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

Fall 2022: In World Fall 2023

languages, the modes of
communication play a
major role and I have been
trying to integrate them
equally in my lessons. Also
when I use a certain mode
of communication I use
examples that are relevant
to the students and that
have an obvious real-life
connection.
Evidence:
As someone who grew up
in a country where the
target language is spoken,
I am able to connect
concepts between
language, culture and
customs making the
content more relevant to
students. My expertise
helps me to do authentic
cultural comparisons of
topics such as ‚Holidays‘
and/or celebrations. For
example, I compare
Halloween with how
Germans celebrate that
day (Reformationstag). I
show cultural artefacts (0-
Euro bill made in honor of
Martin Luther, the church
reformer.
Artefact: 0-Euro-Bill
(God’s grace is for free)
 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 Utilizes comprehensive
student stages of student development response to knowledge of range of students knowledge of students to
development while and implements student development and development into guide all students to
becoming aware of learning activities in pro iciencies to meet instructional decisions to develop pro iciencies,
differences in students’ single lessons or students’ diverse learning ensure student understand subject matter
understanding of subject sequence of lessons that needs. Ensures understanding of the including related academic
matter. addresses students’ understanding of subject subject matter including language.
pro iciencies and matter including related related academic
Teaches subject-speci ic support understanding academic language. language. Engages student at all
vocabulary following of subject matter levels of vocabulary,
3.2 Applying curriculum guidelines. including related Provides explicit teaching Provides explicit teaching academic language, and
knowledge of student academic language. of essential vocabulary, of speci ic academic pro iciencies in self-
development and idioms, key words with language, text structures, directed goal setting,
pro iciencies to Provides explicit multiple meanings, and grammatical, and stylistic monitoring, and
ensure student teaching of essential academic language in language features to improvement. Guides all
understanding of content vocabulary and ways that engage students ensure equitable access to students in using analysis
subject matter associated academic in accessing subject subject matter strategies that provides
language in single matter text or learning understanding for the equitable access and deep
lessons or sequence of activities. range of student language understanding of subject
lessons. Explains levels and abilities. matter.
academic language,
formats, and vocabulary
to support student
access to subject matter
when confusions are
identi ied.
f
f
f
f
f
f
f
f
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Fall 2023:I always try to Fall 2023:
only move on once the Evidence: I use short
students have mastered informal assessment more
a new concept. If often now to be better
necessary I move on and informed about individual
individually tutor a levels of knowledge to
student who needs more then adapt my teaching
time. I implement accordingly. Students can
learning activities often assess themselves
during and especially and then give me feedback
after a new unit when on their level of
we are in the practice- performance.
phase. Artefact: A list of possible
exercises students can do
to test their pro iciency.
Students can choose
which exercises they want
to do. Most of the
exercises will be on the
inal exam.

Follows organization of Examines organization Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided by of curriculum and curriculum and student curriculum and resources of curriculum and related
site and district to support considers adjustments readiness to organize and to organize and adjust resources to lexibly and
student understanding of in single lessons or adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
the subject matter. sequence of lessons to ensure student across subject matter to adjust instruction.
curriculum to
support understanding understanding. extend student
facilitate student
of subject matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
f
f
f
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Because we are a private
school, I am not tied to a
certain curriculum.
However, I do use
textbooks that are used in
regular High Schools. A lot
of German teachers do not
use textbooks, while I ind
it helpful for me to learn
more about how to
reasonably structure
content over a school year
and to give the students
more structure and an
overview of their
progress. I do stay very
lexible though as there is
no commitment to inish a
textbook and I like to
include my personal
subject matter knowledge
(as a native German) to
have variations in my
instructions.
Uses instructional Gathers and uses Selects and adapts a
strategies that are additional instructional variety of instructional
provided in the strategies in single strategies to ensure
3.4 Utilizing curriculum. lessons or sequence of student understanding of
instructional lessons to increase academic language
strategies that are student understanding appropriate to subject
appropriate to the of academic language matter and that addresses
subject matter appropriate to subject students’ diverse learning
matter. needs.
f
f
f
f
f
f
Integrating Innovating
FALL.2023
I was recently able to
connect my subject matter
knowledge with an
interactive task for a
project (ILP). Students are
going on a virtual tour
through a German city. I
was able to use my
knowledge about the
geography of the city to
organize the tasks in a
way so that students were
able to bene it in various
ways without getting
stuck in the somewhat
challenging combination
of language (giving
directions) and inding
their way through the
streets.
Artefact: Excerpt from
group-work -maps -route
pre-de ined by me.
Integrates instructional Uses an extensive
strategies appropriate to repertoire of instructional
subject matter to meet strategies to develop
students’ diverse learning, enthusiasm, meta-cognitive
to ensure student abilities, and support and
understanding of challenge the full range of
academic language, and student towards a deep
guide student in knowledge of subject
understanding matter.
connections within and
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Feb 2023:I chose from a
variety of instructional
strategies for all my grade
levels. I adapt them when
necessary. I start with
listening, reading, and
writing. Goals are to have
students make
connections between
cultures while using/
improving communication
skills.
Integrating Innovating
FALL 2023:
I have increased the
variety of instructional
strategies to my repertoire
to better meet students’
diverse learning. I have
added more exercises
where students
collaborate and are able to
support each other
depending on their
individual strength and
learning needs. Different
groups get different topics
to then be experts for
those who worked on a
different topic.
Artefact: Example of
Group Work distribution
of topics (individually,
intentionally chosen
students based on their
level of performance).
ISTE 1.7c
 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 speci ic technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter technologies for concept meet identi ied student instructional materials to
adapting resources,
matter accessible to accessible to students. 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 re lect the diversity of the students. thinking about subject
instructional
Identi ies technological technological resources classroom and support matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
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.
f
f
f
f
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
I guide students in using
their textbooks to make it
a helpful tool for them.
Besides I am using
resources from German
speaking countries, my
personal knowledge and
technology such as
youtube for better
visualisation of cultural
topics. For cultural topics I
like to do differentiated
instructions in the sense
of having the students
express their knowledge
in different ways.
(Recording of voice,
illustration, text etc).
f
Integrating Innovating
Feb.2023// I have
updated the organization
of my GoogleClassroom
especially for my AP
students so that they ind
resources sorted by the
AP topics rather than by
when we did it. This way
students have better
access to the material and
can study it context-based.
FALL 2023:
I have added more
technology to support
student learning and
making subject matter
more accessible. I am now
assigning Quizlet on a
regular basis and I am
using edpuzzle for
increasing foundational
knowledge (mostly
cultural).
Artefact: Edpuzzles for
two different topics to
connect target language
with cultural products.
Connected to ISTE 2.2b
(Leader)
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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

I am almost constantly
integrating knowledge of
the English language. One
reason is that i am a long
term EL myself and I like
to explain students
German grammar in direct
context of English. Also we
compare vocabulary. Some
students understand the
meaning of English words
better after we talked
about the comparisons
between the two
languages. Also grammar
students have been using
unconsciously becomes a
graspable concept for
them.
f
f
f
f
f
f
f
 CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identi ied
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
families.
needs of English
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
f
f
f
Exploring
Seeks additional
information on the full
range of students identi ied
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
identi ied 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 in contact with our
teachers leading the
support program for
students that require it.I
am in contact with
parents to talk about
additional support I can
give. Just attended a
meeting today where I
learned more about how
to professionally address a
situation where I think
additional support for the
student is needed.