CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has a foundational knowl-
edge of subject matter, re-
3.1 Demonstrating lated academic language,
knowledge of subject and academic content stan-
matter academic con- dards. 5/10/19
tent standards
At this point in my teach-
ing, I know that I am guid-
ed by the content standards
because they dictate what I
teach. However, I think that
as I grow as a teacher, my
understanding of my sub-
ject will deepen and I will
be able to help students
make more meaningful
connections between con-
tent standards and real-life
experiences. 9/25/18
I am really feeling a dis-
connect between the actual
music content standards
and the instruction I pro-
vide. My teaching is guided
by them but I almost never
refer to them specifically
except for things like the
POP Cycle or the ILP. I
think this has a lot to do
with the fact that I teach a
non-academic subject in a
private school where I am
allowed to create/choose
my own curriculum. I hope
to dig deeper into the stan-
dards next year. 5/10/19
Exploring Applying Integrating Innovating
Examines concepts in Understands and explains Uses broad knowledge of Uses extensive knowledge
subject matter and acad- the relationship between inter-relationships of con- of subject matter concepts,
emic language to identify essential subject matter cepts, academic content current issues, academic
connections between aca- concepts, academic lan- standards, and academic language, and research to
demic content standards guage, and academic con- language in ways that en- make relevant connections
and instruction. 12/12/19 tent standards. sure clear connections and to standards during instruc-
relevance to students. tion and extend student
learning.
This year I have done a I have been working
lot more examination of
the music standards in on strategies to inte-
regards to what I am grate academic lan-
teaching. I have been guage based on content
researching different
teaching methods as dif- standards into every
ferent ways to access the grade level. Because I
content standards for each
grade. 12/12/19
teach the same subject
across so many grades,
it is an ongoing chal-
lenge to appropriately
scaffold content for
each age group. Basing
my instruction increas-
ingly in content stan-
dards helps significant-
ly and I look forward
to more growth in this
area. 5/5/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has basic knowledge of
student stages of develop-
ment while becoming
aware of differences in stu-
dents’ understanding of
subject matter.
Teaches subject-specific
vocabulary following cur-
riculum guidelines.
3.2 Applying knowl-
edge of student devel-
opment and proficien-
cies to ensure student
understanding of sub-
ject matter
Exploring Applying Integrating Innovating
Expands knowledge of Adapts instruction in re- Integrates knowledge of Utilizes comprehensive
student development and sponse to knowledge of range of students develop- knowledge of students to
implements learning ac- student development and ment into instructional de- guide all students to develop
tivities in single lessons proficiencies to meet stu- cisions to ensure student proficiencies, understand
or sequence of lessons dents’ diverse learning understanding of the sub- subject matter including
that addresses students’ needs. Ensures understand- ject matter including related related academic language.
proficiencies and support ing of subject matter in- academic language.
understanding of subject cluding related academic Engages student at all levels
matter including related language. 5/10/19 Provides explicit teaching of vocabulary, academic
academic language. of specific academic lan- language, and proficiencies
5/10/19 Provides explicit teaching guage, text structures, in self-directed goal setting,
Provides explicit teaching of essential vocabulary, grammatical, and stylistic monitoring, and improve-
of essential content vo- idioms, key words with language features to ensure ment. Guides all students in
cabulary and associated multiple meanings, and equitable access to subject using analysis strategies that
academic language in academic language in ways matter understanding for provides equitable access
single lessons or se- that engage students in ac- the range of student lan- and deep understanding of
quence of lessons. Ex- cessing subject matter text guage levels and abilities. subject matter.
