CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating
language, and academic identify connections
knowledge of subject
content standards. between academic
matter academic
content standards and
content standards
instruction.
I really look at the subject
matter during my
planning segment so that
I can make the concepts
relatable to the student
and their life. Once I look
at that I connect it to my
standard to ensure that I
am on the right track.
9/19/17
Applying
Understands and explains
the relationship between
essential subject matter
concepts, academic
language, and academic
content standards.
I try my best to relate my
lessons to the student’s
real life matters. It helps
them really understand at
their level. For example,
in introducing the weekly
focus I ask them how it
pertains to them and
what they can do at either
school or home. 5/3/18
ISTE: 4c. I use
collaborative tools to
expand students’
authentic, real-world
learning experiences by
engaging virtually with
experts, teams, and
students, locally and
globally.
My school provides
Professional
Development In Services
4 times a year. I recently
attended an In Service on
Teach Model and Lead. I
found it to be very
resourceful and full of
new teaching techniques
to incorporate into my
daily teachings. It is
important to model
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge
inter-relationships of of subject matter
concepts, academic concepts, current issues,
content standards, and academic language, and
academic language in research to make relevant
ways that ensure clear connections to standards
connections and during instruction and
relevance to students. extend student learning.
Proposition 2- teachers
know the subjects they
teach and hoe teach those
subjects to students- this
year we have found our
science component to be
a waste because our
students are not engaged.
Along with other
colleagues we have had to
collaborate to create
content that is engaging
for our students. We came
across Mystery Science
and have found it to be
very engaging and
students are able to
connect to the content
because of how it is
presented. 4.12.19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

behaviors so that
students can follow and
understand expected
behaviors. The speaker
during the presentation
did a very nice job of
modeling. 10/18/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has basic knowledge of
student stages of
development while
becoming aware of
differences in students’
understanding of subject
matter.
Teaches subject-specific
3.2 Applying vocabulary following
knowledge of student curriculum guidelines.
development and
proficiencies to
ensure student
understanding of
subject matter
I know the stages of
student development and
I’m becoming more aware
of the differences and
how they vary between
each student. My Els have
a hard time
developmentally and
academically. 9/19/17
Both the Wonders and
MyMath curriculum have
vocabulary terms that are
go in hand with the
material being taught. I
use vocabulary cards with
real life pictures to relate
the terms to their life.
Exploring
Expands knowledge of
student development and
implements learning
activities in single lessons
or sequence of lessons
that addresses students’
proficiencies and support
understanding of subject
matter including related
academic language.
Provides explicit teaching
of essential content
vocabulary and
associated academic
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.
Now that the students are
learning to write I try to
remind them that they
need stretch out a word
and write the letters that
they hear when sounding
it out. During this time I
refrain from spelling
things from them, it can
be difficult at times. I also
try to remind students
that they need to respond
with a complete sentence.
Many of them just start by
answering the question.
5/3/18
Before beginning the read
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.
ISTE: 5a. I use technology Proposition 4 Teachers
to create adapt and think systematically
personalize learning about their practice and
experiences that foster learn from experience- I
independent learning and have found that
accommodate learner instructional strategies
differences and needs. have a variance
A colleague recently depending on how my
introduced me to ESGI students are that day. For
Software. I looked into example, when reviewing
the program and vocabulary, I sometimes
immediately began to use use the online tools,
it. I used it to assess my sometimes the visual
students at the beginning component, and the use
of the school year on of realia with visual and
letters, sounds, and repetition. 4.12.19
number recognition. I
liked that it immediate
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

9/19/17 aloud I discuss new provided feedback and
academic language. I the student was able to
review the vocabulary know their score.
cards with them and then 9/20/18
have them tell me a
sentence using the word.
It helps me see if the
students understand the
meaning of the word.
5/3/18

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.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

The ELA curriculum I knew that in learning
organization is very Long vowels students
complex. I have organized where going to have a
it in a way that the difficult time for some at
adjustments benefit my least. For some, it is hard
students. Example. I begin to grasp the concept of
with Letter of the week, the vowel having 2
phonemic awareness, sounds when they just
sight word, and then after finished learning all their
introduce the essential letters/ sound. With that
question that follows with I adjusted my time and
the comprehension and the curriculum to ensure
reading. 9/19/17 understanding from my
students. Once they
grasped the concept of
the “bossy e” they were
understood vowels a little
better. 5/3/18

