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.

I am always looking I have done a good To stay up to date on

at state and national job identifying standards and subject
matter knowledge, I have
standards to plan standards and become a member of
each of my lessons. I incorporating them music teacher
had a student ask in fun lessons. organizations such as
why they needed to 12/05/2021 ACDA. This has helped
learn the topic of the keep me informed.
04/09/2022
day. I showed them
the standards to
show how they will
progress.
11/26/2020
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.
When planning my
lessons, I have
trouble linking
lessons together. I
usually plan my
lessons one day at a
time. I would like to
discover ways to
sequence lessons.
11/26/2020
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 have only slightly The knowledge range of
become more of a pre students has been divided
planner. I find it hard into groups, so the
students aren’t held back
to plan the whole week
or must skip material to
out when I never know
catch up with the class.
how much my students
04/09/2022
will get done. It all
depends on how often
they practice their
instruments.
12/05/2021
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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.
I am always adjusting I have done a great To ensure student
the curriculum to the job this semester of comprehension, I give
level of the students. explaining what goes pop quizzes, and exit
My third-grade class in between each slips. This material is a
quick way for me to
uses a curriculum lesson from the third
check how the students
which jumps topics grade curriculum
are retaining the
too quickly. I take the that jumps topics too information.
extra time to see fast. Taking time to 04/09/2022
where students are recap and recall the
and incorporate previous lesson has
other content to helped my third
explain the topic. graders understand
11/26/2020 each concept.
12/05/2021

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,
subject matter lessons to increase academic language learning, to ensure meta-cognitive abilities,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
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 incorporate group I incorporate group I have a list of
work, individual work, individual instructional strategies to
use during lesson
work, “Turn to your work, “Turn to your planning. Some methods
partner and…”, and partner and…”, and with certain classes,
discussions to discussions to while other methods
facilitate learning. I facilitate learning. I don’t.
would love to explore would love to explore 04/09/2022
more ways to utilize more ways to utilize
instructional instructional
strategies. strategies.
11/26/2020 12/05/2021

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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Identifies technological technological resources classroom and support
resource needs. available to all students. differentiated learning of
subject matter.
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
resources based on
individual needs.
Soundtrap does not
offer much
differentiation for my
students. Creating an
entirely different
lesson for specific
students has turned
out to be much more
work than I thought. I
need to find a
different strategy for
differentiation.
12/05/2021
Is aware of students’ Seeks additional information Identifies language
primary language and describing elements of proficiencies and English
3.6 Addressing the English language culture and language learner strengths in the
needs of English proficiencies based on proficiencies in listening, study of language and
available assessment data. speaking, reading, and content. Differentiates
learners and student
writing. Uses multiple instruction using one or
with special needs to measures for assessing more components of English
provide equitable English learners’ language development to
access to the content performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements
Assists student with
equitable access to
materials, resources, and
technologies. Seeks
outside resources and
support.
I am currently using
soundtrap for my
music classes. This
technology helps
meet identified
student needs and
makes subject matter
accessible to all
students by making
each assignment
unique. I make sure
that each student has
a school issued
chromebook to
complete the
soundtrap
assignments.
11/26/2020
Integrates knowledge of
English language
development, English
learners’ strengths and
assessed needs into English
language and content
instruction.
Develops and adapts
subject matter.
Ensures that student are
able to obtain equitable
access to a wide range of
technologies through
ongoing links to outside
resources and support.
I have been leading my
students through a music
creating software on their
school issued
chromebooks. This has
allowed the students to
create their own music in
a way they have never
experienced before.
04/09/2022
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 flexible in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
to help English learners
access content.
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
data provided by the school.
with special needs to
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Exploring
Attempts to scaffold content
using visuals, models, and
graphic organizers.
I do a good job
integrating culture
into the classroom
through music
history and choir
songs. I am exploring
new ways to
integrate English
learners.
11/26/2020
Seeks additional information
on the full range of students
identified 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.
Applying
scaffolds to support
standards-based instruction
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
I do a good job
integrating culture
into the classroom
through music
history and choir
songs. I am exploring
new ways to
integrate English
learners.
12/05/2021
Utilizes information on the
full range of students
identified 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
Integrating
instruction to provide a wide
range of scaffolded support
for language and content for
the range of English
learners.
I have integrated my
English language learners
by having them lead a
choral song in my music
classroom. The song is in
a language they know so
they can teach the rest of
the class how to
pronounce the text.
04/09/2022
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
Innovating
the design, adjustment, and
elimination of scaffolds
based on English learners’
proficiencies, knowledge,
and skills in the content.
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
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Learns about referral
processes for students with Seeks additional information
special needs. on struggling learners and
advanced learners to
determine appropriateness
for referral.
I add differentiation
into each of my
lesson plans. I make
sure students with
special needs and
English learners are
understanding the
content. One way I do
this is by explaining
directions in more
ways than one.
11/26/2020
Applying
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
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.
I add differentiation
into each of my
lesson plans. I make
sure students with
special needs and
English learners are
understanding the
content. One way I do
this is by explaining
directions in more
ways than one.
05/06/2021
Innovating
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.
My lesson plans are
always designed with
special learners in mind. I
take time to meet with
these learners before,
during, and after each
lesson. These students
are often helping me lead
the class.
04/09/2022