my
classroom have access to
the same platforms and
submit the same
assignments/activities.
The day should be
mostly the same for the
virtual students as it is
for my in-person
students.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
4/10/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of students’ primary Seeks additional Identifies language Integrates knowledge of Engages English learners in
language and English information describing proficiencies and English English language assessment of their progress
language proficiencies based elements of culture and learner strengths in the study development, English in English language
on available assessment data. languageproficienciesin of language and content. learners’ strengths and development and in meeting
listening,speaking,reading, Differentiates instruction assessedneeds intoEnglish content standards. Supports
andwriting. Usesmultiple using one or more language and content students to establish and
measures for assessing components of English instruction. monitor language and content
3.6 Addressing the English learners’ language development to goals.
needs of English performance to identify support English learners.
learners and student Provides adapted materials to gaps in English language
with special needs to help English learners access development. Creates and implements Develops and adapts Isresourceful andflexiblein
provide equitable content. scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content Attempts to scaffold standards-based instruction range of scaffolded support elimination of scaffolds based
content using visuals, using literacy strategies, forlanguageandcontentfor on English learners’
models, and graphic SDAIE, and content level the range of English learners. proficiencies, knowledge, and
organizers. English language skills in the content.
development in order for
students to improve language
proficiencies and understand
content.

In addition to In addition to providing

providing multiple multiple resources and
means for student support for my student
learning within a who is an English
lesson with visuals, Learner and my student
examples and who has a special need. I
have met with the
modeling, I also have
parents multiple times to
students working in
come up with a plan for
small groups and
these students and work
partners to learn from
together as a team to
one another and not ensure these students are
just from me or the getting the support they
material I have given need at home and at
them. school. Differentiated
10/1/19 learning and adjustments
help these students and
As well as providing all of my students to
differentiated learning learn the content that
and addressing best fits their learning
different learning style needs.
styles in my lessons 11/5/20

I continue to use
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
differentiated learning in
my lessons to help assist
all student learning styles
as well as conference
with parents regarding
their child’s progress and
what skills can be built
upon at home with extra
practice and parent
guidance.
4/10/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Has an awareness of the full
range of students identified
withspecialneedsthrough
data provided by the school.
3.6 Addressing the Attends required meeting
needs of English withresourcepersonnel and
learners and student families.
with special needs to
provide equitable
access to the content
Learns about referral
processesforstudentswith
special needs.
to ensure students are
learning in a way that
meets their individual
needs and the class as
a whole I also work
one on one with
students who
continue to make the
same mistakes or
those students I have
noticed struggling, as
well as my EL
students who do not
have as much
background
knowledge or
exposure as other
students.
5/1/20
Seeks additional Utilizes information on the Integrates accommodations, Guides and support the full
information on the full full range of students adaptations, and extensions range of student with special
range of studentsidentified identified with special needs to instruction for the full needs toactivelyengagein the
with special needs to to assess strengths and range of students with special assessment and monitor their
address challenges or competencies to provide needs to ensure adequate own strengths, learning needs,
supports in single lessons appropriate challenge and support and challenge. and achievement in accessing
or sequence of lessons. accommodations in content.
instruction. Communicates and
collaborates with colleagues, Communicates and
Cooperates with resource Communicates regularly with supportstaff,andfamiliesto collaborates with resource
personnel, para-educators, resource personnel, ensure consistent instruction. personnel, para-educators,
and families during para-educators, and families Supports families in positive families, leadership, and
meetings and activities in to ensure that student engagementwith school. students in creating a
support of learning plans services are provided and coordinated program to
and goals. progress is made in accessing Initiates and monitors optimize success of the full
appropriate content. referral processes and range of students with special
follow-up meeting to ensure needs.
Refers students as needed in a that students receive support
timely and appropriate and/or extended learning Takes leadership at the
Seeks additional manner supported with that is integrated into the site/district and collaborates
information on struggling documented data over time, core curriculum. with resource personnel to
learners and advanced ensure the smooth and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
learners to determine including interventions tried effective implementations of
appropriateness for previous to referral. referral processes.
referral.

I read over the students In doing my own

IEP if applicable. I research and talking
meet with the parents to to previous teachers
further understand how and administration I
to help the student. I am able to understand
also do my own these students' needs
research to understand better. I also read and
how I can be an re-read the students'
advocate for this IEP to understand the
student and make sure I modifications if any
am providing the most that need to take
for this student. My place and also to be
school district and able to plan the best
school site does not ways to assist and
have many resources or teach this student(s).
a special resource 5/1/20
teacher for students
with special needs. In speaking with my
10/1/19 students previous
teachers at my school
site and also with the
students’ parents to
better understand their
child’s needs is
imperative. I also look
at each student’s file to
see if they have a plan,
or IEP which can
better assist me to
learn about the child
and make
accommodations for
this child. In addition,
I speak with one of my
colleagues who has
experience working
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
with multiple IEP
students to see what
else I can do to
support these students.
11/5/20