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 content standards. ways that ensure clear connections to standards
content standards
instruction.7/16/22 connections and relevance during instruction and
to students. extend student learning.

I’m working on being a

better teacher through
how I deliver the
standards. I know what I
need to do, but its finding
ways to deliver the content
that is enjoyable, but also
making sure that I’m
modeling a mastery of the
content. Students need to
know what mastery looks
like and through my
instruction, I demonstrate
what that looks like. I feel
that I can do better at it. I
need a better
understanding of the
standards myself to help
my students grow.
7/16/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
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
knowledge of student curriculum guidelines. language.7/16/22
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.
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.7/16/22
I am currently working on
expanding my knowledge
of student development.
It’s important to know that
and alter my teaching
strategies to better fit
them. When it comes to
developing student
understanding, I find that
having them interact with
the material through
multiple ways ensures
understanding and
retention. 7/16/22
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 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.
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.7/16/22 understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
I feel like I am between
this step and the next. I am
currently working on
better understanding how
my students work, which
would then allow me to
teach them better. My
lessons are growing and
becoming more organized
and sequential, which pulls
from previous information
and connects to new
lessons and ideas. My goal
is to be able to curtail my
lessons to my classroom
and students’ needs.
7/16/22
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 lessons strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
instructional increase student academic language to ensure student meta-cognitive abilities,
strategies that are understanding of academic appropriate to subject understanding of and support and challenge
appropriate to the language appropriate to matter and that addresses academic language, and the full range of student
subject matter subject matter.7/16/22 students’ diverse learning guide student in towards a deep
needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I do use various
instructional strategies
and my lessons generally
do follow a sequence. I am
working on ensuring
student understanding
through how I organize my
lessons and build upon
each one. Connecting their
learning to academic
language can be a bit of a
struggle. I generally teach
Freshmen, so getting them
to think about college is
something I do a lot. So
getting them to be more
academic about their
language and learning is
something I begin from the
start of the school year.
7/16/22
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.7/16/22 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 differentiated learning of Assists student with
adopted materials, to
students.7/16/22 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 use Google Classroom in
my teaching. It is a hub
where students can turn in
homework and also gain
access to link and sites that
will help to improve their
learning. I generally tend
to post things on
Classroom for my students.
I do feel like my resources
can be more diverse and
also reflect the diversity of
my classroom better.
7/16/22
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 culture proficiencies and English English language assessment of their progress
English language and language proficiencies in learner strengths in the study development, English in English language
proficiencies based on listening, speaking, reading, of language and content. learners’ strengths and development and in meeting
available assessment data. and writing. Uses multiple Differentiates instruction assessed needs into English content standards. Supports
measures for assessing using one or more language and content students to establish and
English learners’ performance components of English instruction. monitor language and
3.6 Addressing the to identify gaps in English language development to content goals.
needs of English language support English learners.
learners and student development.7/16/22
with special needs to Provides adapted materials Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners Attempts to scaffold content scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. using visuals, models, and standards-based instruction range of scaffolded support elimination of scaffolds
graphic organizers.7/16/22 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.
This is an area in which I
struggle. The school where
I work has a large
population of Spanish
speakers. As someone who
does not speak Spanish, it
can be dificult at times
when I get students who
only speak it. What I do is
often ask for help from
other students to get them
started until I can adjust
and get them what they
need to be successful.
Oftentimes these can
include notes already
translated and visual aids
that can help them to
understand what is going
on in class even if they
cannot understand the
language. I want to become
a better teacher for my
English learners. 7/16/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
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.
Exploring Applying Integrating Innovating
Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
on the full range of students full range of students adaptations, and extensions range of student with special
identified with special needs identified with special needs to instruction for the full needs to actively engage in
to address challenges or to assess strengths and range of students with the assessment and monitor
supports in single lessons or competencies to provide special needs to ensure their own strengths, learning
sequence of lessons.7/16/22 appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. accessing content.
instruction.
Cooperates with resource Communicates and Communicates and
personnel, para-educators, Communicates regularly with collaborates with colleagues, collaborates with resource
and families during meetings resource personnel, support staff, and families to personnel, para-educators,
and activities in support of para-educators, and families ensure consistent instruction. families, leadership, and
learning plans and to ensure that student Supports families in positive students in creating a
goals.7/16/22 services are provided and engagement with school. coordinated program to
progress is made in accessing optimize success of the full
appropriate content. Initiates and monitors range of students with
referral processes and special needs.
Refers students as needed in follow-up meeting to ensure
Seeks additional information a timely and appropriate that students receive support Takes leadership at the
on struggling learners and manner supported with and/or extended learning site/district and collaborates
advanced learners to documented data over time, that is integrated into the with resource personnel to
determine appropriateness including interventions tried core curriculum. ensure the smooth and
for referral.7/16/22 previous to referral. effective implementations of
referral processes.
I haven’t had too many
students with special
needs in my classes over
the years. I did have one
who had high fuctioning
autism, but would also
sometimes have
breakdowns in class. I
found being a support for
that students also allowing
them to do what they need
to, made my job easier. I
love to support all my
students and I find that if I
simply listen to what they
need and do not tell them
what they need, they’ll be
more likely to come to me
when they really need
help. 7/16/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning