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 content language, and academic academic language in research to make relevant
matter academic standards and instruction. content standards. ways that ensure clear connections to standards
content standards 7/18/21 connections and relevance during instruction and
to students. 7/18/21 extend student learning.
11/21, 4/1

I use the up-to-date and Lesson materials are not

research-based
instructional strategies to
interweave social science
content, standards, and
language into an
integrated lesson. I also
utilize the online teacher
resource books to get new
ideas when designing
lesson activities. 7/18/21
restricted to the textbook
and related materials.
Aside from the online
resources connected to
the textbook, I also utilize
resources from journal
articles, news broadcasts,
podcasts, Youtube
educational videos, Netflix
video, EdPuzzle, and
Edutopia to enrich the
variety of the lesson
format. 11/21, 4/1
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
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 that
understanding of subject addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of student curriculum guidelines.
development and Provides explicit teaching
proficiencies to of essential content
ensure student vocabulary and associated
understanding of academic language in
subject matter 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.
7/18/21
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.
7/18/21
I use lots of examples to
elicit students’ prior
knowledge about a certain
topic to gain relatability as
well as interests. Students
need to gain both factual
knowledges about the
content (history) as well as
be able to apply critical
thinking for analysis.
In addition, vocabulary is a
regular part of the reading
homework and is assessed
through quizzes. 7/18/21
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 matter
understanding of the including related
subject matter including academic language.
related academic 4/1/22
language. 11/5/21
Engages student at all
Provides explicit teaching levels of vocabulary,
of specific academic academic language, and
language, text structures, proficiencies in
grammatical, and stylistic self-directed goal setting,
language features to monitoring, and
ensure equitable access to improvement. Guides all
subject matter students in using analysis
understanding for the strategies that provides
range of student language equitable access and deep
levels and abilities. understanding of subject
11/5/21 matter. 4/1/22
I provide sentence Use research-based
scaffolds for students information from
using content vocabulary. Collegeboard to guide
For world history DBQs, students to create a
sample hook, thesis, topic timeline for AP World
sentences, evidence, History Exam review,
concluding sentences, and including the most
conclusion are provided, frequently tested concepts
discussed, and practiced and vocabulary. Students
using practice questions. need to explain the
11/5/21 concept as well as provide
concrete examples for
each vocabulary. 4/1/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction. 11/21
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. 7/18/21 Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand. 4/1/22
For World History and U.S. I utilize resources from
History classes, my lesson journal articles, news
plans often connects past broadcasts, podcasts,
topics to present issues, Youtube educational
across disciplines (reading videos, Netflix video,
poetry, analyzing a EdPuzzle, and Edutopia to
painting, conducting a enrich the variety of the
short-acting, and playing a lesson format. Based on
piece of music) in formative assessment
connection to history feedback from students, I
content and standards. adjust the level of difficult
7/18/21 and the depth of the
lesson constantly. 11/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 instructional
provided in the strategies in single lessons strategies to ensure subject matter to meet strategies to develop
curriculum. or sequence of lessons to student understanding of students’ diverse learning, enthusiasm,
3.4 Utilizing
increase student academic language to ensure student meta-cognitive abilities,
instructional
understanding of academic appropriate to subject understanding of and support and challenge
strategies that are
language appropriate to matter and that addresses academic language, and the full range of student
appropriate to the
subject matter. students’ diverse learning guide student in towards a deep
subject matter
needs. 7/18/21 understanding knowledge of subject
connections within and matter. 4/1/22
across subject matter.
11/5/21
I use a variety of I use UDL and Blended I introduce colleagues to
instructional strategies Learning strategies for the new educational
such as lectures, debates, social science subjects for technology tool on
class discussions, group 9-12th grade. These personal finance to
works (create a map, strategies are assisted implement in their Intro
design a poster, explain a with technology to design to Business class by
concept by changing the individualized learnings. making a formal
lyrics to a popular song With academic language presentation and
and perform/record it, training incorporated into overview of the tool and
etc.) 7/18/21 essay and SRQ writings, its related curriculum
students are trained to from the program. The
improve their tool is called the Stock
understanding. 11/5/21 Market Game. More
details are included in the
Teacher Leader Project
page. 4/1/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 specific technologies to make resources, and instructional materials to and standards-aligned
3.5 Using and
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
adapting resources,
matter accessible to 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 reflect the diversity of the students. 11/21 thinking about subject
instructional
Identifies technological technological resources classroom and support matter. 4/1/22
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. 7/18/21 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. 11/21 ongoing links to outside
resources based on resources and support.