plains academic lan- or learning activities. 12/12/19
guage, formats, and vo-
cabulary to support stu-
dent access to subject
matter when confusions
are identified. 9/26/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Follows organization of
curriculum as provided by
site and district to support
student understanding of
3.3 Organizing cur- the subject matter.
riculum to facilitate
student understanding
of the subject matter
Exploring
As this is my second year
of teaching K-6 music, I
can see that I have grown a
little regarding my knowl-
edge of student develop-
ment. Specifically, I have
altered my teaching strate-
gies as I learn each grade’s
developmental needs and
abilities. I work towards
providing my students with
specific academic language
that can consistently be
applied and adapted as
they grow through each
grade. 9/25/18
Examines organization of
curriculum and considers
adjustments in single
lessons or sequence of
lessons to support under-
standing of subject mat-
ter. 9/26/18
Applying
I have made several adapta-
tions to my curriculum in
response to the things that I
have learned about student
development. One example
is the way that I teach
solfege across the grade
levels. Rather than starting
right away in kindergarten,
I have realized that I need
to scaffold in some other
musical skills before stu-
dents are ready to sing and
use Curwen hand signs.
5/10/19
Uses knowledge of curricu-
lum and student readiness
to organize and adjust the
curriculum to ensure stu-
dent understanding. 5/10/19
Integrating Innovating
I am definitely getting bet-
ter and better at this skill.
The better I know my stu-
dents and their abilities, the
better I am able to integrate
my knowledge of them into
my curriculum and instruc-
tional delivery. Being de-
liberate about the language
I use in the classroom for
musical concepts ensures
that all of my students are
able to progress and learn,
whatever ability level they
are at. 12/12/19
This is an area I can contin-
ue to improve into the next
year. Obviously some
progress is being lost both
in myself and in my stu-
dents– but in other ways we
are all learning a lot
5/5/2020
Integrates knowledge of Uses extensive knowledge
curriculum and resources to of curriculum and related
organize and adjust instruc- resources to flexibly and
tion within and across sub- effectively organize and
ject matter to extend stu- adjust instruction.
dent understanding.
12/12/19 Ensures student comprehen-
sion and facilitates student
articulation about what they
do and do not understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Again, I think I have
grown a bit in this regard
since I began teaching
last year. A specific ex-
ample of an adjustment I
have made is incorporat-
ing more elements of
musical notation reading
in my lessons with 3rd
grade. Because my cur-
riculum requires
recorders (flutes) to be
taught in 4th grade, pre-
paring them to read notes
on a staff will support
their overall development
and understanding to-
wards a long term goal. I
also make adjustments
within individual lessons
or units in a similar way
to promote better under-
standing. 9/26/18
Uses instructional strategies Gathers and uses addi-
that are provided in the tional instructional strate-
curriculum. 9/26/18 gies in single lessons or
3.4 Utilizing instruc- sequence of lessons to
tional strategies that increase student under-
are appropriate to the standing of academic
subject matter language appropriate to
subject matter. 5/10/19
Applying
I have definitely grown in
this area! I have been much
better able to organize my
curricula to suit student
needs, especially in the area
of pacing across lessons to
allow time for review and
differentiation. 5/10/19
Selects and adapts a variety
of instructional strategies to
ensure student understand-
ing of academic language
appropriate to subject mat-
ter and that addresses stu-
dents’ diverse learning
needs. 12/12/19
Integrating Innovating
Now in my 3rd year of
teaching, I’m getting better
and better at tracking stu-
dent abilities through the
grades. I also get to know
the abilities of my students
as individuals the longer
that I work with each of
them. I use this knowledge
that I have of their devel-
opmental levels to plan
curriculum and instruction.
12/12/19
This is another area where I
continue to improve, but I
do not yet feel I am “inno-
vating” yet. I am better at
this when it comes to teach-
ing instrumental music than
it does to teaching general
music. 5/5/2020
Integrates instructional Uses an extensive repertoire
strategies appropriate to of instructional strategies to
subject matter to meet stu- develop enthusiasm, meta-
dents’ diverse learning, to cognitive abilities, and sup-
ensure student understand- port and challenge the full
ing of academic language, range of student towards a
and guide student in under- deep knowledge of subject
standing connections within matter.
