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

I address common terms, Teacher maintains a level of

vocabulary, and key concepts
through unit packets that foster
understanding. I use common
subject matter terms and
concepts to reiterate their
importance and connection to
the content (7.15.23)
subject matter expertise by
encouraging discussion
using content based
knowledge and makes
connections to current
events that students can
easily grasp. Teacher uses
pop culture references to
foster deeper
understanding. Students
then are able to utilize class
discussions to work on
collaborative notes in the
unit packets. (10.1.23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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

I create activities and Teacher provides explicit

instruction and use word banks
to address uncommon words
for English Language Learners
and discuss their meaning in its
context.
I have lessons and instructional
days on vocabulary in each unit
and assess students' knowledge
through weekly quizzes to
better understand student
comprehension. (7.15.23)
instruction on the academic
language used in historical
texts, as well as the specific
text structures commonly
encountered in historical
documents and essays.
Teacher uses students
knowledge that has been
addressed throughout the
unit to assess them through
written responses that align
within the standards and
asses their understanding of
the subject matter. (10.1.23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Follows Examines organization of Uses knowledge of curriculum Integrates knowledge of Uses extensive knowledge of
organization of curriculum and considers and student readiness to curriculum and resources to curriculum and related
3.3 Organizing curriculum as adjustments in single organize and adjust the organize and adjust resources to flexibly and
curriculum to provided by site and lessons or sequence of curriculum to ensure student instruction within and effectively organize and
facilitate district to support lessons to support understanding. across subject matter to adjust instruction.
student student understanding of subject extend student
understanding understanding of matter. understanding. Ensures student
of the subject the subject matter. comprehension and
matter facilitates student
articulation about what they
do and do not understand.
I organize curriculum and
units before school starts
that outline the entire
course. The course guide
shows the topic of each
lesson and shows the
activities of each day. Access
to material is also linked to
ensure student success.
Units flow chronologically
with an emphasis on themes
and connections to further
student understand.
(7.15.23) (10.1.23)
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 variety of Integrates instructional Uses an extensive repertoire
strategies that are additional instructional instructional strategies to strategies appropriate to of instructional strategies to
3.4 Utilizing
provided in the strategies in single ensure student understanding subject matter to meet develop enthusiasm, meta-
instructional
curriculum. lessons or sequence of of academic language students’ diverse learning, cognitive abilities, and
strategies that
lessons to increase appropriate to subject matter to ensure student support and challenge the
are
student understanding of and that addresses students’ understanding of academic full range of student
appropriate to
academic language diverse learning needs. language, and guide student towards a deep knowledge
the subject
appropriate to subject in understanding of subject matter.
matter
matter. connections within and
across subject matter.
I address common terms,
vocabulary, and key
concepts through unit
packets that foster
understanding. I use
common subject matter
terms and concepts to
reiterate their importance
and connection to the
content. Students are given
graphic organizers to
reinforce learning and
understanding. (7.15.23)
(10.1.23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
3.5 Using and
instructional instructional materials, appropriate instructional adapted resources, identifying and adapting
adapting
materials, resources, and materials, resources, and technologies, and resources, technologies, and
resources,
resources, and technologies to make technologies for concept and instructional materials to standards-aligned
technologies,
technologies for subject matter accessible skill development in subject meet identified student instructional materials to
and standards-
specific lessons to to students. matter. Resources reflect the needs and make subject extend student
aligned
make subject matter diversity of the classroom and matter accessible to understanding and critical
instructional
accessible to Explores how to make support differentiated learning students. thinking about subject
materials
students. technological resources of subject matter. matter.
including
available to all students. Assists student with
adopted
Identifies Guides students to use available equitable access to Ensures that student are
materials, to
technological print, electronic, and online materials, resources, and able to obtain equitable
make subject
resource needs. subject matter resources based technologies. Seeks outside access to a wide range of
matter
on individual needs. resources and support. technologies through
accessible to
ongoing links to outside
all students
resources and support.
I have access to historical
databases that allow me to
incorporate appropriate
resources within the
classroom and their
connection to the historical
content we are learning.
