CSTP 3: 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
language, and academic identify connections concepts, academic
3.1 Demonstrating
content standards. between academic content language, and academic
knowledge of subject
standards and instruction. content standards.
matter academic
9/21/20
content standards
My background in life and
physical science is strong
due to my background, my
BS being in biochemistry. I
provide support with
academic language by
using visual support
where possible in the form
of examples and pictures,
sketches or photographs. I
follow the NGSS standards
for life and physical
science in order to ensure
coverage of all essential
subject matter concepts.
9/21/20
Integrating Innovating
Uses extensive knowledge
Uses broad knowledge of of subject matter
inter-relationships of concepts, current issues,
concepts, academic academic language, and
content standards, and research to make relevant
academic language in connections to standards
ways that ensure clear during instruction and
connections and extend student learning.
relevance to
students5/4/21.
4/20/22
I have been working on
integrating more current
affairs into the science
curriculum and including
concepts that the students
can readily relate to.
During our physics unit I
am able to connect to
topics the students have
covered in math and in
cell biology tie in the
content to that delivered
in social studies.
5/4/21
The NGSS science
standards for middle
school are divided into
physical, life and earth. I
cover life and physical
science for the 7th and
8th graders. Being able to
offer content related to
these standards is
challenging because of the
wide coverage of many
concepts and also some of
the seemingly awkward
topics that need
integrating. For instance
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
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. 9/21/20
student development
and proficiencies to Provides explicit teaching
ensure student of essential content
understanding of vocabulary and associated
subject matter 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.
9/21/20
in the life science
curriculum there is a
standard related to
sensory memory - this is a
very precise topic which
required lots of research
in order to present it in
such a way that students
could grasp and
understand the concepts.
11/5/21
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 students at all
5/4/21 levels of vocabulary,
Provides explicit teaching academic language, and
Provides explicit teaching of specific academic proficiencies in
of essential vocabulary, language, text structures, self-directed goal setting,
idioms, key words with grammatical, and stylistic monitoring, and
multiple meanings, and language features to improvement. Guides all
academic language in ensure equitable access to students in using analysis
ways that engage students subject matter strategies that provides
in accessing subject understanding for the equitable access and deep
matter text or learning range of student language understanding of subject
activities. levels and abilities. matter.
5/4/21 11/6/21
4/20/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
For topics containing
vocabulary that is subject
specific and necessary for
understanding of topic, I
pre-teach vocabulary with
activities including
sketching and using
vocabulary. BY using KWL
charts students share their
current understanding of
the topic so I get an idea of
their background
knowledge.
9/21/20
Students have exposure
and practice to key topic
specific vocabulary at
beginning of topic. If there
is only a few words to
which the student has not
been exposed these are
covered in the course of
the lesson series with
definitions being provided
in context with the
material being explored.
9/21/20
Follows organization of Examines organization of
curriculum as provided curriculum and considers
by site and district to adjustments in single
support student lessons or sequence of
3.3 Organizing understanding of the lessons to support
curriculum to subject matter. understanding of subject
facilitate student matter.
understanding of the
subject matter
As I develop my teaching
skills I am including more
strategies for students to
learn and retain the
content. I have
incorporated more flipped
classroom lessons this
year as I feel that students
can more easily
understand some content
areas when armed with a
basic introduction of the
topic that we will be
discussing. To aid students
in studying I have created
many quizizz and quizlet
type flascards and games
to aid in revision for tests
and quizzes. I have found
these to be powerful aids.
Vocabulary, if connected to
new content, is taught at
the beginning of the unit
or definitions are added
throughout the lesson.,
with sketches if necessary
to help with student
retention.
5/4/21
Uses knowledge of
curriculum and student
readiness to organize and
adjust the curriculum to
ensure student
understanding.
9/21/20
I am increasingly
conscious of the
differences in the ability
of students to accurately
convey their
understanding of content
and information. I pre
teach vocabulary and
have students record
important data on a
separate summary sheet
for easy reference. This
gives students an easy
point to refer back to
should they need a
definition or math
equation.
11/6/21
Integrates knowledge of Uses extensive knowledge
curriculum and resources of curriculum and related
to organize and adjust resources to flexibly and
instruction within and effectively organize and
across subject matter to adjust instruction.
extend student
understanding. Ensures student
5/4/21 comprehension and
11/6/21 facilitates student
articulation about what
they do and do not
understand.