and across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
While I do my best to adapt
and use a variety of instruc-
tional strategies, I under-
stand that most of what I do
in the classroom is taken
only from the curriculum. I
still feel as if I am master-
ing the implementation of
the strategies I am currently
using but look forward to
growing and being able to
incorporate a bigger variety
of strategies to meet stu-
dents’ needs. 9/26/18
Exploring
This is another area
where I have seen tangi-
ble growth. I have found
better avenues of discov-
ering new instructional
strategies (via online re-
sources or in-person con-
nections). One example is
the new strategies I have
incorporated into my 3rd
and 4th grade recorder
lessons, using multiple
forms of instruction (vis-
ual, auditory, kinesthetic).
5/10/19
Applying
This is another area I am
improving in as I continue
to implement new curricu-
lum material and new tech-
nologies. By including
different instructional
strategies within a single
lesson, I am able to diversi-
fy instruction in order to
meet diverse learning needs
in the classroom. 12/12/19
Integrating Innovating
Distance learning has
given me an opportuni-
ty to improve in this
area. One example is
creating a 5th grade
dance challenge and
providing multiple
ways for my students
to access the material.
I would never have
done this particular
lesson in the class-
room. 5/5/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Uses available instructional
materials, resources, and
technologies for specific
lessons to make subject
3.5 Using and adapting matter accessible to stu-
resources, technolo- dents. 9/25/18
gies, and standards-
aligned instructional Identifies technological
materials including resource needs. 9/25/18
adopted materials, to
make subject matter
accessible to all stu-
dents
Again, I feel like I am re-
turning to this theme: that I
am still learning the best
use of the resources provid-
ed for me and have yet to
branch out and seek a wider
variety of resources or
technologies. I feel as
though I have been provid-
ed with a great deal of re-
sources and I want to make
the best use of them!
9/26/18
Exploring Applying
Explores additional in- Selects, adapts, and utilizes
structional materials, re- appropriate instructional
sources, and technologies materials, resources, and
to make subject matter technologies for concept
accessible to and skill development in
students.5/10/19 subject matter. Resources
reflect the diversity of the
Explores how to make classroom and support dif-
technological resources ferentiated learning of sub-
available to all students. ject matter.
5/10/19
Guides students to use
available print, electronic,
and online subject matter
resources based on individ-
ual needs. 12/12/19
This year I have especial- Similar to what I wrote
ly been seeking out new above, I have improved in
ways to present music this element as I have been
and culture from diverse using new strategies and
places. I have expanded materials this year. One of
my use of technology and the new things I have used
other resources in the is an Orff-method-based
classroom for this pur- curriculum for the primary
pose. I have found that grades, which includes vis-
the effort I make pays off ual learning aides, manipu-
in the form of better stu- latives, and kinesthetic ac-
dent engagement and tivities. 12/12/19
understanding. 5/10/19
Integrating Innovating
Integrates a wide range of Engages students in identi-
adapted resources, tech- fying and adapting re-
nologies, and instructional sources, technologies, and
materials to meet identified standards-aligned instruc-
student needs and make tional materials to extend
subject matter accessible to student understanding and
students. critical thinking about sub-
ject matter.
Assists student with equi-
table access to materials, Ensures that student are able
resources, and technologies. to obtain equitable access to
Seeks outside resources and a wide range of technologies
support. through ongoing links to
outside resources and sup-
port.
I am learning many
new technologies and
resources right now. I
am doing my best as
well to ensure equi-
table access to instruc-
tion even though I am
teaching online. Tech-
nology is helping me
reach students in ways
I could not otherwise.
