Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Has a foundational Examines concepts in Understands and explains
knowledge of subject subject matter and the relationship between
matter, related academic academic language to essential subject matter
3.1 Demonstrating language, and academic identify connections concepts, academic
knowledge of subject content standards. between academic language, and academic
matter academic content standards and content standards.
content standards instruction. 7/13/21
I understands the math
content I teach, and I can
determine which elements
must be mastered as a
prerequisite to another. I
know how the standards
at the different grade
levels connect to each
other. Current
instructional practices and
available technologies are
incorporated into the
lesson, and proper
academic language is used
to prepare them for future
Evidence
math courses. I use the
CCSS and the CDE
framework to create my
curriculum map. (CCSS for
Mathematics, 8th Grade)
(CDE Mathematics
Framework, 8th Grade
(PDF)) 7/13/21.
Integrating Innovating
Uses broad knowledge of Uses extensive
inter-relationships of knowledge of subject
concepts, academic matter concepts, current
content standards, and issues, academic
academic language in language, and research to
ways that ensure clear make relevant
connections and connections to standards
relevance to students. during instruction and
3/11/22 extend student learning.
Through my knowledge
of my content, I am able
to create appropriate
assignments that will
both teach and assess the
students throughout the
year. Because of my years
or practice, I can create a
playlist of all
assignments for the
semester, so students are
informed about the tasks
ahead. Flexibility in
naturally built into the
playlist for unforeseen
circumstances. As I teach
my lessons, I use
language needed for the
topics, and I interconnect
the topics by name to the
other assignments the
students have done or
will do this semester.
(Playlist of All
Assignments) 3/11/22
NBPTS Proposition 1:
Teachers are committed
to students and their
learning.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Level of Development:
Applying
Date: March, 2022
Evidence: In the evident
above, I have entered all
my assignment into, my
school’s gradebook
system, PowerSchool, on
the first day of the
semester. These
assignments are visible
to all my students,
parents, and
administrators and they
act as a playlist. I am
often encouraging
mother teachers to also
enter their assignments
into the gradebook in
advance so everyone can
be aware of the plan for
the semester. The details
of the assignments can be
changed even after they
are entered into the
gradebook if teachers
need more flexibility
with their curriculum.

Teacher Leader Domain

1: Fosters a Collaborative
Culture to Support
Educator Development
and Student Learning
Level of Development:
Applying
Date: March, 2022
Evidence: In the evident
above, I have entered all
my assignment into, my
school’s gradebook
system, PowerSchool, on
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

the first day of the
semester. These
assignments are visible
to all my students,
parents, and
administrators and they
act as a playlist. I am
often encouraging
mother teachers to also
enter their assignments
into the gradebook in
advance so everyone can
be aware of the plan for
the semester. The details
of the assignments can be
changed even after they
are entered into the
gradebook if teachers
need more flexibility
with their curriculum.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Expands knowledge of
student development and
implements learning
activities in single lessons or
sequence of lessons that
addresses students’
proficiencies and support
understanding of subject
3.2 Applying
matter including related
knowledge of academic language.
student
development and Provides explicit teaching of
proficiencies to essential content
ensure student vocabulary and associated
understanding of academic language in single
lessons or sequence of
subject matter
lessons. Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions are
identified.
Evidence
Exploring
Expands knowledge of
student development and
implements learning
activities in single lessons or
sequence of lessons that
addresses students’
proficiencies and support
understanding of subject
matter including related
academic language.
Provides explicit teaching of
essential content vocabulary
and associated academic
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.
Applying
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage students
in accessing subject
matter text or learning
activities. 7/13/21
I understands the different
types of knowledge that are
necessary to master the
content, including procedural
knowledge, social skills,
effective collaboration and
group interactions, physical
skills and how it relates to
the students’ development. I
am good at connecting prior
knowledge. Instruction
materials used are
appropriate to the topics
being learned. Lessons are
designed to be done in
sequence, and analytics of the
assignments for each lesson
inform me of student
progress.
(geometry_part_02__
parallel_lines__analytics.pdf)
7/13/21
Integrating Innovating
Integrates knowledge of Utilizes comprehensive
range of students’ knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and
range of student deep understanding of
language levels and subject matter.
abilities. 3/11/22
To assist my students for
academic success for
each unit, I will frontload
them with guided notes
that cover all the topics
in the unit. Although they
might not understand
what they are copying
down, this first exposure
to the topics before I
teach them make for
more successful lessons
when they occur. Within
these guided notes are all
the essential vocabulary
words, concepts, and
procedures they will
need for this unit.
(Guided Notes Linear
Equations) 3/11/22
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Follows organization of Examines organization of Uses knowledge of
curriculum as provided curriculum and considers curriculum and student
by site and district to adjustments in single readiness to organize and
support student lessons or sequence of adjust the curriculum to
3.3 Organizing understanding of the lessons to support ensure student
curriculum to subject matter. understanding of subject understanding. 7/13/21
facilitate student matter.
understanding of the
subject matter
I created curriculum maps
every year, and have
adjusted them based on
the student’s abilities and
the time each topic needs
to be mastered by
students. The curriculum
is well sequenced and
builds on previous
instruction. Previously
taught concepts are
Evidence reviewed and
incorporated into current
instruction in order to
scaffold new content.
(curriculum_map_
8th_grade_math.xlsx)
7/13/21
Integrating Innovating
Integrates knowledge of Uses extensive
curriculum and resources knowledge of curriculum
to organize and adjust and related resources to
instruction within and flexibly and effectively
across subject matter to organize and adjust
extend student instruction.
understanding.
10/25/21 Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand.
Using the CDE CCSS
framework, I went
through the Edmentum
curriculum to create a
plan for the entire year,
which will cover all the
essential standards. They
are paced with flexibility
for unexpected needs.
And they are organized
in a logical and coherent
method that will best
support students
learning. This plan is also
based on previous years’
curriculum maps, and a
copy was handed out to
each student. (CDE CCSS
Math Framework, 8th
Grade) (Unit Work List)
Standard 3 CSTP: 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
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that addresses academic language, and challenge the full range
appropriate to the
appropriate to subject students’ diverse learning guide student in of student towards a
subject matter
matter. needs. 7/13/21 understanding deep knowledge of
connections within and subject matter.
across subject matter.
10/25/21
I use instructional To ensure student
strategies that enable understanding of
students to effectively academic language,
engage with the subject students are frontloaded
matter. Although the math with guided notes that
CAASPP is a test of depth contain most of the
and breadth, I focus on academic language they
depth of knowledge for will need for the unit.
the topics more than These notes are color
breadth. My assignments coordinated and provide
are built based on connections to their prior
SpringBoard lessons knowledge. Frontloading,
(springboard_course_3_ color coordinating, and
unit_1__student_copy_.pdf) continual references
and the Smarter Balanced cover the different
Evidence
Assessments from the learning styles. As a class,
CAASPP website. 7/13/21 we will reference these
notes as we progress
through the unit and add
to them as needed.

ISTE standard 2a is
relevant to this element. I
self-identified as
Integrating in standard
2a. Presenting
information to students,
and expecting the
students to copy down
the notes is nothing new.
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Posting the notes into a
Google Classroom makes
them easily accessible for
the students in the
future, as well as being
accessible for parents,
administrators, and
resource specialists who
would also need access to
the information.
Evidence. It allows all
stakeholders to be aware
of the current topics, and
the precise information
needed for students to
succeed with the current
unit. (Guided Notes
Roots)

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
3.5 Using and resources, and resources, and instructional materials, technologies, and resources, technologies,
adapting resources, technologies for specific technologies to make resources, and instructional materials to and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
standards-aligned matter accessible to to students. and skill development in needs and make subject extend student
instructional students. subject matter. Resources matter accessible to understanding and
materials including Explores how to make reflect the diversity of the students. critical thinking about
adopted materials, Identifies technological technological resources classroom and support subject matter.
to make subject resource needs. available to all students. differentiated learning of Assists student with
matter accessible to subject matter. equitable access to Ensures that student are
all students materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, technologies through
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter outside resources and ongoing links to outside
resources based on support. 10/25/21 resources and support.
individual needs. 7/13/21

I have my material I use a lot of resources to

available for students to meet the students’ needs.
complete digitally through Some of those resources
Google Forms. Every are Edmentum,
student had a school SpringBoard, and Khan
assignment Google Academy. Other
Account, and with a single resources I use to
account, they are able to support students
access all their material learning are Kahoot,
for my class. Exceptions Blooket, BrainPOP, and
are made for students Flocabulary. My
who have trouble integration of these
accessing technology. The resources is done by
Springboard© workbooks centralizing them on my
have been refined into Google Classroom and
these Google Forms for my Bitmoji Classroom. I
Evidence
the most important and am also the teacher
effecting components to students and teachers are
maximize learning. most likely to come to
(Library of Lessons) when they need
7/13/21 assistance with their
technology problems.

ISTE standard 5c is
relevant to this element. I
self-identified as
Integrating in standard
5c. The visually appealing
aesthetics of the Bitmoji
Classroom, as well as the
accessibility to get to the
other resources makes it
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

a great method for
integrating multiple
resources. It is also
convenient as an
instructional tool
because I can easily
direct students to the
correct application from
the Bitmoji Classroom.
(Bitmoji Classroom)

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
English language elements of culture and learner strengths in the study development, English progress in English
proficiencies based on language proficiencies in of language and content. learners’ strengths and language development and
available assessment data. listening, speaking, reading, Differentiates instruction assessed needs into English in meeting content
and writing. Uses multiple using one or more language and content standards. Supports
Provides adapted materials measures for assessing components of English instruction. students to establish and
3.6 Addressing the to help English learners English learners’ language development to monitor language and
needs of English access content. performance to identify support English learners. Develops and adapts content goals.
learners and student gaps in English language instruction to provide a
with special needs to development. Creates and implements wide range of scaffolded Is resourceful and flexible in
provide equitable scaffolds to support support for language and the design, adjustment, and
access to the content Attempts to scaffold content standards-based instruction content for the range of elimination of scaffolds
using visuals, models, and using literacy strategies, English learners. based on English learners’
graphic organizers. 7/13/21 SDAIE, and content level proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content. 3/11/22
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Evidence
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
3.7 Addressing the
needs of English Attends required meeting
learners and student with resource personnel
with special needs to and families.
provide equitable
access to the content Learns about referral
processes for students with
special needs.
Exploring
Material is scaffolded and
differentiated to
accommodate all levels of
learners. EL students are
paired together with
bilingual students, and
receive a lot more visual
based learning because I
only speak English.
Academic vocabulary is
still emphasized, and EL
students are provided
with extra resources to
make the material more
available.
(word_wall.docx) (Photo
of Word Wall) 7/13/21
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.
Applying Integrating Innovating
I have been provided a
passport of student
accommodations for my
students with specific
needs. Within these
documents are details
specific to each student
and their needs as per
their IEP. The English
Language Learning
department has similar
documentation for my EL
learners. I combined both
sets of paperwork into a
single folder, so I have
easy access to a student’s
necessary
accommodations in my
class. My lessons are
designed so these
accommodations are met
and these students have
the best chance for
success in my class. (For
confidentially reasons, I
cannot duplicate these
documents to provide
them as evidence for this
portfolio.) 3/11/22
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions range of student with
identified with special needs to instruction for the full special needs to actively
to assess strengths and range of students with engage in the assessment
competencies to provide special needs to ensure and monitor their own
appropriate challenge and adequate support and strengths, learning needs,
accommodations in challenge. and achievement in
instruction. accessing content.
Communicates and
Communicates regularly with collaborates with Communicates and
resource personnel, para- colleagues, support staff, collaborates with resource
educators, and families to and families to ensure personnel, para-educators,
ensure that student services consistent instruction. families, leadership, and
are provided and progress is students in creating a
Standard 3 CSTP: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Seeks additional
information on struggling
learners and advanced
learners to determine
appropriateness for referral.
7/13/21
made in accessing
appropriate content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
3/11/22
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.
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 smooth and effective
implementations of referral
processes.

My material is scaffolded I have been provided a

and differentiated to
accommodate all levels of
learners. SPED students
are integrated into the
class, but are given
preferential seating to
provide better support.
The accommodations
they need as stated in
their passports are
provided to them. SPED
students are provided
with extra resources to
Evidence make the material more
available.
(word_wall.docx) (photo
of active word wall
pending) 7/13/21
passport of student
accommodations for my
students with specific
needs. Within these
documents are details
specific to each student
and their needs as per
their IEP. The English
Language Learning
department has similar
documentation for my EL
learners. I combined both
sets of paperwork into a
single folder, so I have
easy access to a student’s
necessary
accommodations in my
class. My lessons are
designed so these
accommodations are met
and these students have
the best chance for
success in my class. (For
confidentially reasons, I
cannot duplicate these
documents to provide
them as evidence for this
portfolio.) 3/11/22