CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a Examines concepts in subject Understands and explains the Uses broad knowledge of Uses extensive knowledge
foundational matter and academic language relationship between essential subject inter-relationships of concepts, of subject matter concepts,
knowledge to identify connections matter concepts, academic language, academic content standards, current issues, academic
3.1
of subject between academic content and academic content and academic language in ways language, and research to
Demonstrating
matter, standards and instruction. standards.7.17.18 that ensure clear connections make relevant connections
knowledge of
related and relevance to students. to standards during
subject matter
academic 5/7/19 instruction and extend
academic
language, student learning.
content
and
standards
academic
content
standards.

Classroom Observation 7.17.18 ● NBPTS Proposition

-Jenn demonstrates knowledge of 2: 5/7/19 Teachers
subject, academic content Know Their
standards, and curriculum Subjects and How
frameworks by: to Teach those
● Following the standards Subjects: One way
alignment set forth by our that I can appreciate
district and creating how my subject is
lessons that most benefit linked to other
the needs of my students disciplines is by
to master all standards preparing my
listed. (Please see the students and their
document titled ​3.1 CSTP writing to the
Evidence various types of
CCSS_English_11_Standa writing they will
rds_Alignment ​to view encounter in other
what 20 standards are set subjects. I can help
by the district to be them build up their
covered in one semester of skills and their
English 11 A or B). knowledge of what
● From the standards, Jenn resources are
works individually and available to them to
collaboratively with other help them when

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CSTP 3: Understanding and Organizing Subject Matter for Student Learning
English teachers to create they need it. Not all
lessons that have rigorous students will know
content and academic how to write a great
language to challenge the essay from the
skills of the students so beginning, but more
that they can prove students can know
mastery. how to help find the
● After choosing the resources they need
material, Jenn uses to improve their
instructional strategies that essay.
have been investigated by
educational psychologists
as successful tools to help
students learn.
● Some of the instructional
strategies Jenn likes to use
for her specific
demographic of students
are: think-pair-share,
group roles, close reading,
journals, formative
assessments, and
modeling.
● Jenn makes it a point to
learn the strengths and
weaknesses of her students
and pair students based on
those skills to activate
their zone of proximal
development by seating
her students next to other
students that will help
them develop their skills.
● Jenn incorporates
academic language
specific to the skills

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CSTP 3: Understanding and Organizing Subject Matter for Student Learning
necessary for each
standard and works with
the English instructional
coach to plan activities
that can help students
retain the vocabulary like
modeling using sentence
frames and including the
words on graphic
organizers.

Has basic Expands knowledge of Adapts instruction in response to Integrates knowledge of range Utilizes comprehensive
knowledge student development and knowledge of student development of students development into knowledge of students to
of student implements learning activities and proficiencies to meet students’ instructional decisions to guide all students to
stages of in single lessons or sequence diverse learning needs. Ensures ensure student understanding develop proficiencies,
developmen of lessons that addresses understanding of subject matter of the subject matter including understand subject matter
t while students’ proficiencies and including related academic language. related academic language. including related academic
3.2 Applying becoming support understanding of 7.17.18 ​5/7/19 language.
knowledge of aware of subject matter including Provides explicit teaching of
student differences related academic language. Provides explicit teaching of essential specific academic language, Engages student at all
development in students’ vocabulary, idioms,​ key words with text structures, grammatical, levels of vocabulary,
and understandi Provides explicit teaching of multiple meanings, and academic and stylistic language features academic language, and
proficiencies to ng of subject essential content vocabulary language in ways that engage students to ensure equitable access to proficiencies in
ensure student matter. and associated academic in accessing subject matter text or subject matter understanding self-directed goal setting,
understanding language in single lessons or learning activities. 7.17.18 ​5/7/19 for the range of student monitoring, and
of subject Teaches sequence of lessons. Explains language levels and abilities. improvement. Guides all
matter subject-spec academic language, formats, students in using analysis
ific and vocabulary to support strategies that provides
vocabulary student access to subject equitable access and deep
following matter when confusions are understanding of subject
curriculum identified. matter.
guidelines.