5/5/2020
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Is aware of students’ primary Seeks additional information Identifies language proficien- Integrates knowledge of Eng- Engages English learners in
language and English language describing elements of cul- cies and English learner lish language development, assessment of their progress in
proficiencies based on avail- ture and language proficien- strengths in the study of lan- English learners’ strengths and English language development
able assessment data. 5/10/19 cies in listening, speaking, guage and content. Differenti- assessed needs into English and in meeting content stan-
reading, and writing. Uses ates instruction using one or language and content instruc- dards. Supports students to
multiple measures for as- more components of English tion. establish and monitor language
3.6 Addressing the sessing English learners’ language development to sup- and content goals.
needs of English learn- performance to identify gaps port English learners.
ers and student with in English language devel-
special needs to pro- Provides adapted materials to opment. Creates and implements scaf- Develops and adapts instruc- Is resourceful and flexible in
vide equitable access to help English learners access folds to support standards- tion to provide a wide range of the design, adjustment, and
the content content. 5/10/19 Attempts to scaffold content based instruction using literacy scaffolded support for lan- elimination of scaffolds based
using visuals, models, and strategies, SDAIE, and content guage and content for the on English learners’ proficien-
graphic organizers. 12/12/19 level English language devel- range of English learners. cies, knowledge, and skills in
opment in order for students to the content.
improve language proficien-
cies and understand content.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Due to my school context
(small private school with
minimal resources for Eng-
lish learners and students
with special needs), there is
currently only a single stu-
dent among my 400 stu-
dents who is an identified
English Learner. I feel my
growth in this area is stunt-
ed by the lack of immediate
need, making this a specific
area for growth for me. I
want to better serve the few
students at my school who
do need adaptations in my
classroom—even if it is
only a single child. 9/26/18
Honestly I feel like I am
pretty much in the same
place as I was at the begin-
ning of the year in this area.
It will be important for me
to be intentional about
growth in this area as there
are such few opportunities
at my school. 5/10/19
Exploring
While it is certainly still
difficult to have opportu-
nities to work with Eng-
lish learners in my school
context, I believe I have
developed some skills in
the past year to help me
reach those students. Ac-
counting for the chal-
lenges faced by a student
who is learning English is
crucial to success in the
music classroom.
12/12/19
Applying Integrating Innovating
I continue to develop
my skills in this area,
mostly by increasing
my knowledge of
strategies and instruc-
tional techniques. Even
though I am not inter-
acting with EL stu-
dents at this time, I am
still working to be able
to serve those students
when they do enter my
classroom. 5/5/2020
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.
3.6 Addressing the Attends required meeting with
needs of English learn- resource personnel and fami-
lies.
ers and student with
special needs to pro-
vide equitable access to
the content
Learns about referral processes Seeks additional information
for students with special needs. on struggling learners and
5/10/19
Please refer to my answer
on the previous page—
again, my school provides
limited data and no re-
source personnel to assist
students with special needs.
I need to learn strategies to
seek out this information on
my own, as well as address
my students’ needs specifi-
cally in my classroom.
9/26/18
I have grown somewhat in
this area, but I do not think
I am quite at the Exploring
level yet. However, I have
been much more involved
in learning about the needs
of my special needs stu-
dents and working to do
what I can to address them.
5/10/19
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.
advanced learners to deter-
mine appropriateness for
referral. 12/12/19
This year I have been
collaborating much more
with support personal
(therapists, aides, etc.) in
order to help my students
with special needs suc-
ceed in my classroom. I
really believe that the
more I can work closely
with these professionals,
the more I will learn
about serving my stu-
dents’ diverse learning
needs. 12/12/19
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 in-
struction.
Communicates regularly with
resource personnel, para-edu-
cators, and families to ensure
that student services are pro-
vided 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 in-
terventions tried previous to
referral.
Working on teaching
from a distance is giv-
ing me new perspec-
tives on ways to ad-
dress needs. It is also
forcing me to discover
and explore different
techniques in order to
serve all of my stu-
dents. 5/5/2020
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 collabo-
rates with colleagues, support
staff, and families to ensure
consistent instruction. Sup-
ports families in positive en-
gagement with school.
Initiates and monitors referral
processes and follow-up meet-
ing to ensure that students
receive support and/or extend-
ed 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 coor-
dinated 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 imple-
mentations of referral process-
es.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning