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

I make sure that my Lesson Planning I continue to research
lessons align and and Reflection. When and utilize new teaching
complete the content designing my lessons, I strategies in the
standards for my subject backwards plan classroom. Prior to using
matter (World and determine what these strategies, I explain
Langauges). I plan my my students need to to my students what I’m
lessons accordingly to know by the end of the doing and my
build the students skills lesson. I reflect on what expectations during the
in the language so that they already know, and lessons. I plan my units
they are always ready for what they will need to and lesson according to
the next lesson/concept. know to be successful. I state standards as well.
7.18.2021. also align my lessons 5.6.2022
with the World Language
Content Standards as
I design them.


Tech-based Evidence:
Social Media groups. I
am a member of multiple
Facebook groups and I
follow Spanish teachers
on Instagram. These
groups help me develop
my skills as an educator
as I collaborate with
educators from the
country/globe in my
subject area. I follow
groups that discuss
curriculum as well as how
to incorporate
technology into the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
World Language
classroom. 12.10.2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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

I make sure to 2nd Grade Pre- I refer to books, teachers,
understand my students’ Assessment. For my unit and admin for advice with
abilities prior to on Spanish family student development. I use
administering a lesson. I vocabulary, I gave the my relationships with
make the lesson students students to determining my
applicable to their skills an assessment prior course of action in my
and age level so that they to instruction to lessons. I use a variety of
are successful in my class. determine what they strategies in my lessons to
If I find a lesson too remembered from 1st support students learning
difficult I will adjust grade. The assessment needs. 5.6.2022
throughout the lesson to gave me an idea of where
support my students’ we were beginning, and
learning 7.18.2021. lead me to design my
instruction to make sure
my students achieved the
end goal of the unit.
12.10.2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
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. 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 continuously organize New Curriculum. I
and adjust the curriculum purchased new curriculum
to fit my students’ for this school year for
abilities in my classroom. grades K-2, and 3-4.
If I feel my students This curriculum provides a
aren’t ready for a larger variety of teaching
concept. I spend more strategies and assessment
time preparing them for for me use with my
it to ensure that they students. The curriculum is
understand it when I flexible and allows me to
teach the lesson. adjust according to
7.18.2021 my students' learning
styles and needs. It also
provides strategies on
checking
for comprehension and
understanding. 12.10.2021
5.6.2022

CSTP 3: 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 instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-cognitive
instructional lessons to increase academic language learning, to ensure abilities, and support and
strategies that are student understanding of appropriate to subject student understanding of challenge the full range of
appropriate to the academic language matter and that academic language, and student towards a deep
subject matter appropriate to subject addresses students’ guide student in knowledge of subject
matter. diverse learning needs. understanding matter.
connections within and
across subject matter.
NBPTS Proposition 2.7
I am continuously looking Various Teaching
for different ways to Strategies. In my classes,
teach my subject matter. across all grade level,
In my Spanish class I use I utilize different
props, music, videos, teaching strategies to teach
games, gestures, apps, the subject matter to
and more to teach my students. This provides my
content and ensure that students many ways
all students are able to to learn the subject
learn the material in a matter. Some strategies
way that best suits their have students acting,
needs. 7.18.2021 drawing, singing,
12.10.2021 translation, using props,
creating stories together as
a class, and many more.
5.6.2022

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 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
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 critical
standards-aligned
Explores how to make reflect the diversity of the students. thinking about subject
instructional
Identifies technological technological resources classroom and support 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.

I work alongside my Shared Professional
school’s technology Development
teachers to incorporate Resources. When I acquire
multiple online resources or learn about professional
for my students such as development opportunities,
Flipgrid, Seesaw, and I make sure to share them
Google Classroom. I also with my colleagues via
use print materials for email or our shared folder
those who struggle with in our Google Drive.
online apps. 7.18.2021 5.6.2022
12.10.2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
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 content
3.6 Addressing the English learners’ language development to goals.
needs of English performance to identify gaps support English learners.
learners and student 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 based
using visuals, models, and using literacy strategies, support for language and on English learners’
graphic organizers. SDAIE, and content level content for the range of proficiencies, knowledge, and
English language English learners. skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
To help English learners, I Classroom I recently acquired a new
provide lots of visuals Smartboards. I used classroom, and within the
(images/videos) and Smartboards in each of room I have posted
gestures, as well as the classrooms I teach in. multiple visuals to assist
reading in my lessons to These Smartboards my ELL during my
help with enable me to provide lessons. In addition to
comprehension. multiple visuals to my these visuals, I use props
7.18.2021 ELL in order to support whenever I can and draw
their learning needs in images and translations
my class. Using on the board to help my
Smartboards also allows students understand the
me to write on concept being taught.
my PowerPoints as 5.6.2022
needed and not have
to erase anything that my
ELL students may need
during the lesson.
12.10.2021

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in the
data provided by the school. to address challenges or to assess strengths and range of students with assessment and monitor their
supports in single lessons or competencies to provide special needs to ensure own strengths, learning needs,
sequence of lessons. appropriate challenge and adequate support and and achievement in accessing
accommodations in challenge. content.
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, collaborates with resource
needs of English families. and families during with resource personnel, support staff, and families to personnel, para-educators,
learners and student meetings and activities in para-educators, and families ensure consistent families, leadership, and
with special needs to support of learning plans to ensure that student instruction. Supports students in creating a
provide equitable and goals. services are provided and families in positive coordinated program to
access to the content progress is made in engagement with school. optimize success of the full
accessing appropriate range of students with special
content. Initiates and monitors needs.
Learns about referral referral processes and
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure Takes leadership at the
special needs. on struggling learners and a timely and appropriate that students receive site/district and collaborates
advanced learners to manner supported with support and/or extended with resource personnel to
determine appropriateness documented data over time, learning that is integrated ensure the smooth and
for referral. including interventions tried into the core curriculum. effective implementations of
previous to referral. referral processes.
To help students with I provide extra support for
special needs, I follow any my students with special
ILP’s provided for the needs while teaching. I
students, and work regularly check on them
closely with colleagues during my lessons to make
and support staff. I reach sure they are following
out to colleagues with along. I communicate with
questions/concerns the homeroom teacher and
about students and utilize classroom associate to
any advice they give. I make sure their needs are
also keep the parents met and I also welcome
informed of their child’s student aids into my
success in my class. classroom for added
7.18.2021 support. 5.6.2022.
12.10.201