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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. 10/1/17 connections and connections to standards
relevance to students. during instruction and
5/10/18 & 12/10/18 & extend student learning.
5/10/19
Throughout the year, Throughout the semester
there are multiple with the incorporation of
opportunities within my project-based learning an
school site to meet among open-ended questions as
content area teams to created a deeper sense of
discuss pertinent connection between
academic content concepts and material for
standard progress and my students. This has
the ways in which we created in my students of
approach them in our renewed sense of
classrooms. Moreover, Engagement and that
there are also they can perceive the real
opportunities at the life application of
district level to meet with concepts and the deeper
content specific teams meaning of foundational
from around the district understanding.
to also discuss the
synthesis of content I continue to utilize
throughout each unit of project-based learning
study. Within my and open ended
department, we have questions for students to
worked very hard in demonstrate their
constructing a curriculum knowledge of subject
that addresses each of the matter.
content standards in a
holistic manner in which I have yet to consider my
concepts connect and are knowledge of my subject
continually spiraled matter extensive as I am
throughout each always constantly
semester of study. learning new and exciting
things about it.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

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 range of student language understanding of subject
vocabulary to support activities.10/1/17 levels and abilities. matter.
student access to subject 5/10/18 &12/10/18 &
matter when confusions 5/10/19
are identified.

Both formative and I made significant strides


summative assessment in creating an
are utilized in ways that environment in which
directly impact academic knowledge of
subsequent instruction. specific language is
With the use of required for students to
differentiated learning be successful within any
materials such as ALEKS unit of study. This
learning software, it has ensures the Equitable
become increasingly access of subject matter
more effective in to all students despite
identifying individualized their level of language
pictures of development learning and abilities that
and understanding they possess. this has
throughout a unit of been shown in the way
study and adjusting that I introduced specific
content instruction foundational content
accordingly. during introduction
lessons as well as the
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

type of questioning that I


provide as closure during
these types of lessons.

I continue to incorporate
creating an environment
in which academic
knowledge of specific
language is a necessary
skill for successful
acquisition.

I have made strides in


understanding the entire
student disposition and it
affect on student learning
this year, which increases
my effectiveness from
lesson to lesson.
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. 10/1/17 extend student instruction.
facilitate student matter. understanding.12/10/18
understanding of the & 5/10/19 Ensures student
subject matter comprehension and
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

In the midst of piloting a I have made significant


couple of different strides in utilizing the
textbooks this year has knowledge of curriculum
provided an enriching and available resources
opportunity as well as a to provide students with
daunting opportunity in the highest levels of
curriculum development. instruction possible
We as teachers must throughout a unit of
create our own synthesis, study. Moreover, I have
following both the continue to push the
content standards as well envelope in providing
as utilizing the various students with rich
resources provided by activities that also align
both of the text book with these values.
publishers. Hence, it has
been necessary to I continue to develop
develop lessons in curriculum with my
various ways that do not colleagues that address
necessarily conform to the ever changing needs
the choices made by of students within my
other teachers on the classroom.
school site.

Continued efforts will be


made in creating and
organizing curriculum in
ways that address is
specific needs of Learners
with regards to previous
assessment data. This
includes the development
of the 21st century
learner as well as
common core base
strategies to facilitate
success within this
system.
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
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
3.4 Utilizing
lessons to increase academic language learning, to ensure meta-cognitive abilities,
instructional
student understanding of appropriate to subject student understanding of and support and
strategies that are
academic language matter and that academic language, and challenge the full range of
appropriate to the
appropriate to subject addresses students’ guide student in student towards a deep
subject matter
matter. diverse learning understanding knowledge of subject
needs.10/1/17 & connections within and matter.
5/10/18&12/10/18 across subject matter.
5/10/19
Though continuous I have made a significant
opportunities for push toward PBL within
professional development my classroom which has
(i.e. conferences, changed the overall
department release time) dynamic of my teaching
I have been shown approach from previous
various approaches to years. These experiences
pedagogy within the enrich the learning
classroom. I do not rely experience and provide
on direct instruction students with various
primarily throughout a ways to stay engaged
unit of study, but also use with material.
project based, blended,
and flipped learning
approaches to create my
content material.

