Planning+and+Preparation

=**Domain 1: Planning and Preparation**=


 * Component 1a:** Demonstrating Knowledge of Content and Pedagogy
 * Elements:** Knowledge of content, knowledge of prerequisite relationships, knowledge of content-related pedagogy
 * Teacher Behaviors to Look For:**

6. Teachers should anticipate common mistakes/misconceptions and anticipate how to correct it.
Artifacts to support the behaviors above:

Curriculum maps which map content in a coherent manner. Lessons which reflect recently accepted views of best practice. Teachers' active participation in graduate programs, book clubs, or professional development opportunities which involve content and process. Teacher designed content assessments that reflect both the discipline and levels of thinking.


 * Component 1b: Demonstrating Knowledge of Students**
 * Elements:**

Value - Goals represent high expectations for students and reflect important learning and conceptual understanding, curriculum standards, and frameworks. Clarity - Goals are clearly stated as student learning and permit sound assessment. Suitability for diverse students - Goals reflect needs of all students in a class. Balance - Goals represent opportunities for different types of learning - for example, thinking as well as knowledge - and coordination or integration within or across disciplines.
 * Component 1c:** Setting Instructional Goals
 * Elements:**

Teachers plan collaboratively and create lesson plans and curriculum maps that articulate goals and objectives that are aligned with the school's goals and curriculum. Teachers can verbalize and discuss expectations of what students are to know and do as a result of a lesson. Teachers create daily objective boards in the classroom and use them in instruction.
 * Behaviors:**

Curriculum Maps Lesson Plans Classroom observation forms (formal observations, walk-throughs) Post observation conversation recordings (taped, written)
 * Artifacts:**


 * Component 1d:Demonstrating Knowledge of Resources**

Teacher has knowledge of using resources for classroom use and for extending one’s own knowledge, including resources found online, through the district, and the school. Teacher facilitates student contact with resources outside of the classroom. Teacher works to match texts with students’ skill levels and fosters relationships with colleges and universities to support learning. Students work with the teacher to create and write a more up-to-date textbook. Log of resources for student references. Contact list of community members, organizations, and local companies students may partner with for learning outside of the classroom.
 * Behaviors:**
 * Artifacts:**

Learning activities Instructional materials and resources Instructional groups Lesson and unit structure
 * Component 1e: Designing Coherent Instruction**

The elements of component 1e are: · Learning activities Instruction designed to engage students and advance them through the content, this could be small group work, power point and web 2.0 presentations, inquiry and guided questioning, and direct instruction. · Instructional materials and resources Appropriate to the learning needs of the students, this may include textbooks, the internet, Microsoft office programs such as power point and word, primary source documents, and thinking maps. · Instructional groups Intentionally organized to support student learning, this would be the pre-planning of creating student groups that will work well together and have a variety of strengths and weaknesses that will balance out in the group dynamic. · Lesson and unit structure Clear and sequenced to advance students’ learning, this would include goal setting and the use of backward design lesson planning to reach a desired outcome. Indicators include: Lessons that support instructional outcomes and reflect important concepts · Instructional maps that indicate relationships to prior learning, these may include thinking maps such as flow maps and double bubble maps which require higher order thinking to compare and contrast.

Activities that represent high-level thinking · Opportunities for student choice, perhaps on projects or tiered tests. · The use of varied resources, the internet, textbook, primary sources. · Thoughtfully planned learning groups, not just thrown together, but groups are thoughtfully put together combining the strengths and weaknesses of the group. · Structured lesson plan, such as backward design.

Congruence with instructional outcomes Criteria and Standards Clearly defined expectations Planned learning assessments are a part of the instructional process Results of assessment guide future planning
 * Component 1f: Designing Student Assessments**
 * Elements:**

Lesson plans indicate correspondence between assessments and instructional outcomes Assessment types are suitable to the style of the outcome Variety of performance opportunities for students Modified assessments are available for individual students as needed Expectations clearly written with descriptors for each level of performance Formative assessments are designed to inform minute to minute decision making by the teacher during instruction
 * Behaviors**

Instructional plans Assessment evidence Classroom observation Pre and post observation conferences
 * Artifacts**