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 Uses extensive knowledge of
knowledge of subject subject matter and the relationship between of inter-relationships of subject matter concepts,
matter, related academic language to essential subject matter concepts, academic current issues, academic
3.1 Demonstrating academic language, identify connections concepts, academic language, content standards, and language, and research to
knowledge of subject and academic content between academic content and academic content academic language in make relevant connections
matter academic standards. standards and instruction. standards. 7/15/22 ways that ensure clear to standards during
content standards connections and instruction and extend
relevance to students. student learning.
12/8/22
5/1/23
In certain courses, like AP I convey the goal/theme
Language, it is a bit more of a of each unit to students
challenge for me to convey and do my best to often
the relevance of the content. make a clear connection
I am able to in some ways to it in every day
but not as much as I would lessons. I also frequently
like to. I am also not as use appropriate literary
comfortable with some of the language and encourage
academic language in this students to discuss/use
class as I am in other ELA this language as well
classes. 7/15/22 (ex. metaphor, allusion,
juxtaposition, etc.).
Because I have had
many repeat students, I
am also able to make
Evidence connections to
texts/lessons from past
ELA courses which
increases learning. I also
regularly assess what
texts are working in
class and what may/not
be relevant anymore
and look for potential
replacements. 12/8/22
Have begun to talk
about current research
and issues my content
area. I am also able to
explain how this
knowledge impacts
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
instructional planning
5/1/23
Has basic knowledge Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive
of student stages of student development and response to knowledge of the range of students' knowledge of students to
development while implements learning student development and development into guide all students to develop
becoming aware of activities in single lessons proficiencies to meet instructional decisions proficiencies, understand
differences in students’ or sequence of lessons that students’ diverse learning to ensure student subject matter including
understanding of addresses students’ needs. Ensures understanding of the related academic language.
subject matter. proficiencies and supports understanding of subject subject matter including 5/1/23
understanding of subject matter including related related academic
3.2 Applying
Teaches matter including related academic language. 7/15/22 language. 12/10/22 Engages students at all
knowledge of student
subject-specific academic language. levels of vocabulary,
development and
vocabulary following Provides explicit teaching of Provides explicit academic language, and
proficiencies to
curriculum guidelines. Provides explicit teaching essential vocabulary, idioms, teaching of specific proficiencies in self-directed
ensure student
of essential content key words with multiple academic language, text goal setting, monitoring, and
understanding of
vocabulary and associated meanings, and academic structures, grammatical, improvement. Guides all
subject matter
academic language in single language in ways that engage and stylistic language students in using analysis
lessons or sequence of students in accessing subject features to ensure strategies that provide
lessons. Explains academic matter text or learning equitable access to equitable access and deep
language, formats, and activities. 7/15/22 subject matter understanding of subject
vocabulary to support understanding for the matter. 5/1/23
student access to subject range of student
matter when confusions are language levels and
identified. abilities. 12/10/22
New students are given a Explicit instruction of Students are given a wide
learning style test and are academic language is variety of reading journal
taught why it is significant. I given (vocabulary entries that ask students to
will then consider these sheets and lessons- ex. connect plot events/themes
styles into my lessons. I also necessary drama in a text to their personal
am able to gather data about language before reading lives/experiences. This
students through getting to Macbeth). Progress opportunity for personal
know them throughout the surveys are given to connection allows students
Evidence year (ex. for introspective students each quarter to to gain a deeper
students, providing time for ensure student understanding of the texts
individual work/journaling understanding of being read in class. 5/1/23
as opposed to group projects content. 12/10/22
for my extroverted students).
Students are also taught
essential vocab/academic
language in a variety of
forms (verbal, written,
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
auditory, hands on
experience, etc.). 7/15/22
Follows organization Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge of
of curriculum as curriculum and considers curriculum and student curriculum and curriculum and related
provided by site and adjustments in single readiness to organize and resources to organize resources to flexibly and
3.3 Organizing district to support lessons or sequence of adjust the curriculum to and adjust instruction effectively organize and
curriculum to student understanding lessons to support ensure student within and across adjust instruction.
facilitate student of the subject matter. understanding of subject understanding. 7/15/22 subject matter to extend
understanding of the matter. 12/10/22 student understanding. Ensures student
subject matter 5/1/23 comprehension and
facilitates student
articulation about what they
do and do not understand.
