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

I spend a good deal of This semester I have been I am intentional

timing planning lessons trying to try new things about including current
and units with the CCSS in and expose students to issues into our lessons to
mind. Each activity and various genres of literary contextualize academic
assessment is tailored to criticism. To do so, I have vocabulary and
these standards to make had to go back to subject matter
sure students are textbooks I read in 3/3/23
learning. I allow students college and find articles
the chance to switch online to refresh my
between academic memory on various
language and more lenses of criticism. In
informal communication, staying up-to-date, I can
reinforcing that when it better teach my students
comes to academics there and help them learn as
is a time and place and well.
code switching is 12/08/22
important. 9/14/21

Unfortunately I still feel

like I am in the Applying
stage. While I do plan
with CCSS in mind, I feel
as though my content
does not present students
with the bigger picture of
why we are doing what
we are doing. I want
students to make broader
connections to the world
outside of the classroom
so they do not feel like
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
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.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter 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 Integrating Innovating
this is all for nothing.
4.26.22
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 student at all
levels of vocabulary,
Provides explicit teaching Provides explicit teaching academic language, and
of essential vocabulary, of specific academic proficiencies in self-
idioms, key words with language, text structures, directed goal setting,
multiple meanings, and grammatical, and stylistic monitoring, and
academic language in language features to improvement. Guides all
ways that engage ensure equitable access students in using analysis
students in accessing to subject matter strategies that provides
subject matter text or understanding for the equitable access and deep
learning activities. 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

Differentiation of I did much more I continue to provide My lessons usually
instruction is not my scaffolding this semester. many writing supports include an anticipatory
strongest area. I know It is not perfect by any such as sentence starters set. This part of my
that I am aware of means, but I provided and paragraph frames. I lessons are designed for
student differences when many writings supports have expanded on me to get a grasp of
it comes to in the ways of sentence vocabulary acquisition by the overall students’ prior
understanding, but I need starters and paragraph working with students knowledge.
better ways to help frames as well as word before readings on 3/3/23
students access the lists for students. I deciphering difficult
content. I provide modeled writing for them words presented in the
vocabulary before as well which I have not text before reading. This
readings to help students done much of in the past. helps with
access readings. 9/14/21 4.26.22 comprehension.
12/08/22

