CSTP

3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Has a foundational Examines concepts in Understands and Uses broad knowledge of inter- Uses extensive
knowledge of subject subject matter and explains the relationship relationships of concepts, knowledge of subject
matter, related academic academic language to between essential academic content standards, matter concepts, current
3.1 Demonstrating
language, and academic identify connections subject matter concepts, and academic language in ways issues, academic
knowledge of
content standards. between academic academic language, and that ensure clear connections language, and research
subject matter
content standards and academic content and relevance to students. to make relevant
academic content
instruction. standards. 7/16/22 connections to standards
standards
12/6/22 during instruction and
5/1/23 extend student learning.

Teacher continually seeks to
further their knowledge
though academics and
professional development.

Teacher possesses a MA in
Education and an MS in Health
and Sports Science

Teacher uses relevant and
contemporary data and
examples to connect the
curriculum to real world
examples.

Teacher frequently updates
lesson plans to reflect changing
data and updated pedagogy
7/16/22

Teacher is a member of SHAPE
AMERICA, a professional
organization. 12/6/22
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 range Utilizes comprehensive
student stages of student development response to knowledge of students development into knowledge of students to
development while and implements learning of student development instructional decisions to guide all students to
becoming aware of activities in single and proficiencies to meet ensure student understanding develop proficiencies,
differences in students’ lessons or sequence of students’ diverse of the subject matter including understand subject
understanding of subject lessons that addresses learning needs. Ensures related academic language. matter including related
matter. students’ proficiencies understanding of subject academic language.
and support matter including related Provides explicit teaching of
Teaches subject-specific understanding of subject academic language. specific academic language, Engages student at all
3.2 Applying vocabulary following matter including related text structures, grammatical, levels of vocabulary,
knowledge of curriculum guidelines. academic language. Provides explicit and stylistic language features academic language, and
student teaching of essential to ensure equitable access to proficiencies in self-
development and Provides explicit vocabulary, idioms, key subject matter understanding directed goal setting,
proficiencies to teaching of essential words with multiple for the range of student monitoring, and
ensure student content vocabulary and meanings, and academic language levels and abilities. improvement. Guides all
understanding of associated academic language in ways that students in using
subject matter language in single engage students in analysis strategies that
lessons or sequence of accessing subject matter provides equitable
lessons. Explains text or learning activities. access and deep
academic language, 7/16/22 understanding of subject
formats, and vocabulary 5/1/23 matter.
to support student
access to subject matter
when confusions are
identified.

Teachers uses intro
questions, journal
prompts,
quick/pair/shares,
kahoot games, etc. to
check students’ level of
understanding.


Teacher uses scaffolding
techniques to build upon
existing knowledge and
pursue deeper
understanding.

Teacher uses a variety of
instructional materials
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
(internet, textbook,
professional journals,
videos, PowerPoint)
7/16/22

Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive
curriculum as provided of curriculum and curriculum and student curriculum and resources to knowledge of curriculum
by site and district to considers adjustments in readiness to organize organize and adjust instruction and related resources to
support student single lessons or and adjust the within and across subject flexibly and effectively
understanding of the sequence of lessons to curriculum to ensure matter to extend student organize and adjust
3.3 Organizing
subject matter. support understanding student understanding. understanding. instruction.
curriculum to
of subject matter. 7/16/22 12/6/22
facilitate student
5/1/23
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 Applying Integrating Innovating
Teacher develops relationships Teacher uses GAME
with students before engaging BASED LEARNING to
in more sensitive material connect curriculum
content in exciting ways.
Teacher assigns writing 12/6/22
assignments and requires
grade level proficiency for full
credit

Teacher strives to deliver as
much content as possible while
ensuring students have
adequate time to comprehend
7/16/22

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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies
curriculum. lessons or sequence of student understanding of students’ diverse learning, to to develop enthusiasm,
3.4 Utilizing
lessons to increase academic language ensure student understanding meta-cognitive abilities,
instructional
student understanding appropriate to subject of academic language, and and support and
strategies that are
of academic language matter and that guide student in understanding challenge the full range
appropriate to the
appropriate to subject addresses students’ connections within and across of student towards a
subject matter
matter. diverse learning needs. subject matter. deep knowledge of
7/16/22 subject matter.
5/1/23

CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Teacher uses multiple teaching
methodologies during the same
lesson.

Teacher requires daily student
participation to engage interest
and motivative.

