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.
I am emerging in my
knowledge of
Kindergarten content.
Last year was my first-
year teaching
Kindergarten, which was
then interrupted with the
pandemic. Now we are
still teaching virtually,
and I feel as each day I am
gaining more knowledge
of where my students are
and where they need to
be. I have the
foundational skills to
teach my students and am
trying to explore the
content more and more
each lesson. (9/20/20)
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 and response to knowledge of range of students knowledge of students to
development while implements learning student development and development into guide all students to
becoming aware of activities in single lessons proficiencies to meet instructional decisions to develop proficiencies,
differences in students’ or sequence of lessons students’ diverse learning ensure student understand subject
understanding of subject that addresses students’ needs. Ensures understanding of the matter including related
matter. proficiencies and support understanding of subject subject matter including academic language.
understanding of subject matter including related related academic
Teaches subject-specific matter including related academic language. language. Engages student at all
3.2 Applying vocabulary following academic language. levels of vocabulary,
knowledge of curriculum guidelines. Provides explicit teaching Provides explicit teaching academic language, and
student development Provides explicit teaching of essential vocabulary, of specific academic proficiencies in self-
and proficiencies to of essential content idioms, key words with language, text structures, directed goal setting,
ensure student vocabulary and multiple meanings, and grammatical, and stylistic monitoring, and
understanding of associated academic academic language in language features to improvement. Guides all
subject matter language in single lessons ways that engage ensure equitable access students in using analysis
or sequence of lessons. students in accessing to subject matter strategies that provides
Explains academic subject matter text or understanding for the equitable access and deep
language, formats, and learning activities. range of student language understanding of subject
vocabulary to support levels and abilities. matter.
student access to subject
matter when confusions
are identified.
Students are introduced
to academic language and
new vocabulary weekly.
Students are engaged in
learning activities that
included all subject
manner. I am able to
draw from my students
prior knowledge and
ensure students
understanding through
one on one assessments,
walking around the
classroom (having them
show me on zoom) and
assessing their submitted
work. (9/20/20)
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 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.
curriculum to
subject matter. understanding of subject understanding. extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
Although I am still
following our issued
curriculum pretty closely,
I do change the order of
which it is presented. I
make sure students are
exposed to their
phonemic awareness
lessons before getting
into their academic
language and reading
prompts. Once we have
completely phonics, we
move into our stories,
which then transitions us
into our writing
assignments. The way the
ELA program is designed
is not in this order. I do
what I believe will benefit
the students
understanding of our
subject manner.
(9/20/20)
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
connections within and matter.
across subject matter.
Currently I am learning
our new ELA program.
Embedded in this
program is instructional
strategies and academic
language that allows me
to reach my class as a
whole. I am working on
layering in other
resources and strategies
that support my given
curriculum. I am still at
the point in my teaching
career where I am
reading the teacher
edition scrips and
following their steps.
(9/20/20)
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 Integrating Innovating
resource needs. available to all students. differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
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.
I utilize many outside
sources from my given
materials. Students are
receiving their
instruction entirely from
Zoom. Students are suing
Google Classroom to
access materials as well
as the packets sent home
weekly. During
instruction time students
are accessing online
resources that
differentiate to the
students level. (9/20/20).
3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student 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
with special needs to
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language
Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. and skills in the content.
development in order for
students to improve
language proficiencies and
understand content.
Currently our school does
not have any ELL
students. I am currently
aware of my student with
and IEP and what
assessment she has had. I
am offering redirects and
repeated instruction for
his current needs. If he
was in class I would have
him close to the front of
the room and have him
repeat instructions back
to me. I am in the
beginning stages of
learning what works for
him and motivates his
engagement. (9/20/20)
3.6 Addressing the Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
needs of English range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
learners and student with special needs through identified with special needs identified with special needs to instruction for the full needs to actively engage in
data provided by the school. to address challenges or to assess strengths and range of students with the assessment and monitor
with special needs to
supports in single lessons or competencies to provide special needs to ensure their own strengths, learning
provide equitable sequence of lessons. appropriate challenge and adequate support and needs, and achievement in
access to the content accommodations in challenge. accessing content.
instruction.
Attends required meeting Cooperates with resource Communicates and Communicates and
with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, collaborates with resource
families. and families during with resource personnel, support staff, and families to personnel, para-educators,
meetings and activities in para-educators, and families ensure consistent families, leadership, and
support of learning plans to ensure that student instruction. Supports students in creating a
and goals. services are provided and families in positive coordinated program to
progress is made in engagement with school. optimize success of the full
accessing appropriate range of students with
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
content. Initiates and monitors special needs.
Learns about referral referral processes and
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure Takes leadership at the
special needs. on struggling learners and a timely and appropriate that students receive site/district and collaborates
advanced learners to manner supported with support and/or extended with resource personnel to
determine appropriateness documented data over time, learning that is integrated ensure the smooth and
for referral. including interventions tried into the core curriculum. effective implementations of
previous to referral. referral processes.
Although not very common
at a private school I do have
a student with an IEP,
currently. He struggles with
attention (via zoom) and
speech. I have been in
communication with parents
and a district psychologist. I
have discussed our plan to
further his success during
our distance learning. We
are teaming together to help
him succeed. I am rewarding
good behavior, offering
redirects and relating
material to the child’s
interests. (9/19/20)