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided curriculum and considers curriculum and student curriculum and resources knowledge of curriculum
by site and district to adjustments in single readiness to organize and to organize and adjust and related resources to
support student lessons or sequence of adjust the curriculum to instruction within and flexibly and effectively
3.3 Organizing understanding of the lessons to support ensure student across subject matter to organize and adjust
curriculum to subject matter. understanding of subject understanding. extend student instruction.
facilitate student matter. understanding.
understanding of the Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Something I want to get
better at is backwards
planning so that I am
better aware of
assessments and day by
day activities. I think that
I go week by week at this
point and make
adjustments when
necessary, but could be
doing better to plan and
adjust for each student
and differentiate my
instruction and
assessments. 9/14/21
Uses instructional Gathers and uses
strategies that are additional instructional
provided in the strategies in single
3.4 Utilizing curriculum. lessons or sequence of
instructional lessons to increase
strategies that are student understanding of
appropriate to the academic language
subject matter appropriate to subject
matter.
Applying Integrating Innovating
For my senior English During my lessons I
class I reworked an entire reference things I know
unit because at the time my students are familiar
when I made it, the with to help breach
content was much more understanding gaps.
topical and relevant. I 3/3/23
found new readings for
this semester and
included more recent
videos and other media to
make sure that the
content felt fresh and
students could still
engage with the work.
This felt more authentic
than working with
outdated content. 4.26.22
While I do feel like I have
improved a bit in this
area, I feel as though I am
struggling in my English 9
class this semester. It is
my first time teaching a
grade 9 English course so
I am not too familiar with
content and curriculum.
12/08/22
Selects and adapts a Integrates instructional Uses an extensive
variety of instructional strategies appropriate to repertoire of
strategies to ensure subject matter to meet instructional strategies to
student understanding of students’ diverse develop enthusiasm,
academic language learning, to ensure meta-cognitive abilities,
appropriate to subject student understanding of and support and
matter and that academic language, and challenge the full range of
addresses students’ guide student in student towards a deep
diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I want to make use of
technology and other
methods of instruction to
help facilitate learning in
my classes. I think that I
don’t make enough use of
the technology I have.
I think that I do a decent
job giving students the
tools they need to
succeed both in language
and expression of their
knowledge, but I fear I
rely too heavily on lecture
style instruction. 9/14/21
3.5 Using and Uses available Explores additional
adapting resources, instructional materials, instructional materials,
technologies, and resources, and resources, and
standards-aligned technologies for specific technologies to make
instructional lessons to make subject subject matter accessible
materials including matter accessible to to students.
adopted materials, to students.
make subject matter Explores how to make
accessible to all Identifies technological technological resources
students resource needs. available to all students.
Applying Integrating Innovating
I spent more time on Students have the option
vocabulary this semester. of choosing what form of
I realized that while assessment (when
students might applicable) they
understand the meanings demonstrate their
of words, the context is knowledge.
ultimately needed for 3/3/23
true understanding of the
vocabulary. For difficult
readings I made sure to
have different vocab
activities such as
associations and figuring
out connotations. I think
this helped students from
all learning backgrounds.
4.26.22
I have improved in other
areas similar to this, but I
think I am still mostly in
the same place as last
semester when I assessed
myself.
12/08/22
Selects, adapts, and Integrates a wide range of Engages students in
utilizes appropriate adapted resources, identifying and adapting
instructional materials, technologies, and resources, technologies,
resources, and instructional materials to and standards-aligned
technologies for concept meet identified student instructional materials to
and skill development in needs and make subject extend student
subject matter. Resources matter accessible to understanding and
reflect the diversity of the students. critical thinking about
classroom and support subject matter.
differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.
I want to find more ways I went to a conference in I have been relying more I make sure all of my
to use the technology March for English and more on NewsELA to students are well versed
provided to me. At the teachers and found many find articles at the in the use of the
moment I use the resources for helping my appropriate reading level different technologies
Chromebooks to have students. I attended for my students. I am able and resources needed in
students perform different presentations to sort by lexile level my classes. From
research and writing and panels where veteran which is really helpful. emailing, and formatting
tasks and other educators shared projects Students are able to read files, to cleaning acrylic
assignments on Google they were doing in their the same article at their paint and storing digital
Classroom. I also reach own classrooms. Many of own level of skill. No files appropriately.
out to instructional these ideas I intend to student is barred from 3/3/23
coaches regarding my adapt to my own the information this way.
teaching practice to help classroom, such as using 12/08/22
me better instruct my children’s books to
students and use all explore identity and
resources available to me. introduce difficult topics.
9/14/21 4.26.22

3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student 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
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

language proficiencies and
understand content.
As much as possible I try This semester I have had I provide my English
to provide sentence more conversations with learners with ELD
starters and frames and a our special education appropriate versions of
paragraph scaffolds to teachers and our English texts and assessments to
help students get their Language Learner ensure learning.
ideas on the page. Also, I specialist on providing 3/3/23
front-load vocabulary scaffolding for students.
before difficult reading to The supports that I use
help students have a for my students who need
more fluid reading when extra support prove to be
engaging with texts. I useful for the rest of the
model for students how class as well.
to complete assignments 12/08/22
and how to respond to
questions in class.
9/14/21
Unfortunately, I feel as
though I did not progress
far from this area. I still
provide scaffolding and
writing supports, but I
have not really evolved
my supports. I have
increased the amount of
time I spend modeling for
students, however. In this
I feel as though students
are getting a better
examples for to address
certain assignments and
complete them. 4.26.22
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
3.7 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
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.
Applying
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.
Integrating
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.
Innovating
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

Element Emerging Exploring Applying Integrating Innovating

I am aware of students As stated previously, I am I participate in IEP
with IEPs and 504 plans spending more time meetings for all of my
in my class and have open reading student files and students provide input
dialogues with their SPED looking at test scores to based on my observations
teachers to make sure I ensure I am meeting the as well as students’
am providing the correct needs of my students. I assessments and
and necessary incorporate the special classwork. I also make
accommodations for education teachers and sure to consider each
students who require the EL specialist as much students’ goals when
them. I believe the as possible to support accommodating my
scaffolds in writing I with my students as well. lessons and assessments
provide are beneficial to 12/08/22 for them.
all students, as well as the 3/3/23
front-loading of
vocabulary for difficult
texts. 9/14/21
I have not progressed
much past this point I am
afraid. I keep in mind all
accommodations and
supports that my
students require, but I
wish that I did more to
involve the SPED
teachers, the families of
the students, and other
faculty to facilitate
genuine and authentic
learning experiences.
4.26.22