In some classes, I organize Teacher frequently
the curriculum reviews previously
chronologically (ex. reading taught concepts. They
the Declaration of are incorporated into
Independence happens current lessons/units in
before reading letters from order to scaffold new
the Civil War). However, in content. This is
these courses I think I need particularly true of
to give more consideration to literary analysis which
the level of difficulty of each builds on similar skills
text. I need to make sure that as more challenging
the more challenging texts texts are introduced.
are saved for the ending of 5/1/23
the unit rather than right at
Evidence the beginning. In the AP
courses, I try to organize the
curriculum by difficulty (ex.
poetry is the first unit in AP
Literature because it is often
very challenging for
students- this way I can
frequently come back to it
and review throughout the
year rather than right before
the exam). I also try to make
connections to
historical/current events
whenever possible. 7/15/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
I am still seeking more
resources to expand content
across subject matters. In
some courses, I have worked
to make sure the curriculum
progresses in terms of rigor
but not all yet. 12/10/22
Uses instructional Gathers and uses additional Selects and adapts a variety Integrates instructional Uses an extensive repertoire
strategies that are instructional strategies in of instructional strategies to strategies appropriate of instructional strategies to
provided in the single lessons or sequence ensure student to subject matter to develop enthusiasm,
curriculum. of lessons to increase understanding of academic meet students’ diverse meta-cognitive abilities, and
3.4 Utilizing student understanding of language appropriate to learning, to ensure support and challenge the
instructional academic language subject matter and that student understanding full range of student
strategies that are appropriate to subject addresses students’ diverse of academic language, towards a deep knowledge
appropriate to the matter. learning needs. 7/15/22 and guide students in of subject matter.
subject matter understanding
connections within and
across subject matter.
12/8/22
5/1/23
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
Students are active in most
all activities, whether it is
reading out loud,
participating in discussion,
or completing a task. It is
relatively easy for me to
check for
understanding/answer
questions because I can track
their progress as each
activity is underway. Because
my courses are ELA, most
strategies are
Evidence reading/writing based but I
do scaffold as much as I can
for the students who may
have needs related to these
skills. I don’t offer as much
student choice as I would
like. I believe I need to
include more student choice
in terms of the texts we read
and perhaps in projects
completed. 7/15/22
Uses available Explores additional Selects, adapts, and utilizes
instructional instructional materials, appropriate instructional
materials, resources, resources, and technologies materials, resources, and
3.5 Using and
and technologies for to make subject matter technologies for concept and
adapting resources,
specific lessons to accessible to students. skill development in subject
technologies, and
make subject matter matter. Resources reflect the
standards-aligned
accessible to students. Explores how to make diversity of the classroom
instructional
technological resources and support differentiated
materials including
Identifies available to all students. learning of subject matter.
adopted materials, to
technological resource 7/15/22
make subject matter
needs.
accessible to all
Guides students to use
students
available print, electronic,
and online subject matter
Integrating Innovating
When introducing a new
unit, providing a solid
amount of historical
background and
biography of the author-
Shakespeare's England
when starting Macbeth
12/8/22
Teacher has introduced
many more
opportunities for
student choice in the
curriculum throughout
the year. The strategies
used also
allow the teacher to
frequently check for
understanding
throughout the lesson
and unit. 5/1/23
Integrates a wide range Engages students in
of adapted resources, identifying and adapting
technologies, and resources, technologies, and
instructional materials standards-aligned
to meet identified instructional materials to
student needs and make extend student
subject matter understanding and critical
accessible to students. thinking about subject
12/8/22 matter.5/1/23
Assists students with Ensures that student are
equitable access to able to obtain equitable
materials, resources, access to a wide range of
and technologies. Seeks technologies through
ongoing links to outside
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
resources based on
individual needs. 7/15/22
I frequently use
technological materials in
lessons. We use Youtube,
Kahoot, Canva, and the
Google Suite on a regular
basis. I also have regular
conversations with other
teachers about the
technology used in their
courses and the faculty will
often share links with the
whole school. Because this is
Evidence my fourth year, I am very
familiar with the textbooks
available on our school site. I
know the outline of each and
I am familiar with all of the
resources provided for me
and the students. For the
novels we read, I am very
comfortable with the
organization of each and
offer a variety of forms to
students (PDF, hardcopy,
audiobook). 7/15/22
Is aware of students’ Seeks additional Identifies language
primary language and information describing proficiencies and English
English language elements of culture and learner strengths in the
proficiencies based on language proficiencies in study of language and
available assessment listening, speaking, reading, content. Teacher
3.6 Addressing the
data. and writing. Uses multiple differentiates instruction
needs of English
measures for assessing using one or more
learners and student
English learners’ components of English
with special needs to
performance to identify language development to
provide equitable
gaps in English language support English learners.