individual needs. 7/18/21 4/1/22
In addition to textbooks, Use Google Meet to record
instructional materials lessons, especially on
(weekly plans, lesson exam reviews and post
slides, essay rubrics, etc.) them on Google Classroom
are posted to Google for students who are
Classroom, set up email absent from class. Post all
reminders to major assignments, instructions
projects, use EdPuzzle to and weekly plan on Google
assign video content, Classroom for 24/7
Quizizz for vocabulary. access. 11/21
7/18/21
Connect students with the
school IT if their
Chromebook has
problems. Give students
more time to submit
assignments if their wifi at
home has problems.
11/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of students’ Seeks additional information
primary language and describing elements of culture
English language and language proficiencies in
proficiencies based on listening, speaking, reading,
available assessment data. and writing. Uses multiple
measures for assessing
English learners’ performance
3.6 Addressing the to identify gaps in English
needs of English language development.
7/18/21
learners and student
Provides adapted materials
with special needs to to help English learners
Attempts to scaffold content
provide equitable access content. using visuals, models, and
access to the content graphic organizers. 7/18/21
For EL students, I use
multiple words to express
the information, in
addition to images to assist
them in understanding the
content. I also pair EL
students with native
speaking students who are
bilingual in that language. I
encourage EL students to
express their ideas
through different means,
but eventually turn that
into standard academic
English. 7/18/21
Identifies language Integrates knowledge of Engages English learners in
proficiencies and English English language assessment of their progress
learner strengths in the study development, English in English language
of language and content. learners’ strengths and development and in meeting
Differentiates instruction assessed needs into English content standards. Supports
using one or more language and content students to establish and
components of English instruction. 4/1/22 monitor language and
language development to content goals.
support English learners.
11/5/21
Develops and adapts Is resourceful and flexible in
Creates and implements the design, adjustment, and
instruction to provide a wide
scaffolds to support range of scaffolded support elimination of scaffolds
standards-based instruction for language and content for based on English learners’
using literacy strategies, the range of English learners. proficiencies, knowledge,
SDAIE, and content level 4/1/22 and skills in the content.
English language
development in order for
students to improve language
proficiencies and understand
content. 11/5/21
Language staffolding tools,
multiple formats of
instructions, in class
build-in Q&A times, after
school additional Q&A
accessible times, paired
seating charts, regular 1-1
meet and talks are
developed and instituted
to support EL and 504
students, based on
appropriate content level
and ELA standards.
11/5/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
3.6 Addressing the with resource personnel and
needs of English families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
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.
7/18/21
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
7/18/21
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral. 7/18/21
I thoroughly read and take
notes on the IEP/504 plans
for each student with
special needs at the
beginning at the school
year. I make sure that
lessons, assessments, and
learning opportunities are
appropriately adjusted to
students’ needs according
to the plans. Last, I make
sure to communicate with
parents in a timely manner
if students have struggles
or achievements. 7/18/21
Utilizes information on the Integrates accommodations, Guides and support the full
full range of students adaptations, and extensions range of student with special
identified with special needs to instruction for the full needs to actively engage in
to assess strengths and range of students with the assessment and monitor
competencies to provide special needs to ensure their own strengths, learning
appropriate challenge and adequate support and needs, and achievement in
accommodations in challenge. 4/1/22 accessing content.
instruction. 11/21
Communicates and Communicates and
Communicates regularly with collaborates with colleagues, collaborates with resource
resource personnel, support staff, and families to personnel, para-educators,
para-educators, and families ensure consistent instruction. families, leadership, and
to ensure that student Supports families in positive students in creating a
services are provided and engagement with school. coordinated program to
progress is made in accessing 4/1/22 optimize success of the full
appropriate content. 11/21 range of students with
Initiates and monitors special needs.
Refers students as needed in referral processes and
a timely and appropriate follow-up meeting to ensure Takes leadership at the
manner supported with that students receive support site/district and collaborates
documented data over time, and/or extended learning with resource personnel to
including interventions tried that is integrated into the ensure the smooth and
previous to referral. 11/21 core curriculum. 4/1/22 effective implementations of
referral processes.
Use print and digital
instruction, in-class and
after-school time to assist
El and 504 students in
understanding lessons of
the day and clarify
questions on both the
content and assignments.
Work closely with the
academic counselor to
update the
accommodation sheets for
these students.
Email/phone call parents
to update them about the
progress made by the
students. 11/21