4/2/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Material is taught in a As I am in my second year My knowledge and

logical manner with of teaching I am going familiarity with the
connection between through the content for middle school science
topics. Steps are taken to the second time around. I curriculum has developed
build on existing have resources that greatly throughout the
background before worked successfully and I last 3 years which has led
moving to more complex am likely to reuse them me to have a deeper
ideas and topics. with perhaps some understanding of how
Integration of engineering improvements. In topics can be linked and
practices and scientific addition, those strategies the best sequence of
approaches to subjects is or resources that did not introduction of concepts.
undertaken throughout work so well I am able to My first large scale PBL
the school year. develop some other tools project was a result of
9/21/20 or have more definite this emerging confidence
ways of the ways I want to and utilized a student
deliver the content. By centered model of
looking for inspiration on education that was
the web I have been able largely successful and
to curate some great definitely transferred the
resources to enrich my focus from the educator
teaching practice. to the students. I feel that
5/4/21 having been through the
material a few times has
I have a range of tools in lead to the use of more
my tool kit that I use to applicable strategies that
vary content delivery and result in higher student
keep students interested engagement and
throughout the school understanding.
year. I am improving at 4/20/22
the flow of information
and the connections
between topics. By
activating existing
background knowledge I
can make stronger
connections in subject
matter for students.
11/6/21
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 lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
3.4 Utilizing
increase student academic language to ensure student meta-cognitive abilities,
instructional
understanding of appropriate to subject understanding of and support and
strategies that are
academic language matter and that addresses academic language, and challenge the full range of
appropriate to the
appropriate to subject students’ diverse learning guide student in students towards a deep
subject matter
matter. needs. understanding knowledge of subject
9/21/20 connections within and matter.
5/4/21 across subject matter 4/20/22
11/6/21.
Material provided to the I am increasing the The number of strategies
students includes number of strategies and I am employing in the
academic language delivery methods that I classroom is increasing as
activities to strengthen use with students as I I build a strong portfolio
and build confidence in deliver content. My of those that really
the integration of new approach is to make as involve students and have
vocabulary. Students take much learning as possible them collaborating and
notes using new words student led which working together. This
and use them in requires choosing year I have integrated a
discussion of topics. activities that lend lot more hands-on
Practice is undertaken in themselves to this activities such as more
class with oral repetition exploration way of model building and
helping students become learning. Science itself is having students showcase
confident in their an investigative discipline their knowledge in a
pronunciation and so it makes sense for range of products due to
familiar with scientific students to learn this way the implementation of
terms. too. COllaborative skills choice boards for
9/21/20 are important in learning students to have control
science to discuss of their learning. In
This year, once students anomalies in results and chemistry students
returned to the classroom, understand their completed a self
I have consciously been significance and that they assessment of their
active to get them engaged do not represent failure. I knowledge before
in the subject matter but have students analyse beginning a unit on
having them undertake their experimental structure of chemical
experiments and group methods and suggest compounds and I will
work where they have to improvements that may have them consider the
reason through and reduce erroneous values gains in their knowledge
discuss their thoughts and of conclusions. to have them complete at
ideas. Having students 11/6/21 the end of the unit.
complete hand-on 4/20/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

activities is effective in
concreting ideas and
making connections for
them,
5/4/21
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
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
matter accessible to to students. and skill development in needs and make subject extend student
students. 9/21/20 subject matter. Resources matter accessible to understanding and
reflect the diversity of the students. critical thinking about
Identifies technological Explores how to make classroom and support subject matter.
resource needs. technological resources differentiated learning of Assists student with
available to all students. subject matter. equitable access to Ensures that student are
9/21/20 5/4/21 materials, resources, and able to obtain equitable
5/4/21 technologies. Seeks access to a wide range of
Guides students to use outside resources and technologies through
3.5 Using and
available print, electronic, support. ongoing links to outside
adapting resources,
and online subject matter 4/20/22 resources and support.
technologies, and
resources based on
standards-aligned
I utilize a variety of individual needs.
instructional
support materials to 11/6/21
materials including
provide access to subject
adopted materials,
matter. I vary materials to
to make subject
include readings, videos
matter accessible to
and interactive
all students
simulations with which
students can interact to
increase understanding.
Due to current situation
regarding distance
learning I am adapting
lesson plans to allow for
submission of work in
alternative formats rather
than pencil and paper
assignments that may
work well in the
classroom.
9/21/20
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I recently attended CUE
conference where I
learned of a host of digital
resources that can be
integrated into the school
day in order that students
can connect and relate to
the subject matter in a
suitable platform.
9/21/20
I am still exploring
resources available to help
students who may benefit
from some technological
aid. In middle school most
students know what
works best for them but I
am working on leading
them to useful reliable
websites and helping them
develop skills to assess if
particular aids are useful
and necessary.
5/4/21
In order to reach and
serve all students needs I
incorporate a number of
different strategies into
my lesson plans. Where
appropriate I make
material student led so
they discover the content
for themselves and not by
me telling them. Recently
in chemistry the students
carried out a lab on
physical and chemical
change – we discussed the
differences beforehand in
a superficial manner then
I let them explore and
investigate for themselves.
Another lesson may
include students
presenting information or
a jigsaw activity where
students share info on a
topic with the classmates.
5/4/21
I love using PhET
simulations with the
students to explore
content that we cannot
physically experiment
with in the classroom.