access to the content
development. 7/15/22 12/10/22
Provides adapted
materials to help Attempts to scaffold Creates and implements
English learners access content using visuals, scaffolds to support
content. standards-based instruction
Integrating Innovating
outside resources and resources and
support. 12/8/22 support.5/1/23
Graphic organizers are
used to deepen Teacher is aware of which
understand of texts- The pages of the textbook
Great Gatsby Women support the lessons and
Graphic Organizer where to go in the textbook
12/8/22 for further support. Teacher
also talks about the current
technology that is available
and expresses a desire to
increase technology
resources for student use
and regularly shares
technology resources/ideas
with other faculty members
5/1/23
Integrates knowledge of Engages English learners in
English language assessment of their progress
development, English in English language
learners’ strengths and development and in meeting
assessed needs into content standards. Supports
English language and students to establish and
content instruction. monitor language and
5/1/23 content goals.
Develops and adapts
instruction to provide a Is resourceful and flexible in
wide range of scaffolded the design, adjustment, and
support for language elimination of scaffolds
and content for the based on English learners’
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
models, and graphic
organizers. 7/15/22
Frequent use of visuals
(photos, charts, drawings,
videos with subtitles, etc.)
and use of graphic
organizers. 7/15/22
Evidence
Applying
using literacy strategies,
SDAIE, and content level
English language
development in order for
students to improve
language proficiencies and
understand content.
12/10/22
Still seeking more
information and resources
about how to help EL’s even
more however, my
confidence has increased
which has benefited the
students. Scaffolding
continues throughout
lessons and students are
developing language
proficiencies at a faster rate.
12/10/22
Integrating Innovating
range of English proficiencies, knowledge,
learners. 5/1/23 and skills in the content.
Teacher includes
reading, writing,
speaking and listening
components into every
lesson to allow for
access of all students.
Teacher is able to
explain how specific
student groupings will
enhance student
academic success and
social needs 5/1/23

Has an awareness of Seeks additional Utilizes information on the Integrates Guides and supports the full
the full range of information on the full full range of students accommodations, range of students with
students identified range of students identified identified with special needs adaptations, and special needs to actively
with special needs with special needs to to assess strengths and extensions to engage in the assessment
3.6 Addressing the
through data provided address challenges or competencies to provide instruction for the full and monitor their own
needs of English
by the school. supports in single lessons appropriate challenge and range of students with strengths, learning needs,
learners and student
or sequence of lessons. accommodations in special needs to ensure and achievement in
with special needs to
instruction. 7/15/22 adequate support and accessing content.
provide equitable
challenge. 5/1/23
access to the content
Cooperates with resource Communicates regularly Communicates and
Attends required personnel, para-educators, with resource personnel, Communicates and collaborates with resource
meeting with resource and families during para-educators, and families collaborates with personnel, para-educators,
personnel and families. meetings and activities in to ensure that student colleagues, support families, leadership, and
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
support of learning plans
and goals. 7/15/22
Learns about referral Seeks additional
processes for students information on struggling
with special needs. learners and advanced
learners to determine
appropriateness for
referral. 7/15/22
Consult with counselor and
others for further
information about students
and best ways to serve
them in the classroom. Still
learning about the referral
process and how to best go
about it. Seeking more
Evidence information about
instructional strategies for
ELs. 7/15/22
Applying
services are provided and
progress is made in
accessing appropriate
content. 12/10/22
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
12/10/22
I try to include a wide variety
of reading, hearing, and
writing content so that
students have multiple ways
to take in the information. I
have also spoken to the
students’ counselor about
the best approaches for
meeting student needs.
Accommodations are made
when required (ex. extra
time on homework or taking
a test in another
environment). 12/10/22
Integrating Innovating
staff, and families to students in creating a
ensure consistent coordinated program to
instruction. Supports optimize success of the full
families in positive range of students with
engagement with special needs.
school. 5/1/23
Takes leadership at the
Initiates and monitors site/district and
referral processes and collaborates with resource
follow-up meetings to personnel to ensure the
ensure that students smooth and effective
receive support and/or implementations of referral
extended learning that processes.
is integrated into the
core curriculum. 5/1/23
Teacher regularly
includes academic
vocabulary instruction
in lessons/content.
Teacher is in the
progress of building up
strategies that can be
used for these students
through discussion with
peers, reading research,
and attending target PD
opportunities 5/1/23