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
matter, related academic academic language to essential subject matter concepts, academic concepts, current issues,
3.1 Demonstrating
language, and academic identify connections concepts, academic content standards, and academic language, and
knowledge of subject
content standards. between academic language, and academic academic language in research to make relevant
matter academic
content standards and content standards. ways that ensure clear connections to standards
content standards
instruction. connections and during instruction and
relevance to students. extend student learning.
(5/7/2021)
I take pride in my
knowledge and
understanding of my
subject matter. With my
education background
and my desire to learn, I
have detailed knowledge
and understanding about
the areas I teach. I also
make sure that my
curriculum hits content
standards so that
students are learning
what they are supposed
to, but I don’t limit myself
to just the standards. If I
think something is
important for them to
learn or interesting to
teach that doesn’t align
with the standards, I’ll
teach in addition to the
content standards. I also
try to continue to update
my knowledge by reading
science articles and
keeping up to date on
new discoveries.
(5/7/2021)
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
Adapts instruction in
response to knowledge of
student development and
proficiencies to meet
students’ diverse learning
needs. Ensures
understanding of subject
matter including related
academic language.
(5/7/2021)
Provides explicit teaching
of essential vocabulary,
idioms, key words with
multiple meanings, and
academic language in
ways that engage
students in accessing
subject matter text or
learning activities.
(5/7/2021)
Integrates knowledge of Utilizes comprehensive
range of students knowledge of students to
development into guide all students to
instructional decisions to develop proficiencies,
ensure student understand subject
understanding of the matter including related
subject matter including academic language.
related academic
language. Engages student at all
levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
language, text structures, directed goal setting,
grammatical, and stylistic monitoring, and
language features to improvement. Guides all
ensure equitable access students in using analysis
to subject matter strategies that provides
understanding for the equitable access and deep
range of student language understanding of subject
levels and abilities. matter.

As a teacher,
improvisation and
adaptation is an
expectation. You have to
be able to read your
students and figure out if
they are understanding
the lesson and, if not, you
need to be able to adapt
and improvise on the spot
to help them understand.
Sometimes this means
throwing out the lesson
entirely. Sometimes it
means reteaching.
Sometimes it means
restating something you
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

already said in a different
way. Especially in the
middle of a pandemic,
flexibility and a
willingness to put aside
ego for the sake of
students is really
important.
(5/7/2021)

I guess some of this

answer depends on what
is meant by “explicit
teaching”. I make it a
point to have students
learn proper vocabulary
and language in order to
academically discuss the
material we are learning.
I also try to only use
vocabulary that we have
talked about in class and,
if using a new term, will
make sure that we go
over it before I continue
to use it in class. I’m
trying to be more
conscious of the
terminology I use in class
to make sure I’m using
words that my students
will be able to
understand..
(5/7/2021)

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
3.3 Organizing curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
curriculum to by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
facilitate student support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
understanding of the understanding of the lessons to support ensure student across subject matter to adjust instruction.
subject matter subject matter. understanding of subject understanding. extend student
matter. (5/7/2021) understanding. Ensures student
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

comprehension and
facilitates student
articulation about what
they do and do not
understand.
I feel like I’ve grown in
this but not enough to
move over into the
Integrating category. One
reason is that, with the
students I serve, ensuring
understanding is hard
enough. I don’t really get
to the extending
understanding part
because of how long it
takes to simply get them
to the understanding
part. I am very careful
and intentional about
how I design and arrange
my curriculum. I try make
sure that the material
builds on itself and builds
towards a specific point. I
don’t want it to seem like
my students are learning
random information. I
want them to see that
everything is connected.
My hope is that those
connections lead to a
better understanding of
the material and the
world in general.
(5/7/2021)
Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
3.4 Utilizing strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
instructional provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
strategies that are curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
appropriate to the lessons to increase academic language learning, to ensure cognitive abilities, and
subject matter student understanding of appropriate to subject student understanding of support and challenge the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

academic language matter and that academic language, and full range of student
appropriate to subject addresses students’ guide student in towards a deep
matter. diverse learning needs. understanding knowledge of subject
(5/7/2021) connections within and matter.
across subject matter.
This seems to be more
about teaching academic
language than course
content. I integrate
academic language and
vocabulary into my
course content so
students are exposed to it
in the context of learning.
I find this to be more
effective than giving a
vocab sheet for students
to fill and memorize. I’d
rather have students
learn vocabulary by using
it than just making
flashcards and trying to
memorize them out of
context.
(5/7/2021)

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
make subject matter Explores how to make reflect the diversity of the students. critical thinking about
accessible to all Identifies technological technological resources classroom and support subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
resource needs. available to all students. differentiated learning of
subject matter.
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
Integrating Innovating
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. ongoing links to outside
(5/7/2021) resources and support.
I’m all about using
outside resources.
Textbooks are good for
getting started, but they
are not good at actually
aiding in learning. Most
textbooks are not written
in a way that kids can
understand and if you’re
just using textbooks and
resources from the
publisher, you’re really
limiting yourself and your
students. I love finding
relevant articles in online
journals, magazines, and
websites that students
can more easily read and
understand. With each
student having a
Chromebook, it makes it
easy to disseminate
reading material and
assignments online. I also
use YouTube, Netflix,
other streaming services,
simulation apps, and
various websites to aid in
my teaching and their
learning. There is so
much more to teaching
and developing
curriculum than what
we’re given in a textbook.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

(5/7/2021)
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 (5/7/2021) scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. standards-based instruction range of scaffolded support elimination of scaffolds
Attempts to scaffold content using literacy strategies, for language and content for based on English learners’
using visuals, models, and SDAIE, and content level the range of English proficiencies, knowledge,
graphic organizers. English language learners. and skills in the content.
(5/7/2021) development in order for
students to improve
language proficiencies and
understand content.
I feel like I have grown in
this area a lot this year.
However, I don’t fell
comfortable moving over
to the Applying category
because a lot of the
success I’ve had this year
with ELLs has been
because of distance
learning. The increased
level of communication
during class because of
Google Translate and
Zoom chats has really
helped me reach my ELLs
more. However, once we
are back in school, I feel
like I have a lot more to
prove to myself and see if
I can continue the success
I’ve had during distance
learning. If I can do that,
then I will feel more
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

comfortable moving
myself over to the
Applying category.
(5/7/2021)

I always use a lot of

visuals and models in my
teaching regardless of the
students in my class. I’ve
always thought that SPED
and SDAIE strategies
work for all students, not
just SPED and ELLs. By
using a lot of visuals and
models as well as giving a
lot of hands-on
opportunities, I hope to
bridge the gap a little
better. I definitely want to
improve in how I educate
my ELL population.
(5/7/2021)