I continue to grow as an
educator in this element
has the incorporation and
selection of specific
instructional techniques
and approaches vary and
change throughout the
year.
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
standards-aligned
Explores how to make reflect the diversity of the students. critical thinking about
instructional
Identifies technological technological resources classroom and support subject matter.
materials including
resource needs. available to all students. differentiated learning of Assists student with
adopted materials, to
subject matter. 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. 5/10/18 ongoing links to outside
resources based on &12/10/18 & 5/10/19 resources and support.
individual needs 10/1/17
As stated above, a push I've continued to push the
toward the integration of envelope with regards to
technology within our integrating technology
classrooms has been a with in my classroom.
focus on our campus. Making lessons that
Hence, we have been incorporate technology
provided and presented on a daily basis from
with various forms of Google classroom to
resources that we can creating shared
tailor to fit our classroom presentations to utilizing
needs. From presentation other web resources, my
software, check for students are familiar and
understanding platforms, willing to experiment and
to collaborative review incorporate these specific
activities, I have created a technologies throughout
massive toolbox of their journey of
resources that I embed in understanding
every unit of study within throughout any lesson or
my classroom. unit.

I continue to pursue
growth in this aspect of
my teaching pedagogy in
creating lessons that
provide students with
high levels of engagement
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

and discover during a


lesson and unit of study.

Understanding the equity


gap within my classroom
has created in my a
renewed sense of vision
in the types of learning
experiences that I hope to
provide for my student
and will continue to
evolve for them.
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 in English language
with special needs to Provides adapted materials development.5/10/18 & Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners 12/10/18 & 5/10/19 scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content.10/1/17 standards-based instruction range of scaffolded support elimination of scaffolds
Attempts to scaffold content using literacy strategies, for language and content for based on English learners’
using visuals, models, and SDAIE, and content level the range of English proficiencies, knowledge,
graphic organizers. English language learners. and skills in the content.
12/101/8 development in order for
students to improve
language proficiencies and
understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

We have bi-annual EL I've made a concerted


“roundtables” in which effort to maintain
we discuss the students communication with case
that are identified as carriers and English
ELL’s as well as language teachers to
appropriate provide the most
methodologies to Equitable access to
approach their learning content knowledge as
and content possible for students who
understanding. I am may have language
provided with a list of my deficits. This has
students as well as their provided me with many
current classification approaches that seek to
level which provides me bridge the gap of
the information I need to understanding to the
adjust materials as foundational concepts of
necessary, mathematics within my
classroom.

Has an awareness of the full Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full
range of students identified on the full range of students full range of students adaptations, and extensions range of student with special
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
supports in single lessons or competencies to provide special needs to ensure their own strengths,
sequence of lessons. appropriate challenge and adequate support and learning needs, and
accommodations in challenge. achievement in accessing
instruction. content.
Attends required meeting Cooperates with resource Communicates and
3.6 Addressing the with resource personnel and personnel, para-educators, Communicates regularly collaborates with colleagues, Communicates and
needs of English families. and families during with resource personnel, support staff, and families to collaborates with resource
meetings and activities in para-educators, and families ensure consistent personnel, para-educators,
learners and student
support of learning plans to ensure that student instruction. Supports families, leadership, and
with special needs to and goals. 5/10/19 services are provided and families in positive students in creating a
provide equitable progress is made in engagement with school. coordinated program to
access to the content accessing appropriate optimize success of the full
content. Initiates and monitors range of students with
Learns about referral referral processes and special needs.
processes for students with Seeks additional information Refers students as needed in follow-up meeting to ensure
special needs. 10/1/17 on struggling learners and a timely and appropriate that students receive Takes leadership at the
advanced learners to manner supported with support and/or extended site/district and collaborates
determine appropriateness documented data over time, learning that is integrated with resource personnel to
for referral.12/10/18 including interventions tried into the core curriculum. ensure the smooth and
previous to referral. effective implementations of
referral processes.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Just as in the case of ELL’s I've made a concerted


we also have a bi-annual effort to maintain
roundtable for students communication with case
identified with special carriers and English
needs within our language teachers to
classrooms. We have the provide the most
opportunity to meet with Equitable access to
their case carriers and content knowledge as
discuss appropriate possible for students who
adaptations or may have language
modifications that are deficits. This has
specified within their provided me with many
individualized approaches that seek to
educational plans. bridge the gap of
Moreover, we are understanding to the
provided with strategies foundational concepts of
and advice in mathematics within my
appropriately addressing classroom.
their needs on an
individual basis.

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