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. connections and connections to standards
relevance to students. during instruction and
extend student learning.

Before I wanted to be a As I have grown more I do not see myself as

teacher, I wanted to be a experienced as a teacher innovating at this time as
historian, so I pride I have been able to I feel that it is something
myself in being ensure that I incorporate that will come with more
knowledgeable on my all academic standards in time an experience. I
subject matter. Also this my teaching to ensure know my subject well and
year will be my third year that all students are understand how to make
teaching US History, so I meeting the necessary the content relevant to
feel comfortable with the standards. I often with my students but I would
subject matter concepts with my PLC group to say that my knowledge is
was well as the academic determine how to best extensive. I still continue
language. More connect the learning to learn new information
importantly, I am able to material and present it and new ways of teaching
pass this information on our students. that information all of the
to my students. 12/11/2020 time!
9/29/2019 5/7/2021

I stand by my judgment
of the last semester of
'applying.' I am
progressively growing
more comfortable with
what I am teaching and
on my way to having
more knowledge of
content standards and
communicating them
clearly to students.
5/8/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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

I have an understanding When teaching, especially I mark myself as applying I have progressed into I still regard myself as
of where my students at the beginning of a new here due to my ability to integrating as I use applying in this area. The
strengths are and when unit, I spent significant be flexible and assess knowledge of student time that I have in my
they need more support. time covering vocabulary student knowledge to development to inform LiveLesson is precious
Often times when I am and ensure that students determine my teaching. I try to and I spend much of it
explaining a new concept are knowledgeable of understanding. If a relate to my students by trying to complete
to students I must make academic language. I student does not using language that they learning activities with
sure to also break down make sure to front-load understand the academic are familiar with while my students. I hope to
the language so students my students and to language used I ensure integrating new improve my teaching of
have a full understanding quickly identify and that students and I pause vocabulary as well. vocabulary in the future
of the material. correct and confusion by and have a re-teaching 5/8/2020 by creating shorter
12/11/2020 students. moment before moving videos that my students
9/29/2019 forward. can watch with Loom.
I continue to break down 9/29/2019 When a new word or 5/7/2021
information where my confusing idiom comes
students need it. I am I am still at an applying up I make sure to
able to cover certain when it comes to this thoroughly explain it to
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

academic vocabulary standard as I often to do my students before
when it is directly not have the opportunity moving forward.
relevant to the topic that to extend my teaching of 5/8/2020
we are going over during further to include
our lesson. grammatical and stylists
5/7/2021 rules of language. I am
able to go over new
works and review words
that students may need
more help understanding
but the nature of the
online environment
prevents me from
extending this skill
further.
12/11/2020
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. extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
While in my online
school, students work at
a self-pace that they feel
comfortable with, it is
often a challenge to help
them set a pace
individually. I used my
overall knowledge of the
curriculum and
knowledge of the
student’s particular skills
to help determine the
students’ appropriate
pace to ensure
understanding.
9/29/2019
I use my knowledge of
the curriculum and
knowledge of the
student’s particular skills
to help determine the
students’ appropriate
pace to ensure
understanding. As I gain
more experience in doing
this, I will move on to
integrating.
5/8/2020
Uses instructional Gathers and uses Selects and adapts a
strategies that are additional instructional variety of instructional
3.4 Utilizing provided in the strategies in single strategies to ensure
instructional curriculum. lessons or sequence of student understanding of
strategies that are lessons to increase academic language
appropriate to the student understanding of appropriate to subject
subject matter academic language matter and that
appropriate to subject addresses students’
matter. diverse learning needs.
Integrating Innovating
I have familiarized myself My PLC was hoping that
with the curriculum that we would be provided
is being presented to and updated curriculum
students, I am unable to this upcoming semester
make many changes to it. but it seems it won’t be
Instead, I work with the case. Instead, I will
students individually and continue to work with my
find out where they need students individually and
more support and find build the skills that they
available resources to need to have an
help them, I do not understanding of history.
consider myself 5/7/2021
integrating at this time
for I have little
opportunity to expand
the lessons being
presented in this setting.
12/11/2020
Integrates instructional Uses an extensive
strategies appropriate to repertoire of
subject matter to meet instructional strategies to
students’ diverse develop enthusiasm,
learning, to ensure meta-cognitive abilities,
student understanding of and support and
academic language, and challenge the full range of
guide student in student towards a deep
understanding knowledge of subject
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

To serve my diverse
learning community, I am
able speak to students
individually to help
determine what areas
they excel in and what
areas they are struggling.
When we meet in the
LiveLesson room, I am
able to determine each
week what would be the
most appropriate
instructional strategy to
ensure their success.
Whether it be direct
instruction, a group
activity, or a writing
exercise, I believe that I
am able to cater my
lessons to the curriculum.
9/29/2019
connections within and matter.
across subject matter.
I am able to utilize a
variety of instructional
strategies to ensure
understand of the
content, there are some
limitations that come
along with being in an
online environment. Still,
I can modified some
assignments to match
student’s learning needs.
For students with an IEP
or 504 I often adapt
strategies in order for
these students to better
understand the larger
concepts.
12/11/2020