Teacher lets students guide
their lessons and
present/teach material to
other students

Teacher uses both high
technology driven lessons and
technology free lessons.
7/16/22

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
3.5 Using and resources, and resources, and instructional materials, technologies, and instructional resources, technologies,
adapting resources, technologies for specific technologies to make resources, and materials to meet identified and standards-aligned
technologies, and lessons to make subject subject matter accessible technologies for concept student needs and make instructional materials
standards-aligned matter accessible to to students. and skill development in subject matter accessible to to extend student
instructional students. subject matter. students. 12/6/22 understanding and
materials including Explores how to make Resources reflect the 5/1/23 critical thinking about
adopted materials, Identifies technological technological resources diversity of the subject matter.
to make subject resource needs. available to all students. classroom and support
matter accessible to differentiated learning of Assists student with equitable Ensures that student are
all students subject matter. access to materials, resources, able to obtain equitable
and technologies. Seeks outside access to a wide range of
Guides students to use resources and support. technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
available print, ongoing links to outside
electronic, and online resources and support.
subject matter resources
based on individual
needs.
7/16/22

Teacher uses many Teacher posts Powerpoints

available technological and Lecture notes on Canvas
resources but is not for students to reference
dependent on them whenever they miss class or
need to revisit
Teacher requires material. 12/6/22
students to find
additional supplemental NBPTS Proposition 5.1
material and make - Teachers
connections to the collaborate with other
current lesson professionals to
improve school
Teacher attends PLC’s, effectiveness.
and learning workshops
to seek out new
Applying: a level of
technology and
practice in which the
pedagogy.
teacher is able to
7/16/22
provide
independent instruction
and easily applies what
s/he has learned about
educational practice

Evidence: Teacher
attended a online
Kahoot workshop to
gain more expertise
with technology based
online quiz games in
preparation for the
Semester 4 Teacher
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Leader Project
5/1/23

Is aware of students’ Seeks additional Identifies language Integrates knowledge of English Engages English learners in
primary language and information describing proficiencies and English language development, English assessment of their
English language elements of culture and learner strengths in the learners’ strengths and assessed progress in English
proficiencies based on language proficiencies in study of language and needs into English language and language development and
available assessment data. listening, speaking, reading, content. Differentiates content instruction. in meeting content
and writing. Uses multiple instruction using one or standards. Supports
measures for assessing more components of students to establish and
3.6 Addressing the English learners’ English language monitor language and
needs of English performance to identify development to support Develops and adapts instruction to content goals.
learners and student
gaps in English language English learners. provide a wide range of scaffolded
Provides adapted materials development. support for language and content
with special needs to to help English learners Creates and implements for the range of English learners. Is resourceful and flexible
provide equitable access content. Attempts to scaffold scaffolds to support in the design, adjustment,
access to the content content using visuals, standards-based instruction and elimination of scaffolds
models, and graphic using literacy strategies, based on English learners’
organizers. SDAIE, and content level proficiencies, knowledge,
7/16/22 English language and skills in the content.
5/1/23 development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
Students are given
frequent opportunities
to work in groups

Teacher enables
students multiple ways
to express
understanding of
content
7/16/22

Has an awareness of the full Seeks additional Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified information on the full full range of students adaptations, and extensions to range of student with
with special needs through range of students identified identified with special instruction for the full range of special needs to actively
data provided by the with special needs to needs to assess strengths students with special needs to engage in the assessment
school. address challenges or and competencies to ensure adequate support and and monitor their own
supports in single lessons provide appropriate challenge. strengths, learning needs,
or sequence of lessons. challenge and and achievement in
accommodations in Communicates and collaborates accessing content.
3.6 Addressing the instruction. with colleagues, support staff, and
needs of English Attends required meeting Cooperates with resource families to ensure consistent Communicates and
with resource personnel personnel, para-educators, Communicates regularly instruction. Supports families in collaborates with resource
learners and student
and families. and families during with resource personnel, positive engagement with school. personnel, para-educators,
with special needs to meetings and activities in para-educators, and families, leadership, and
provide equitable support of learning plans families to ensure that Initiates and monitors referral students in creating a
access to the content and goals. student services are processes and follow-up meeting coordinated program to
provided and progress is to ensure that students receive optimize success of the full
made in accessing support and/or extended learning range of students with
appropriate content. that is integrated into the core special needs.
Learns about referral curriculum.
processes for students with Seeks additional Refers students as needed 7/16/22 Takes leadership at the
special needs. information on struggling in a timely and appropriate 5/1/23 site/district and
learners and advanced manner supported with collaborates with resource
learners to determine documented data over time, personnel to ensure the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating
appropriateness for including interventions smooth and effective
referral. tried previous to referral. implementations of referral
processes.

Teacher works in conjunction

with the councilors of students
with special needs to modify
teaching strategies

Teacher follows the guidelines
within the IEP of students with
special needs.

Teacher maintains frequent
communication inside and
outside the classroom with
students that have special
needs
7/16/22