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.

Although I believe I have I believe that I am making I believe that I am

a strong understanding of improvements in my progressing to the
mathematics, I do not ability to demonstrate my Innovating stage of
know all of the Middle knowledge of the subject development for 3.1
School mathematics content. I think that I am because I am learning
standards by heart. I making these more and more about my
believe I do a good job of improvements because subject area, which
teaching lessons and this is my third year of allows me to better
engaging students in a teaching, so I am demonstrate and share
way that the students becoming much more the knowledge with my
meet all of the standards. confident and familiar students.
However, because I do with all of the content
not know all of the that we work on in class. 4/24/23
standards by heart, I will Thus, I am also much
sometimes have to look more aware of the
over the standards specific academic
periodically to make sure standards for the subjects
that my instruction is that I teach.
adhering to the standards
for that specific grade 12/9/22
level and subject.

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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.
In my class, I am
continually making
observations and
assessing each student’s
understanding of the
concept we are learning.
Although I try to
differentiate my
instruction based on
these observations, I
believe I could make
improvements to better
differentiate instruction
based on these
differences in the
understanding of the
material.
Applying Integrating Innovating
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.
I believe I have
progressed to the
Applying level of this
teaching element. I have
improved in my
knowledge of student
development and
proficiencies which helps
inform me their overall
understanding of the
subject matter at hand.
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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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.
Although I believe I have I believe I have
a strong understanding of progressed to the
the subject matter, I Applying level of this
believe I could improve teaching element as I
my ability to organize an have improved in my
academic year’s worth of organization of the
curriculum in a more curriculum which can
organized manner. help the students make
sense of what they are
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unit.

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3.4 Utilizing Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
instructional strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
strategies that are provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
appropriate to the curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

lessons to increase academic language learning, to ensure meta-cognitive abilities,
student understanding of appropriate to subject student understanding of and support and
academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. diverse learning needs. understanding knowledge of subject
connections within and matter.
across subject matter.
I want to continue to I believe I am finding
grow as a teacher through more strategies that I can
adding more instructional implement in my class in
strategies to my order to meet the specific
repertoire. I believe standards for that
through research and particular subject. I am
observation of other engaging in more
teachers’ pedagogy, I can pedagogical research in
improve the amount of order to have a wider
different strategies I variety of tools and
could use to convey the methods that can help me
main concept of the solve or mitigate
lesson.  potential issues that I
could encounter in the
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3.5 Using and Uses available Explores additional Selects, adapts, and Integrates a wide range of Engages students in
adapting resources, instructional materials, instructional materials, utilizes appropriate adapted resources, identifying and adapting
technologies, and resources, and resources, and instructional materials, technologies, and resources, technologies,
standards-aligned technologies for specific technologies to make resources, and instructional materials to and standards-aligned
instructional lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
materials including matter accessible to to students. and skill development in needs and make subject extend student
adopted materials, to students. subject matter. Resources matter accessible to understanding and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Explores how to make reflect the diversity of the students. critical thinking about
Identifies technological technological resources classroom and support subject matter.
resource needs. available to all students. differentiated learning of Assists student with
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.
In order to create a more
equitable classroom, it is
the responsibility of the
teacher to make it as
equitable of an
environment as possible.
In my class, I try to
provide equitable access
to all resources that
would be of benefit for
each particular
assignment. However, I
do not have extensive
knowledge in all of the
different resources that
could be of benefit, which
is a facet of my pedagogy
that I would like to
improve.

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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
3.6 Addressing the English learners’ language development to content 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 wide the design, adjustment, and
access to the content 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
language proficiencies and
understand content.
Out of the students I
teach, there are no
English Language
Learners, so that has not
been a challenge I have
had to encounter in my
time as a full-time
teacher. But, I do have a
few students with IEPs
and 504 Plans dealing
with issues in focus,
attention, etc. I try to
provide accommodations
to the students who
require them in particular
facets of their education,
but I would like to learn
about more options for
scaffolds and
accommodations in order
to better address the
needs of these students.

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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
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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,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Cooperates with resource Communicates and
personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
support of learning plans to ensure that student instruction. Supports families, leadership, and
and goals. services are provided and families in positive students in creating a
progress is made in engagement with school. coordinated program to
accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
referral processes and special needs.
Seeks additional information Refers students as needed in follow-up meeting to ensure
on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral. including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
There are a few students
in my class who have IEPs
or 504 Plans, so I have
slowly progressed in my
ability to differentiate my
instruction or assignment
requirements based on
these educational plans.
However, I would like to
learn of more ways to
differentiate my
instruction to meet the
needs of these students,
as I sometimes feel that I
do not currently have
enough strategies in my
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

toolbox to deal with some
of the challenges they
face.

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