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. connections and connections to standards relevance to students. during instruction and 6/29/18 12/9/18 5/5/19 extend student learning.
I make sure that I have a clear understanding of the specific subject matter concepts that I am teaching, use the appropriate and most effective verbiage when teaching it, and make sure it covers the academic content standards that must be met. I also use supplemental resources that enhance the content in my curriculum materials. 6/29/18 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. 5/5/19 Engages student at all 3.2 Applying vocabulary following academic language. 6/29/18 12/9/18 levels of vocabulary, knowledge of curriculum guidelines. Provides explicit teaching academic language, and student development Provides explicit teaching Provides explicit teaching of specific academic proficiencies in self- and proficiencies to of essential content of essential vocabulary, language, text structures, directed goal setting, ensure student vocabulary and idioms, key words with grammatical, and stylistic monitoring, and understanding of associated academic multiple meanings, and language features to improvement. Guides all subject matter language in single lessons academic language in ensure equitable access students in using analysis or sequence of lessons. ways that engage to subject matter strategies that provides Explains academic students in accessing understanding for the equitable access and deep language, formats, and subject matter text or range of student language understanding of subject vocabulary to support learning activities. levels and abilities. matter. student access to subject 6/29/18 12/9/18 5/5/19 matter when confusions are identified.
I use formative I use data from a variety assessments to determine of sources and what students know assessments to determine before beginning a new what my students unit or lesson. This helps understand about the me plan my instruction specific concepts being based on the needs of the taught. I also work to students. I also use my teach vocabulary, various
curriculum materials to text structures, and thoroughly teach grammatical features important vocabulary and prior to a lesson or key words needed to help reading of a passage. I the students be most also differentiate my successful in the unit of teaching to reach the study. 6/29/18 various ability levels of my students. 5/5/19 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 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. extend student instruction. facilitate student matter. understanding. 6/29/18 understanding of the 12/9/18 5/5/19 Ensures student subject matter comprehension and facilitates student articulation about what they do and do not understand. I work to create cross- curricular connections. When planning lessons and assignments, I try to maintain a common thread that will allow the students to see how different subjects can all be connected. The authentic projects we complete are a great example of this. 6/29/18 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 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 needs. understanding knowledge of subject 6/29/18 connections within and matter. across subject matter. 12/9/18 5/5/19 I work to incorporate I have worked to instructional strategies incorporate more outside of our curriculum technology based to help enhance the instructional strategies in students’ learning. I try my classroom. I have and include some other used more iPad activities, ways to help the students PowerPoint slideshows gain a better and Keynote understanding of the presentations, and concepts being taught additional Promethean and to meet the needs of board flipcharts. For all of the students. example, I included a 6/29/18 slideshow into my social studies lesson about landforms and bodies or water. These instructional strategies have helped create lessons that are more engaging for my students’ diverse needs. 12/9/18 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 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.12/9/18 5/5/19 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. 6/29/18 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. 12/9/18 5/5/19 ongoing links to outside resources based on resources and support. individual needs. 6/29/18 I look to find additional With the addition of more materials to complement classroom iPads this year, our curriculum and make I have worked to find new the subject matter more ways to incorporate these accessible to the students. devices into my lessons I like to explore and and instruction. I have incorporate technology introduced my students into my lessons by to new apps and online including videos, using educational programs. the internet, and Many of these programs incorporating the use of have allowed me to better our iPads. I plan on doing differentiate my even more to strengthen instruction. Doing this and differentiate my has also helped me to lessons for my students better meet the standards with technology, as my at hand.12/9/18 school is increasing the number of iPads and other technological resources in the classrooms for the upcoming school year. 6/29/18 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. 5/5/19 monitor language and English learners’ language development to content goals. 3.6 Addressing the performance to identify gaps support English learners. needs of English in English language 6/29/1812/9/18 learners and student Provides adapted materials development. Develops and adapts Is resourceful and flexible in with special needs to to help English learners Creates and implements instruction to provide a wide the design, adjustment, and provide equitable access content. Attempts to scaffold content scaffolds to support range of scaffolded support elimination of scaffolds access to the content using visuals, models, and standards-based instruction for language and content for based on English learners’ graphic organizers. using literacy strategies, the range of English proficiencies, knowledge, SDAIE, and content level learners. 5/5/19 and skills in the content. English language development in order for students to improve language proficiencies and understand content. 6/29/1812/9/18 I make modifications for I provide additional English learners and offer support and additional forms of modifications for my support to help close gaps students’ with varying in their English language English proficiency. I also development. I use visual meet with their parents aids and models to help to help them take the the English learners in my proper steps in helping class gain a better their child to better understanding of what I succeed academically. am teaching. 6/29/18 5/5/19 CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating 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. 5/5/19 achievement in accessing instruction. 6/29/18 content. Attends required meeting Cooperates with resource 12/9/18 Communicates and with resource personnel and personnel, para-educators, collaborates with colleagues, Communicates and 3.6 Addressing the families. and families during Communicates regularly support staff, and families to collaborates with resource needs of English meetings and activities in with resource personnel, ensure consistent personnel, para-educators, learners and student support of learning plans para-educators, and families instruction. Supports families, leadership, and with special needs to and goals. to ensure that student families in positive students in creating a services are provided and engagement with school. coordinated program to provide equitable progress is made in 5/5/19 optimize success of the full access to the content range of students with accessing appropriate Learns about referral content. 6/29/18 12/9/18 Initiates and monitors special needs. processes for students with Seeks additional information referral processes and special needs. on struggling learners and Refers students as needed in follow-up meeting to ensure Takes leadership at the advanced learners to a timely and appropriate that students receive site/district and collaborates determine appropriateness manner supported with support and/or extended with resource personnel to for referral. documented data over time, learning that is integrated ensure the smooth and including interventions tried into the core curriculum. effective implementations of 5/5/19 referral processes. previous to referral. 6/29/18 12/9/18 I make sure that I know I take the time to become the students in my class very familiar with my and their individual students’ modification needs. I am in constant plans and find ways to communication with my make appropriate director and the families accommodations in my of the students who have instruction to meet their any type of modification needs. I set up meetings plans. I work to maintain with the parents to keep up-to-date information them informed, as well as about the students and stay up-to-date on any make any necessary important information modifications in about the child’s instruction in a timely academic and social manner. 6/29/18 growth. 5/5/19