The document discusses the California Standards for the Teaching Profession (CSTP) element 3 regarding understanding and organizing subject matter for student learning. It provides descriptions for teachers at different levels of experience, from emerging to innovating. At the applying level, teachers understand relationships between concepts and standards, address common terms and vocabulary, and provide explicit teaching of essential content vocabulary. They also create activities to address uncommon words for English learners.
The document discusses the California Standards for the Teaching Profession (CSTP) element 3 regarding understanding and organizing subject matter for student learning. It provides descriptions for teachers at different levels of experience, from emerging to innovating. At the applying level, teachers understand relationships between concepts and standards, address common terms and vocabulary, and provide explicit teaching of essential content vocabulary. They also create activities to address uncommon words for English learners.
The document discusses the California Standards for the Teaching Profession (CSTP) element 3 regarding understanding and organizing subject matter for student learning. It provides descriptions for teachers at different levels of experience, from emerging to innovating. At the applying level, teachers understand relationships between concepts and standards, address common terms and vocabulary, and provide explicit teaching of essential content vocabulary. They also create activities to address uncommon words for English learners.
The document discusses the California Standards for the Teaching Profession (CSTP) element 3 regarding understanding and organizing subject matter for student learning. It provides descriptions for teachers at different levels of experience, from emerging to innovating. At the applying level, teachers understand relationships between concepts and standards, address common terms and vocabulary, and provide explicit teaching of essential content vocabulary. They also create activities to address uncommon words for English learners.
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 matter and the relationship between inter-relationships of knowledge of subject subject matter, academic language to essential subject matter concepts, academic content matter concepts, current 3.1 Demonstrating related academic identify connections concepts, academic standards, and academic issues, academic knowledge of subject language, and between academic content language, and academic language in ways that ensure language, and research to matter academic academic content standards and instruction. content standards. clear connections and make relevant content standards standards. relevance to students. connections to standards during instruction and extend student learning.
I address common terms,
vocabulary, and key concepts through unit packets that foster understanding. I use common subject matter terms and concepts to reiterate their importance and connection to the content (7.15.23) CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Has basic Expands knowledge of Adapts instruction in Integrates knowledge of Utilizes comprehensive knowledge of student development and response to knowledge of range of students knowledge of students to student stages of implements learning student development and development into guide all students to development while activities in single lessons proficiencies to meet instructional decisions to develop proficiencies, becoming aware of or sequence of lessons that students’ diverse learning ensure student understand subject differences in addresses students’ needs. Ensures understanding of the subject matter including related students’ proficiencies and support understanding of subject matter including related academic language. understanding of understanding of subject matter including related academic language. subject matter. matter including related academic language. Engages student at all 3.2 Applying academic language. Provides explicit teaching of levels of vocabulary, knowledge of Teaches subject- Provides explicit teaching specific academic language, academic language, and student development specific vocabulary Provides explicit teaching of essential vocabulary, text structures, grammatical, proficiencies in self- and proficiencies to following of essential content idioms, key words with and stylistic language directed goal setting, ensure student curriculum vocabulary and associated multiple meanings, and features to ensure equitable monitoring, and understanding of guidelines. academic language in academic language in access to subject matter improvement. Guides all subject matter single lessons or sequence ways that engage understanding for the range students in using analysis of lessons. Explains students in accessing of student language levels strategies that provides academic language, subject matter text or and abilities. equitable access and formats, and vocabulary to learning activities. deep understanding of support student access to subject matter. subject matter when confusions are identified.
I create activities and
instruction and use word banks to address uncommon words for English Language Learners and discuss their meaning in its context.