There are many teacher
posted documents that are
freely available and I have
found that using one or
two as a basis for my own
needs is perfect. I can
change the emphasis of
the exploration in order to
make the relationship or
main point more obvious
to the students and to
For students who struggle
with reading and
accessing content I am
advocating for them to
use text readers in order
to allow them to access
the material. Chrome has
a powerful addon that can
help students with this.
The resource teacher at
my school shares lists of
accommodations nd
suggestions for supports
that we can use within the
classroom to ensure all
students have equitable
access to educational
materials. My school uses
Actively learn adn
NewsEla which can
provide different lexile
levels of the same passage
- thus allowing students
to read factual
information at a reading
level appropriate for
them, I use preferential
seating in my classroom
to enable those whole
hearing or vision can be
problematic depending on
their location in the
classroom.
4/20/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of students’ Seeks additional information
primary language and describing elements of
English language culture and language
proficiencies based on proficiencies in listening,
available assessment data. speaking, reading, and
writing. Uses multiple
measures for assessing
3.6 Addressing the English learners’
needs of English performance to identify gaps
in English language
learners and student
Provides adapted materials development.
with special needs to to help English learners
provide equitable access content. Attempts to scaffold content
access to the content using visuals, models, and
graphic organizers.
9/21/20
5/4/21
11/6/21
ensure they are guided to
this points as they
experiment and change
variables,
11/6/21
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the study development, English in English language
of language and content. learners’ strengths and development and in meeting
Differentiates instruction assessed needs into English content standards. Supports
using one or more language and content students to establish and
components of English instruction. monitor language and
language development to content goals.
support English learners.
Creates and implements Develops and adapts Is resourceful and flexible in
scaffolds to support instruction to provide a wide the design, adjustment, and
standards-based instruction range of scaffolded support elimination of scaffolds
using literacy strategies, for language and content for based on English learners’
SDAIE, and content level the range of English learners. proficiencies, knowledge,
English language and skills in the content.
development in order for
students to improve language
proficiencies and understand
content.
4/20/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I have very few students
who are English Learners
but I would address any
gaps with a one on one
meeting and would if
necessary, find a native
speaker to help navigate
and explain key terms that
are difficult. Visual aids
and resources providing
text to talk capability
would aid in the student
being able to listen to text
being read to them rather
than struggling to read
unfamiliar vocabulary.
9/21/20
I have incorporated more
graphic organizers and
visual type planners into
my lesson plans this year
in order to support ELL
students and those who
need more scaffolding.
5/4/21
I can differentiate work in
order that all students can
access the content
equitably. A student last
year with special needs
was struggling to manage
work in the online
environment so after
consultation with his
parents we adjusted his
work to include an exit
ticket where he had to
demonstrate knowledge of
the lesson’s main points
and include details of this -
I am able to front load
vocabulary and use
concrete examples of
concepts wherever
possible in order to help
English Learners and
students with special
needs.
The use of vocabulary
games and low stakes
gamified quizzes helps
students to become
comfortable with science
vocabulary before
beginning to understand
the concepts and ideas in
middle school.
Strategic pairing of
students for group work
can benefit both English
learners and other
students as they
strengthen their
understanding through
discourse about subject
matter as they produce
content.
4/20/22
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.
not simply a regurgitation
of facts.
11/6/21
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.
9/21/20
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
9/21/20
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
9/21/20
5/4/21
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.
11/21/21
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.
4/20/22
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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
I set up meetings with
students having IEP or
504 plans in order to
address any difficulties
they may face. At the
beginning of each
trimester FLS staff hold
meetings with inclusion
specialist, student and
parents. Any special
concerns are discussed as
well as the best practices
to help students.
9/21/20
The students in my classes
this year have a more
diverse range of needs
than I have previously
experienced. With the
middle school team we
have developed plans to
help students manage
their time, adjust to being
more independent and use
coping strategies in order
to work through the issues
they may be facing. I liaise
with the intervention
teacher to ask for
assistance with students
and source strategies to
help reach all student
needs.
5/4/21
The school I teach in has As my experience
SST (student success teaching middle school
teams) to help address the students grows I am
needs of students who aware of the need for
need extra support. We intervention and can
also have an intervention communicate that to
program for those parents. As a result of
students who benefit from covid we have several
one on one instruction. students who are
Our faculty meetings often struggling both with
involve discussion about mental health issues as
how we can best support well as educational
these students and our challenges. I have been
intervention specialist able to make referrals to
provides detailed case our on site counselor for
notes for students when support. For those
they enter our classrooms needing reading
at the beginning of the acceleration I can suggest
year. I have learned summer programs and
successful techniques and strategies for support at
strategies from our home to help students be
inclusion specialist as to successful in the
how best ensure all classroom. By ensuring
learner needs are met. that students have
11/21/21 support at home their
confidence at school is
increased leading to a
greater sense of
accomplishment. Some
middle school students
now have sessions twice
weekly with our
intervention teacher to
help with study skills and
keeping them on track
and responsible for their
own work. Homework
helps club after school
provides a quiet space for
struggling students to get
help with their homework
and access to a
supervising staff member.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

4/20/22