This year I decided to

incorporate the digital
version of our Wonders
curriculum. I really found
it to be more engaging to
students when starting
the weekly unit. It
provides a video that
introduces the essential
question, a song, and
small clips incorporated
into the vocabulary
words. Students really
enjoy watching the small
clips. I found that reading
the online version,
students were disengaged
and therefore I decided to
use the big literature
book instead. 9/20/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that addresses academic language, and full range of student
subject matter appropriate to subject students’ diverse learning guide student in towards a deep
matter. needs. understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
I like to use realia during
math instruction to
increase the student
understanding. Unifix
cubes, dice, and other
materials help increase
my students
understanding. For ELA, I
am in the process of
teaching students how to
think pair share on the
subject matter we are
discussing. 9/19/17
Besides using realia, and
front-loading my EL
student I have noticed
that creating anchor
charts in the content
learning area has helped
them. I feel that many
times I try something
new to see if it will help
them better. Sometimes it
works and other times it
doesn’t. I know that each
student is different and
that although it worked
with this specific set of
students, next year it
might not work with
them. 5/3/18
Applying
ISTE: 6b. I manage use of
technology and student
learning strategies in
digital platforms, virtual
environments, and hands-
on maker spaces or in the
field.
During rotations students
use iPads for 20 minutes.
3 out of the 5 days that
they use they iPads, they
know to use Moose math.
I really like the
application because it
focuses on numbers and
counting. I’ve noticed that
students are engaged and
progress has been made
through the use of that
application.
Integrating Innovating
Domain 2- Accessing and
using research to Improve
practice and student
learning- When
introducing the weather
unit for science, I decided
to transform (sample of
what ideas I incorporated
into my classroom) my
classroom into Cloudy
With a Chance of
Meatballs. My students
were very engaged when
learning about the
weather. 4.12.19
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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
lessons to make subject subject matter accessible technologies for concept meet identified student instructional materials to
matter accessible to to students. and skill development in needs and make subject extend student
students. subject matter. Resources matter accessible to understanding and
Explores how to make reflect the diversity of the students. critical thinking about
Identifies technological technological resources classroom and support subject matter.
resource needs. available to all students. differentiated learning of Assists student with
3.5 Using and
subject matter. equitable access to Ensures that student are
adapting resources,
materials, resources, and able to obtain equitable
technologies, and
Guides students to use technologies. Seeks access to a wide range of
standards-aligned
available print, electronic, outside resources and technologies through
instructional
and online subject matter support. ongoing links to outside
materials including
resources based on resources and support.
adopted materials, to
individual needs.
make subject matter
accessible to all
students
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Ipads are fairly new and In teaching letter
the kinder team is recognition I tend to use
collaborating to identify my own resources to
apps that we want to make it accessible to the
install for the students. students and fun for
9/19/17 them. Ex. Letter A
students create Alligator
hats with a sentence strip.
9/19/17
Students use an ipad daily
for about 15-20 minutes.
All the programs that are
installed for them are
according to their grade
level. Many of them like
listening to stories that
are of their reading level.
5/3/18
Applying Integrating Innovating
High frequency words are ISTE 1-Empowered
key component in ELA. At learner-
the beginning of the year, This year I have noticed
students were introduced that my students are very
with 1 word per week. much into technology.
After Christmas break Since they get to use the
they began to have 2 sight ipads daily, I looked into
words to learn a week educational applications
and many were falling that are relatable to the
back because it was a content being taught in
change for them. When I the classroom. For
noticed that I really began example, in learning
to focus in on that. In one addition, many of my
of the rotations students students reinforce those
work on practicing high skill through the
frequency words with a application called Moose
partner. 5/3/18 math. There are other
applications that I have
ISTE: 5c. I explore and had to done research for
apply instructional design so that my students can
principles to create use in the classroom.
innovative digital learning 4.12.19
environments that engage
and support learning.
I have found 2 technology
resources that I
incorporate into my
lessons and for parents to
use at home with their
child to practice reading
or listen to read. I use
Storyline online and Get
Epic when introducing a
new unit or topic. I find a
book on the subject
matter and then
introduce it to my
students. At home,
students that do not have
access to books can listen
to stories. 10/18/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

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 Provides adapted materials in English language
with special needs to to help English learners development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable access content. scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
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.
Coolsis provides a tag- I have 13 El students in Proposition 2: Teachers
ELD next to the students’ my classroom. I know the subjects they
name. Other students are incorporate a lot of SDAIE teach and how to teach
yet to be tagged on the techniques into my daily those subjects to
system. I’m aware of lessons. Some examples students- This year
students’ languages and are the use of realia, through our Wonders
use my abilities to make pictures, front loading my curriculum, the students
the material students, gestures. For were provided with and
understandable to the introducing letters I use, ELD component. This
students. 9/19/17 Starfall. To introduce a book is very beneficial to
topic I use brainpop jr.I my ELD students because
I am very aware of my am constantly speaking it has a lot of visuals and
EL’s in the classroom. I with my EL coordinate to helps make the
have yet to find resources find out about other connection with the word
that allow me to assess successful techniques due to the visuals. 4.12.19
them in their primary that she has used or
language. I use the researched. 10/18/18
assessments provided
from the ELD curriculum
our school has. I do use
different strategies to
help them when assessing
them. 5/3/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
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
needs of English and families.
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Our coolsis system has a
tag on students that are
sped. A student in my
class had a tag and was
recently exited. 9/19/17
I attend meeting with
grade level team. Home
visits are attended with a
colleague. 9/19/17
Exploring
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.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
In my class, I don’t have
any students with an IEP.
I work with my EL to
differentiate my lessons. I
still use outside resources
from the EL coordinator
to help me better assist
my students. 5/3/18
I have an aide in my
classroom daily and I
really value her opinion
in the classroom. She has
another view and
perspective and it really
helps me see and take
note of things that I can’t
see. When I notice a
change in student
behavior or in academics,
Applying
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
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.
I have 3 students that
have an IEP for speech. I
like to coordinate with
our Special Ed team to
gather more insight as to
how I can better help my
student in the classroom.
A Para-professional
pushes in for 30 minutes
twice a week to better
support my students.
Through her and the
Special Ed team we
discussed allowing the
students to use the online
student version of our
curriculum during
rotations to front-load
them. The students can
then see and hear the
Integrating
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
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.
Innovating
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
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.
Domain 1: Fostering a
Collaborative Culture to
Support Educator
Development and student
learning- I constantly
collaborate with the Para
professional that works in
my classroom 2x a week.
She knows my students
well and we coordinate to
better support the
students she is working
with especially. In doing
that I constantly inform
my grade level colleagues
of what valuable
information the para
professional has provided
me with. For example, a
student that was lacking
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

I automatically notify vocabulary terms and the fine motor skills, we
parents to let them know story prior to my lesson. found information to
of what I see. 5/3/18 10/18/18 provide to parents so that
they can then support at
When I find that I still home. 4.12.19
can’t get through one of
my students for either in
academics or behavior, I
speak to other teachers to
learn from their
experiences. Since they
have more experience it is
nice to hear about their
experiences. 5/3/18