Domain+1+-+examples

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__1A Demonstrating knowledge of content and pedagogy__

//Proficient descriptor: Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another//
 * //1A Knowledge of content and the structure of the discipline//**

Artifact: Students work in groups to discuss and investigate the outcomes, skills, technological requirements, and prerequisite skills involved in the syllabus of an advanced placement math class.

//Proficient descriptor: Teacher’s plans and practice**s** reflect accurate understanding of prerequisite relationships among topics and concepts//
 * //1A Knowledge of prerequisite relationships//**

 * Observation: Students are shown the link to the class wiki where a sample of students’ exam questions and solutions are posted. Students are asked to generate two critical questions regarding the topic for the next class session.

__1B Demonstrating knowledge of students__ Proficient descriptor: Teacher displays accurate understanding of the typical developmental characteristics of the age group, as well as exceptions to the general patterns
 * 1B Knowledge of child and adolescent development**

Observation: Students in Ms. L’s middle school science class use rehearsed signals to make special requests during a story-investigation. These signals helped the students practice self-control as well as served to diminish the difficult disruptions during learning.

Proficient descriptor: Teacher’s knowledge of how students learn is accurate and current. Teacher applies this knowledge to the class as a whole and to groups of students
 * 1B Knowledge of learning process**

Artifact: Mr. V uses a DVD with video clips of the current physical phenomena to generate excitement and tap into prior knowledge.  * Artifact: Mrs. A creates a multi-format exam during her math unit to allow the students to respond orally, using written pictures and equations, and use technology to represent their understanding of the learning outcomes.

Proficient descriptor: Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency; and displays this knowledge for groups of ­students
 * 1B Knowledge of students’ skills, knowledge and language proficiency**

Artifact: Mr. C creates an introductory cross-word puzzle to pre-assess the students’ vocabulary skills for the upcoming unit.

Proficient descriptor: Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students
 * 1B Knowledge of students’ interests and cultural heritage**

 * Observation: Ms. Y’s first-week-of-school routine always includes a biography game so that the students and Ms. Y can become more comfortable and informed regarding the others’ interests and background. Proficient descriptor: Teacher is aware of students’ special learning and medical needs
 * 1B Knowledge of students’ special needs**

Artifact: Mrs. H’s grade-book includes a notes-based section where she has documented the particular learning difficulties or medical situation of each student in her class. __ 1C Setting instructional outcomes __

Proficient descriptor: Most outcomes represent high expectations and rigor and important learning in the discipline. They are connected to a sequence of learning
 * 1C Value, sequence, and alignment**

 * Artifact: Mr. H uses his summer vacation to sequence the learning outcomes for his new statistics and probability course. Mr. H uses barometers of difficulty and application to guide his decision-making process.

Proficient descriptor: All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment Artifact: When the students walk into the classroom, they immediately view the daily objectives, written as essential questions, on the overhead projector in the front of the classroom. Many students begin discussing their opinions and views regarding the meaning of the questions.
 * 1C Clarity**

Proficient descriptor: Outcomes reflect several ­different types of learning and opportunities for coordination Artifact: Mr. Y and Mrs. T meet to discuss create the unit plan and student syllabus for their cross-curricular biology/math unit. They especially focus on differentiation in their assessment.
 * 1C Balance**

Proficient descriptor: Most of the outcomes are suitable for all students in the class and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated  Artifact: Mr. C uses a pre-test to adjust the learning outcomes of his math unit. Mr. C then recognizes that a few of his students are missing some basic skills and creates and additional learning assignment for these students. __ 1D Demonstrating knowledge of resources __
 * 1C Suitability for diverse learners**

Proficient descriptor: Teacher displays awareness of resources available for classroom use through the school or district and some familiarity with resources external to the school and on the Internet  Observation: In order to efficiently engage students, the teacher spends a weekend day perusing the resources available in the district office for the new psychology class she will be teaching during the upcoming semester.
 * 1D Resources for classroom use**

Proficient descriptor: Teacher displays awareness of resources to enhance content and pedagogical knowledge available through the school or district and some familiarity with resources external to the school and on the Internet  Observation: Mr. C enrolls himself in the masters program being offered through his district office. During this program, Mr. C improves his awareness of educational technology, unit planning, educational leadership, and reflective teaching.
 * 1D Resources to extend content knowledge and pedagogy**

Proficient descriptor: Teacher displays awareness of resources for students available through the school or district and some familiarity with resources external to the school and on the Internet  * Artifact: The students in Mrs. T’s biology class use the Blackboard online system to keep a class blog, visit important internet links, and upload scanned copies of their homework exemplars. __ 1E Designing coherent instruction __
 * 1D Resources for students**

Proficient descriptor: All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students  Artifact: Students in Mr. C’s calculus class submitted a solution set to individually chosen exam-type questions. The students will then collated their questions based upon difficulty level and created three different exams to serve the needs of different students.
 * 1E Learning activities**

Proficient descriptor: Instructional groups are varied as appropriate to the students and the different instructional outcomes  Observation: Mrs. C’s 1-2 combo grade classroom primarily uses a stations-based structure for the students’ tables and chairs. Students use pre-rehearsed transition routines to remove themselves from one instructional group and place themselves in another.
 * 1E Instructional groups**

Proficient descriptor: The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations <span style="color: rgb(79,129,189); font-style: normal;"> * Artifact: The students in Mr. C’s math class use an outline of the daily instruction plan presented on the Smartboard in PowerPoint form to plan for the lesson’s routines and requirements __ 1F Designing Student Assessments __
 * 1E Lesson and unit structure**

Proficient descriptor: All the instructional outcomes are assessed through the approach to assessment; assessment methodologies may have been adapted for groups of students <span style="color: rgb(79,129,189); font-style: normal;"> Artifact: The principal and Mr. S meet to review the unit-plan exemplar that the teacher created through the use of understanding by design. The conversation pays particular attention to the authentic tasks and their relationship to the learning outcomes.
 * 1F Congruence with instructional outcomes**

Proficient descriptor: Assessment criteria and standards are clear <span style="color: rgb(79,129,189); font-style: normal;"> * Artifact: The students create a study guide from questions in their text based on a list of learning objectives that had been presented during actual instruction. The study guide is graded on the questions’ strength in asking about the understanding of that particular learning objective.
 * 1F Criteria and standards**

Proficient descriptor: Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used <span style="color: rgb(79,129,189); font-style: normal;"> Artifact: The students in Ms. J’s class understand that there are continual opportunities to resubmit verb-conjugation quizzes in order to demonstrate sufficient mastery for that verb’s skill set.
 * 1F Design of formative assessments**

Proficient descriptor: Teacher plans to use assessment results to plan for future instruction for groups of ­students <span style="color: rgb(79,129,189); font-style: normal;"> Artifact: The students understand that the results of the first-semester final exam will result in the pre-definition of their working and laboratory groups for the majority of the second semester. The daily structure of each group will allow for more individuated lessons.
 * 1F Use for planning**