In my teaching practices,
I am continuing to serve
my students by utilizing
instructional strategies
that are best for
presenting a certain
lesson. The next step is to
extend this
understanding to other
subject matter.
5/8/2020
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 Engages students in
instructional materials, instructional materials, utilizes appropriate of 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. 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
subject matter. equitable access to Ensures that student are
make subject matter
materials, resources, and able to obtain equitable
accessible to all
Guides students to use technologies. Seeks access to a wide range of
students
available print, electronic, outside resources and technologies through
and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Most, if not all, resources
suggested or given to
students are online-
based. I can recommend
that a student visits their
local library, but
fortunately there are
many excellent online
resources that students
can use. In the future, I
believe that this trend
will continue as paper
based books and articles
increasingly are moved
online.
9/29/2019
My students have the
opportunity to use many
different online resources
that are provided at our
school using the virtual
library. Often times I can
recommend physical
sources to students, but it
is difficult to ensure that
students can gain access
to them.
5/8/2020
Applying
In our online
environment, we like to
make sure that all
resources that a student
may need are easily
accessible to them. The
Internet offers a variety
of resources that could be
helpful to them and we
make sure to help out
students find them.
9/29/2019
In my virtual classroom I
select various
instructional materials
that are appropriate for
the section of history that
I am teaching. Students
have access to wonderful
educational videos,
podcasts, and articles
that can further enhance
their learning.
5/8/2020
Integrating Innovating
Since my last evaluation, I
have been working to
incorporate more
technologies largely due
to all of the new
resources I have learned
from this program. I have
also been giving students
different options for
every assignment to
experiment with different
technologies.
12/11/2020
I have been careful to
provide guides and
instructions to every new
technology that I have
introduced. While most
student do not use
anything that is in print,
my students have explicit
instructions on how to
use our online database.
12/11/2020
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 in
primary language and information describing proficiencies and English English language assessment of their progress
English language elements of culture and learner strengths in the development, English in English language
proficiencies based on language proficiencies in study of language and learners’ strengths and development and in meeting
available assessment data. listening, speaking, reading, content. Differentiates assessed needs into English content standards. Supports
and writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction. monitor language and
3.6 Addressing the English learners’ language development to content goals.
needs of English performance to identify support English learners.
learners and student gaps in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction wide range of scaffolded elimination of scaffolds
using visuals, models, and using literacy strategies, support for language and based on English learners’
graphic organizers. SDAIE, and content level content for the range of proficiencies, knowledge,
English language English learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Most the information in
my classroom is
presented as scaffold
content, broken down
into easily
understandable ‘chunks.’
This is to the benefit of all
my students. Visuals are a
very important
component to online
learning and are usually
put into every lesson.
9/29/2019
There are not many
English language learners
in my school
environment due to the
nature of the online
school environment, but I
do have a few students
who have now been
designated as English
proficient but still need
extra support. For these
students I try to ensure
that I communicate with
them in their chosen
form of communication
whether it be over the
phone or via email.
9/29/2019
This semester I have
worked with my English
language learners to
identify their language
proficiency and
differentiate instruction
to these standards. I often
scaffold lessons with
built-in vocabulary
supports and ready-made
sentence starters.
5/8/2020
To further scaffold
content, I provide graphic
organizers for my
students to easily make
sense of new information.
5/8/2020
I regular implement the
use of vocabulary sheets
and graphic organizers to
helps support these
students.
12/11/2020
Regular access to
differentiated instruction
as well as access to
translators should I need
to reach out to students
families to help better
support them.
12/11/2020

3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Learns about referral
processes for students with
special needs.
Seeks additional
information on the full
range of students identified
with special needs to
address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals.
Seeks additional
information on struggling
learners and advanced
learners to determine
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge.
Communicates and
collaborates with
colleagues, support staff,
and families to ensure
consistent instruction.
Supports families in positive
engagement with school.
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
Guides and support the full
range of student with
special needs to actively
engage in the assessment
and monitor their own
strengths, learning needs,
and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and
collaborates with resource
personnel to ensure the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
When I encounter a
struggling learner it is my
first instinct to find more
available data and seek
out the help of my co-
workers to support the
students. I also reach out
to the families to better
understand the student
and their needs.
9/29/2019
Exploring
appropriateness for referral.
There is a wealth of data
available to me as an
online teacher, and I am
proficient in seeking out
this information to
address the challenges
the student my face. The
area of growth where I
need to improve is
putting practices in place
consistently.
9/29/2019
As I gain more
experience, I am able to
refer students in a timely
manner, but at times I
need to seek additional
information as well.
5/8/2020
Applying Integrating Innovating
previous to referral. smooth and effective
implementations of referral
processes.
In my school Utilized available
environment, case information to determine
manages, counselors, and which assignments the
teachers are in close student should be able to
communication with each completed and worked
other and all dedicated to with members of PLC to
helping the student and make modifications to
their families. This is a curriculum.
skill that I have really 12/11/2020
honed in on in the past
year, but still I am regularly invited to
improvement needs to be intervention meetings
made. with families and
9/29/2019 counselors in order to
better support the
I utilize all of the students and their
information that is families.
available to me to make 12/11/2020
reasonable adjustments
to lessons and I am quick to contact
assignments. All of the administration and
projects that I assign counselors should I need
have alternative versions to refer a student to
reserved for students special services.
needing these 12/11/2020
accommodations.
5/8/2020
I am in regular contact
with case managers and
support personnel at my
school. I regularly attend
IEP meetings and
progress monitoring
meetings designed to
have all teachers in
attendance to offer help
to student.
5/8/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating