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
knowledge of subject subject matter and the relationship between inter-relationships of of subject matter
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic content language, and academic academic language in research to make relevant
matter academic
standards and instruction. content ways that ensure clear connections to standards
content standards
standards.7/16/2021 connections and relevance during instruction and
to students. extend student learning.

I explain content in One of my goals when I am intentional about

different ways and show providing instruction and including current issues
multiple examples developing my lessons, is into our lessons to
depicting the same concept to make sure my students contextualize academic
and connect new material will be able to vocabulary and subject
to previously covered comprehend how my matter. 4/2022
content. 7/16/2021 lessons will lead them to
meet our goals. October
2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying
vocabulary following academic language.
knowledge of student
curriculum guidelines.
development and
Provides explicit teaching
proficiencies to
of essential content
ensure student
vocabulary and associated
understanding of
academic language in
subject matter
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
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.7/16/2021
In addition to defining new
vocabulary. I provide
multiple visual examples
depicting the significance
of the new vocabulary.
Furthermore (when
possible), I use synonyms
or related words to
describe essential
vocabulary.7/16/2021
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 matter
understanding of the 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
language, text structures, self-directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access to students in using analysis
subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.
My lessons usually include
an anticipatory set. This
part of my lessons are
designed for me to get a
grasp of the overall
students’ prior
knowledge. October 2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding.7/16/2021 extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
I try to predict which Throughout the year, I During my lessons I
content will be more organize my lessons so reference things I know
difficult for students to that they build onto each my students are familiar
grasp. With this, I am able other. This way, students with to help breach
to schedule time to review are able to utilize recently understanding gaps.
content and potentially learned information or 4/2022
re-teach skills to learn something
lessons.7/16/2021 new. October 2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses instructional Gathers and uses Selects and adapts a
strategies that are additional instructional variety of instructional
provided in the strategies in single lessons strategies to ensure
3.4 Utilizing curriculum. or sequence of lessons to student understanding of
instructional increase student academic language
strategies that are understanding of academic appropriate to subject
appropriate to the language appropriate to matter and that addresses
subject matter subject matter. students’ diverse learning
needs.7/16/2021. October
2021
With the goal of improving
my lessons, I continuously
adapt them using teaching
experiences. I get rid of the
strategies that have not
worked in the past to
introduce new ones, and I
keep the approaches with
which I have had success
teaching the
lesson.7/16/2021
I continue to revise my
lessons based on
experiences. October 2021
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse learning, enthusiasm,
to ensure student meta-cognitive abilities,
understanding of and support and challenge
academic language, and the full range of student
guide student in towards a deep
understanding knowledge of subject
connections within and matter.
across subject matter.
Students have the option
of choosing what
materials, and/or
equipment they are going
to use to complete our
Projects/assessments.
4/2022
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range 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.7/16/2021 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.
I provide students with I make sure all of my
different resources they students are well versed
can access in and outside in the use of the different
of class. I provide links technologies and
where students are able to resources needed in my
see step by step tutorials. classes. From emailing,
These tutorials have and formatting files, to
available captions and cleaning acrylic paint and
subtitles. 7/16/2021 storing digital files
appropriately. 4/2022
I often have students who
need extra support to
meet with one of our
tutors outside of our class
time. October 2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of students’ Seeks additional information Identifies language
primary language and describing elements of culture proficiencies and English
English language and language proficiencies in learner strengths in the study
proficiencies based on listening, speaking, reading, of language and content.
available assessment data. and writing. Uses multiple Differentiates instruction
measures for assessing using one or more
English learners’ performance components of English
3.6 Addressing the to identify gaps in English language development to
needs of English language development. support English learners.
learners and student
with special needs to Provides adapted materials Attempts to scaffold content Creates and implements
provide equitable to help English learners using visuals, models, and scaffolds to support
access to the content access content. graphic organizers. standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve language
proficiencies and understand
content.7/16/2021
I use a lot of visuals during
my lessons. Not just
presented on the board,
but also, I try to utilize
slow and clear speech
along with hand signals
and body language that
reflect my lesson.
7/16/2021
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English learners.
I often repeat my self by
paraphrasing my
teachings. Oftentimes
saying the same thing in 3
or 4 different ways. At the
same time, my lessons are
almost always
accompanied by visuals.
October 2021
Engages English learners in
assessment of their progress
in English language
development and in meeting
content standards. Supports
students to establish and
monitor language and
content goals.
Is resourceful and flexible in
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
I provide my English
learners with ELD
appropriate versions of
our assessments.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
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 appropriateness
for referral.7/16/2021
I attempt to get all
available information from
all of my students previous
to the start of my class.
That said, this extends to
other approaches with
struggling students.
7/16/2021
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
previous to referral.
I communicate with all the
involved parties about the
progress of students.
October 2021
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.
I participate in IEP
meetings for all of my
students and provide
input based on my
observations. Furthemore,
I make sure to consider
each student's goals when
accommodating my
lessons and assignments
for them. 4/2022
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 smooth and
effective implementations of
referral processes.