Students have online access,
and all resources are linked
to the classroom to ensure
access and success.
(7.15.23) (10.1.23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of Seeks additional Identifies language proficiencies Integrates knowledge of Engages English learners in
students’ primary information describing and English learner strengths in the English language development, assessment of their progress in
language and elements of culture and study of language and content. English learners’ strengths and English language development
language proficiencies in Differentiates instruction using one assessed needs into English and in meeting content
3.6 Addressing English language
listening, speaking, reading, or more components of English language and content standards. Supports students to
the needs of proficiencies based and writing. Uses multiple language development to support instruction. establish and monitor language
English on available measures for assessing English learners. and content goals.
learners and assessment data. English learners’
student with performance to identify Creates and implements scaffolds
special needs gaps in English language to support standards-based Develops and adapts Is resourceful and flexible in
to provide development. instruction using literacy strategies, instruction to provide a wide the design, adjustment, and
equitable SDAIE, and content level English range of scaffolded support for elimination of scaffolds based
access to the Attempts to scaffold content language development in order for language and content for the on English learners’
using visuals, models, and students to improve language range of English learners. proficiencies, knowledge, and
content Provides adapted
graphic organizers. proficiencies and understand skills in the content.
materials to help content.
English learners
access content.
I identify English Language All instruction is adapted to
Learners and their proficiency address challenging words
levels. To assist ELLs I provide and key concepts within
word banks, key terms, and key historical documents. With
concepts of documents to clarify ELLs the biggest challenge is
any misunderstandings. old documents and the
(7.15.23) verbiage used within the
document. Finding similar
words addresses
misunderstanding and
confusion. (7.15.23)
(10.1.23)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has an awareness of Seeks additional Utilizes information on the full Integrates accommodations, Guides and support the full
the full range of information on the full range of students identified with adaptations, and extensions to range of student with special
students identified range of students identified special needs to assess strengths instruction for the full range of needs to actively engage in the
with special needs to and competencies to provide students with special needs to assessment and monitor their
with special needs
address challenges or appropriate challenge and ensure adequate support and own strengths, learning needs,
through data supports in single lessons or accommodations in instruction. challenge. and achievement in accessing
3.6 Addressing provided by the sequence of lessons. content.
the needs of school. Communicates regularly with Communicates and collaborates
English Cooperates with resource resource personnel, para- with colleagues, support staff, Communicates and collaborates
learners and Attends required personnel, para-educators, educators, and families to ensure and families to ensure with resource personnel, para-
meeting with and families during that student services are provided consistent instruction. Supports educators, families, leadership,
student with
resource personnel meetings and activities in and progress is made in accessing families in positive engagement and students in creating a
special needs support of learning plans appropriate content. with school. coordinated program to
to provide and families.
and goals. optimize success of the full
equitable Refers students as needed in a Initiates and monitors referral range of students with special
access to the Learns about Seeks additional timely and appropriate manner processes and follow-up needs.
content referral processes information on struggling supported with documented data meeting to ensure that students
for students with learners and advanced over time, including interventions receive support and/or Takes leadership at the
special needs. learners to determine tried previous to referral. extended learning that is site/district and collaborates
appropriateness for referral. integrated into the core with resource personnel to
curriculum. ensure the smooth and effective
implementations of referral
processes.
I teach Advance Works closely with special
Placement History, education colleagues to
It is rare for me to tailor materials to individual
attend or meet with student requirements. This
personal regarding could include providing
student special alternative formats for texts
needs. While I such as digital versions with
understand the guided annotations.
referral process, IEP
meetings, and the I provide students with
correct steps to annotated documents and
take. I will need sample papers to support
more resources. and assist students with
Additionally, I have learning needs. Document
only had one comparison and analysis
student on an IEP, (10.1.23)
student was high
functioning and was
placed in Honors
history my first-
year teaching. I have
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

full access to a
range of student
data for students on
IEPs or 504 plans.
(7.15.23)