UNDERSTANDING AND ORGANIZING SUBJECT MATTER
CSTP: Understanding and Organizing Subject Matter for Student Learning
Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the content.
Related Teaching Performance Expectations
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
Related Teaching Performance Expectations
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
Please press the following button labeled "Definition of English Language Arts Education" to read my own proper definition on English Language Subject Matter as birthed up by the English Language Arts California Content and Common Core Standards for Public Schools.
In the document below, you shall find the Teacher Performance Expectation (TPE 1B) for Subject- Specific Pedagogical Skills for
Single Subject Teaching Assignments in Teaching English-Language Arts in a Single Subject Assignment, laid out in the first four paragraphs. I have gone ahead and bulleted each sentence in each paragraph, to identify my knowledge and skills, including, but not limited to my first hand experiences, any related work experiences, and experiences in my undergraduate degree to show how I have met, meet, am currently meeting, and will currently meet, and continue to meet, each expectation with expertise in my career as a professional instructor regarding the subject matter of English-Language Arts.
Single Subject Teaching Assignments in Teaching English-Language Arts in a Single Subject Assignment, laid out in the first four paragraphs. I have gone ahead and bulleted each sentence in each paragraph, to identify my knowledge and skills, including, but not limited to my first hand experiences, any related work experiences, and experiences in my undergraduate degree to show how I have met, meet, am currently meeting, and will currently meet, and continue to meet, each expectation with expertise in my career as a professional instructor regarding the subject matter of English-Language Arts.