I have lessons and
instructional days on vocabulary in each unit and assess students' knowledge through weekly quizzes to better understand student comprehension. (7.15.23) CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Follows Examines organization of Uses knowledge of Integrates knowledge of Uses extensive organization of curriculum and considers curriculum and student curriculum and resources to knowledge of curriculum curriculum as adjustments in single readiness to organize and organize and adjust and related resources to provided by site and lessons or sequence of adjust the curriculum to instruction within and across flexibly and effectively 3.3 Organizing district to support lessons to support ensure student subject matter to extend organize and adjust curriculum to student understanding of subject understanding. student understanding. instruction. facilitate student understanding of matter. understanding of the the subject matter. Ensures student subject matter comprehension and facilitates student articulation about what they do and do not understand. I organize curriculum and units before school starts that outline the entire course. The course guide shows the topic of each lesson and shows the activities of each day. Access to material is also linked to ensure student success. Units flow chronologically with an emphasis on themes and connections to further student understand. (7.15.23) 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 lessons strategies to ensure subject matter to meet instructional strategies to 3.4 Utilizing curriculum. or sequence of lessons to student understanding of students’ diverse learning, to develop enthusiasm, instructional increase student academic language ensure student meta-cognitive abilities, strategies that are understanding of academic appropriate to subject understanding of academic and support and appropriate to the language appropriate to matter and that addresses language, and guide student challenge the full range of subject matter subject matter. students’ diverse learning in understanding student towards a deep needs. connections within and knowledge of subject across subject matter. matter. I address common terms, vocabulary, and key concepts through unit packets that foster understanding. I use common subject matter terms and concepts to reiterate their importance and connection to the content. Students are given graphic organizers to reinforce learning and understanding. (7.15.23) 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 instructional materials, utilizes appropriate adapted resources, identifying and adapting materials, resources, resources, and instructional materials, technologies, and resources, technologies, and technologies for technologies to make resources, and instructional materials to and standards-aligned 3.5 Using and specific lessons to subject matter accessible technologies for concept meet identified student instructional materials to adapting resources, make subject matter to students. and skill development in needs and make subject extend student technologies, and accessible to subject matter. Resources matter accessible to understanding and standards-aligned students. Explores how to make reflect the diversity of the students. critical thinking about instructional technological resources classroom and support subject matter. materials including Identifies available to all students. differentiated learning of Assists student with adopted materials, to technological subject matter. equitable access to materials, Ensures that student are make subject matter resource needs. resources, and technologies. able to obtain equitable accessible to all Guides students to use Seeks outside resources and access to a wide range of students available print, electronic, support. technologies through and online subject matter ongoing links to outside resources based on resources and support. individual needs. I have access to historical databases that allow me to incorporate appropriate resources within the classroom and their connection to the historical content we are learning. Students have online access, and all resources are linked to the classroom to ensure access and success. (7.15.23) 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 English Engages English learners in primary language and describing elements of proficiencies and English language development, English assessment of their progress English language culture and language learner strengths in the learners’ strengths and assessed in English language proficiencies based on proficiencies in listening, study of language and needs into English language and development and in meeting available assessment speaking, reading, and content. Differentiates content instruction. content standards. Supports data. writing. Uses multiple instruction using one or students to establish and measures for assessing more components of English monitor language and 3.6 Addressing the English learners’ language development to content goals. needs of English performance to identify gaps support English learners. Develops and adapts instruction learners and student in English language to provide a wide range of with special needs to development. Creates and implements scaffolded support for language Is resourceful and flexible in provide equitable Provides adapted scaffolds to support and content for the range of the design, adjustment, and access to the content materials to help Attempts to scaffold content standards-based instruction English learners. elimination of scaffolds English learners access using visuals, models, and using literacy strategies, based on English learners’ content. graphic organizers. SDAIE, and content level proficiencies, knowledge, English language and skills in the content. development in order for students to improve language proficiencies and understand content. I identify English All instruction is adapted to Language Learners and address challenging words their proficiency levels. and key concepts within To assist ELLs I provide historical documents. With word banks, key terms, ELLs the biggest challenge is and key concepts of old documents and the documents to clarify any verbiage used within the misunderstandings. document. Finding similar (7.15.23) words addresses misunderstanding and confusion. (7.15.23) CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
Has an awareness of Seeks additional information Utilizes information on the Integrates accommodations, Guides and support the full the full range of on the full range of students full range of students adaptations, and extensions to range of student with students identified identified with special needs identified with special needs instruction for the full range of special needs to actively with special needs to address challenges or to assess strengths and students with special needs to engage in the assessment through data provided supports in single lessons or competencies to provide ensure adequate support and and monitor their own by the school. sequence of lessons. appropriate challenge and challenge. strengths, learning needs, accommodations in and achievement in instruction. Communicates and collaborates accessing content. Cooperates with resource with colleagues, support staff, personnel, para-educators, Communicates regularly and families to ensure Communicates and 3.6 Addressing the Attends required and families during meetings with resource personnel, consistent instruction. Supports collaborates with resource needs of English meeting with resource and activities in support of para-educators, and families families in positive engagement personnel, para-educators, learners and student personnel and learning plans and goals. to ensure that student with school. families, leadership, and with special needs to families. services are provided and students in creating a provide equitable progress is made in Initiates and monitors referral coordinated program to access to the content accessing appropriate processes and follow-up optimize success of the full content. meeting to ensure that students range of students with Seeks additional information receive support and/or special needs. on struggling learners and Refers students as needed in extended learning that is advanced learners to a timely and appropriate integrated into the core Takes leadership at the Learns about referral determine appropriateness manner supported with curriculum. site/district and processes for students for referral. documented data over time, collaborates with resource with special needs. including interventions tried personnel to ensure the previous to referral. smooth and effective implementations of referral processes. I teach Advance Placement History, It is rare for me to attend or meet with personal regarding student special needs. While I understand the referral process, IEP meetings, and the correct steps to take. I will need more resources. Additionally, I have only had one student on an IEP, student was high functioning and was placed in Honors CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating Innovating
history my first-year teaching. I have full access to a range of student data for students on IEPs or 504 plans. (7.15.23)