3 
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Reflective Conversation 7.17.18
-Jenn applies knowledge of
student development and
proficiencies to ensure student
understanding of subject matter
by:
● Attending Quantum
Learning workshops that
help teachers learn about
the way a student’s brain
works and how it can be
more effective to absorb
knowledge.
● Implementing instructional
strategies from Quantum
learning like keeping any
activity in the classroom
less that 15 minutes
without stopping to do
some other kind of
stimulus like stretching,
because their attention
span and thus their
learning can wander
beyond that timeframe.
● Informing her students that
the best time to study is
right before they go to bed
so that their pruning keeps
that vital information it is
the last thing to wipe in
the process it goes through
at night.
● Understanding that firing
the amygdala can prevent
students from learning

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CSTP 3: Understanding and Organizing Subject Matter for Student Learning
because the stakes are high
for them, but if they are
approached in a careful
manner they might be
more willing to push their
understanding.
● Knowing that there are
prerequisites to any
standard and reviewing
basic information is vital
to introducing them to new
content.
● Understanding what skills
her students will need in
learning what type of
content.

Follows Examines organization of Uses knowledge of curriculum and Integrates knowledge of Uses extensive knowledge
organization curriculum and considers student readiness to organize and curriculum and resources to of curriculum and related
of adjustments in single lessons adjust the curriculum to ensure organize and adjust instruction resources to flexibly and
3.3 Organizing curriculum or sequence of lessons to student understanding. 7.17.18 within and across subject effectively organize and
curriculum to as provided support understanding of matter to extend student adjust instruction.
facilitate by site and subject matter. understanding. 12/10/18 -
student district to 5/7/19 Ensures student
understanding support comprehension and
of the subject student facilitates student
matter understandi articulation about what
ng of the they do and do not
subject understand.
matter.

5 
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Lesson Plan 7.17.18
-Jenn organizes curriculum to
facilitate student understanding of
the subject matter by:
● Creating lessons in which
historical events are
connected to current
events. For example
examining The
Declaration of
Independence’s clause “all
men are created equal”
and discussing what
groups still do not receive
equality today like
immigrants or puerto
ricans. (In this activity we
are reading for
information) Students do
research and present in the
findings and connections.
● Building off the initial
instruction and sequencing
activities that make sense
from there. The reading
activity then builds to
include a essay using the
writing standards and on
to speaking and listening
with a presentation and
peer edit.
Classroom Observation
12/10/18
- ISTE Standard 3B -
Establish a learning culture
that promotes curiosity and
critical examination of
online resources and fosters
digital literacy and media
fluency.
​-5B - Design authentic
learning activities that align
with content area standards
and use digital tools and
resources to maximize
active, deep learning.
-Explore ways to organize
technology-enhanced
curriculum.
● Jenn has been able
to establish a
“comfortable”
technology
environment in her
classroom according
to Mary Beth
Hertz’s blog “What
Does Technology
Integration Mean?”
She knows that her
students are
“comfortable” with
the technology
because they use a
variety of
technological tools
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CSTP 3: Understanding and Organizing Subject Matter for Student Learning
on a daily basis to
demonstrate their
understanding of
material. Some
technology she uses
on a daily basis is
google classroom,
google docs, google
slides, internet, and
Padlet.
● Jenn has begun to
use game based
learning
understanding that
the concepts of
gaming are very
intriguing to
students. Some
games she has used
is Kahoot for
reviewing
information,
Jeopardy style
review game, and
think pair share
scavenger hunts
online. Jenn has
learned a lot about
content-specific
websites and would
like to use weebly
to help her class
create an English 11
website that has the
materials necessary
to master the

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CSTP 3: Understanding and Organizing Subject Matter for Student Learning
standards and skills
of the class.
● 5/7/19 - I integrate
knowledge of
curriculum
resources by
researching them
before classes and
planning activities
that can help
students understand
and later
independently use
those resources such
as Google
Classroom, and
library research
databases.
Uses Gathers and uses additional Selects and adapts a variety of Integrates instructional Uses an extensive
3.4 Utilizing
instructional instructional strategies in instructional strategies to ensure strategies appropriate to repertoire of instructional
instructional
strategies single lessons or sequence of student understanding​ of academic subject matter to meet strategies to develop
strategies that
that are lessons to increase student language appropriate to subject matter students’ diverse learning, to enthusiasm,
are
provided in understanding of academic and that addresses students’ diverse ensure student understanding meta-cognitive abilities,
appropriate to
the language appropriate to learning needs.7.17.18 ​5/7/19 of academic language, and and support and challenge
the subject
curriculum. subject matter. guide student in understanding the full range of student
matter
connections within and across towards a deep knowledge
subject matter. of subject matter.

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CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Classroom Observation 7.17.18
-Jenn utilizes instructional
strategies that are appropriate to
the subject matter by:
● Having a set of strategies
that the students are used
to but also trying out new
ones periodically to help
refresh the environment.
Some of the set strategies
include cold calling,
questioning, modeling,
scaffolding, and check for
understanding. A new one
Jenn used that she was
able to help students
engage with the subject
matter is close reading and
jigsaw reading. The close
reading improved their
comprehension while the
jigsaw improved
accountability and
investment.

9 
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Uses Explores additional Selects, adapts, and utilizes Integrates a wide range of Engages students in
available instructional materials, appropriate instructional materials, adapted resources, identifying and adapting
3.5 Using and
instructional resources, and technologies to resources, and technologies for technologies​, and instructional resources, technologies,
adapting
materials, make subject matter concept and skill development in materials to meet identified and standards-aligned
resources,
resources, accessible to students. subject matter. Resources reflect the student needs and make instructional materials to
technologies,
and diversity of the classroom and support subject matter accessible to extend student
and
technologies Explores how to make differentiated learning of subject students. 7.17.18 ​12/10/18 understanding and critical
standards-alig
for specific technological resources matter. 5/7/19 thinking about subject
ned
lessons to available to all students. matter.
instructional
make Guides students to use available print, Assists student with equitable
materials
subject electronic, and online subject matter access to materials, resources, Ensures that student are
including
matter resources based on individual needs. and technologies. Seeks outside able to obtain equitable
adopted
accessible to resources and support. 7.17.18 access to a wide range of
materials, to
students. technologies through
make subject
ongoing links to outside
matter
Identifies resources and support.
accessible to all
technologica
students
l resource
needs.

Lesson plan 7.17.18

-Jenn uses and adapts
resources, technologies,
and standards-aligned
instructional materials
including adopted
materials, to make subject
matter accessible to all
students by:
● Following closely
the standards based
curriculum set by
the school.
● Choosing material
that supports the
standards and
enhances the
student’s
understanding from

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CSTP 3: Understanding and Organizing Subject Matter for Student Learning
the past and
modern.
● Every lesson is
modeled to build the
students knowledge
and skills of the
standards, not the
textbook.
● Having extended
learning activities
for those that finish
their work early like
helping them model
and reinforce their
partner’s
understanding or
finding their own
outside resource.
Classroom Observation
12/10/18
​-ISTE Standard 2B -
Advocate for equitable
access to educational
technology, digital content
and learning opportunities
to meet the diverse needs of
all students.
-Consider ways to make
your instructional materials
more accessible.
​
● Jenn has researched
what accessibility
features
Chromebooks have
to help her students

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CSTP 3: Understanding and Organizing Subject Matter for Student Learning
with specific needs.
There is a
chromebook for
every student and it
would be most
beneficial to access
these features for
the learning of all
her students. One
accessible feature
already used in
Jenn’s class is
captioning for
videos and clips, as
well change font
size and Lexile
reading-level on
articles used in class
using Newsela.
Accessibility
checker for Google
docs will also help
student’s needs in
the classroom.

12 
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Is aware of Seeks additional information Identifies language proficiencies and Integrates knowledge of English Engages English learners in
students’ describing elements of culture English learner strengths in the study of language development, English assessment of their progress
primary and language proficiencies in language and content. Differentiated learners’ strengths and assessed in English language
language and listening, speaking, reading, and instruction using one or more components needs into English language and development and in meeting
English writing.​ Uses multiple measures of English language development to content instruction. content standards. Supports
language for assessing English learners’ support English learners. students to establish and
3.6 Addressing proficiencies performance to identify gaps in monitor language and content
the needs of based on English language development. Creates and implements scaffolds to goals.
English available 7.17.18 ​5/7/19 support standards-based instruction using Develops and adapts instruction to
learners​ and assessment literacy strategies, SDAIE, and content level provide a wide range of scaffolded
student with data. Attempts to scaffold content English language development in order for support for language and content Is resourceful and flexible in
using visuals, models, and graphic students to improve language proficiencies for the range of English learners. the design, adjustment, and
special needs organizers. 7.17.18 ​5/7/19 and understand content. elimination of scaffolds based
to provide on English learners’
equitable proficiencies, knowledge, and
access to the skills in the content.
content Provides
adapted
materials to
help English
learners
access
content.

Classroom Observation
7.17.18
-Jenn addresses the needs
of English learners and
students with special needs
to provide equitable access
to the content by:
● Discussing CELDT
data with
instructional coach
and EL specialists
to plan lessons that
can help ELL
students access the
material.
● Providing
translated material
to EL students

13 
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
● Providing printed
copies of
instructions and
examples
● Grouping students
that can speak the
same language to
help ELL students
feel comfortable
but supported.
● Constantly meeting
with EL specialist
to ensure that
expectations are
appropriate for
individual
language
acquisition.

Has an Seeks additional information on Utilizes information on the full range of Integrates accommodations, Guides and support the full
awareness of the full range of students students identified with special needs to adaptations, and extensions to range of student with special
the full range identified with special needs to assess strengths a​nd competencies to instruction for the full range of needs to actively engage in
of students address challenges or supports in provide appropriate challenge and students with special needs to the assessment and monitor
identified single lessons or sequence of accommodations in instruction. 7.17.18 ensure adequate support and their own strengths, learning
3.6 Addressing with special lessons. 5/7/19 challenge. needs, and achievement in
needs accessing content.
the needs of
through data Communicates regularly with resource Communicates and collaborates
English provided by Cooperates with resource personnel​, para-educators, and families to with colleagues, support staff, and Communicates and
learners and the school. personnel, para-educators, and ensure that student services are provided families to ensure consistent collaborates with resource
student with families during meetings and and progress is made in accessing instruction. Supports families in personnel, para-educators,
special needs​ to activities in support of learning appropriate content. 7.17. 18 ​5/7/19 positive engagement with school. families, leadership, and
provide plans and goals. students in creating a
equitable Refers students as needed in a timely and Initiates and monitors referral coordinated program to
Attends appropriate​ manner supported with processes and follow-up meeting optimize success of the full
access to the
required documented data over time, including to ensure that students receive range of students with special
content meeting with interventions tried previous to referral. support and/or extended learning needs.
resource Seeks additional information on 7.17.18 ​5/7/19 that is integrated into the core
personnel and struggling learners and advanced curriculum. Takes leadership at the
families. learners to determine site/district and collaborates
appropriateness for referral. with resource personnel to
ensure the smooth and

14 
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
effective implementations of
referral processes.

Learns about
referral
processes for
students with
special needs.

Classroom Observation 7.17.18

-Jenn addresses the needs of
English learners and student with
special needs to provide equitable
access to the content by:
● Thoroughly discussing all
accommodations and
challenges for students
with disabilities and
planning instructional
strategies that most benefit
them with EL specialists
and IEP specialists.
● Communicating regularly
and attending trainings to
further her understanding
of how to help her
students.
● Seeking appropriate
resources to help IEP
students like school
psychologists and
paraeducators to help
students learn.

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