Domain 1 Artifacts 4 Column - Teachers
Domain 1 Artifacts 4 Column - Teachers
Domain
Teacher shows: Critical Attributes: Possible Artifacts or Evidence of:
Component
1a: • Knowledge of content • Can identify important concepts of the • RAS Daily Lesson Plan, Stage 1-DESIRED RESULTS
Demonstrating and the structure of the discipline and their relationships to one
Knowledge of discipline another. • Minnesota standard alignment
Content and • Knowledge of • Provides clear explanations of the • Standards based learning targets
content. • District scope and sequence
Pedagogy prerequisite relationships
• Answers students’ questions accurately • IB unit planners
• Knowledge of content-
and provides feedback that furthers their • Unit, weekly, and daily lesson plans
related pedagogy learning. • Curricular resources
• Instructional strategies in unit and • Schoology course
lesson plans are entirely suitable to the • Schoology discussion threads
content. • Strategy/activity resources (NUA, AVID, CLR)
• Professional reading
1b: • Knowledge of child • Understands cognitive development of • RAS Daily Lesson Plan, Stage 2 -DIFFERENTIATED
Demonstrating development groups of students. INSTRUCTION
Knowledge of • Knowledge of the • Aware of the different cultural groups
Students learning process in the class. • Collaboration with colleagues
• Has a good idea of the range of • Differentiation of content, process, product,
• Knowledge of students’
interests of students in the class. and/or learning environment
skills, understanding, and
• Has identified “high,” “medium,” and • IEPs
language proficiency “low” groups of students within the • All About You survey; relationship-building
• Knowledge of students’ class. evidence
interests and cultural • Is well informed about students’ • Student work samples/data
heritage cultural heritages and incorporates this • Curricular materials
• Knowledge of students’ knowledge in lesson planning. • NUA strategies, metacognitive frame
special needs • Is aware of the special needs • AVID strategies
represented by students in the class. • CLR (Culturally and Linguistically Responsive)
culturally relevant teaching strategies that amplify
student voice
• Seating charts
• Meetings with other staff regarding students
• Teaching and inviting multiple perspectives
• Supplemental material on Schoology
1c: • Value, sequence, and • Outcomes represent high expectations • RAS Daily Lesson Plan, Stage 1-DESIRED RESULTS
Setting alignment and rigor.
Instructional • Clarity • Outcomes are related to “big ideas” of • Vertical teaming
Outcomes • Balance the discipline. • Standards based learning targets
• Outcomes are written in terms of what • Excellence for All
• Suitability for diverse
students will learn rather than do. • Schoology courses
learners
• Outcomes represent a range of types: • Unit planner
factual knowledge, conceptual • Weekly or daily lesson plans
understanding, reasoning, social • IEP goals
interaction, management, and • Differentiation of content, process, product,
communication. and/or learning environment
• Outcomes, differentiated where
necessary, are suitable to groups of
students in the class.
1d: • Resources for classroom • Texts are at varied levels. • RAS Daily Lesson Plan, Stage 3 - LEARNING PLAN
Demonstrating use • Texts are supplemented by guest
Knowledge of • Resources to extend speakers and field experiences. • Technology incorporated
Resources content knowledge and • Teacher facilitates the use of Internet • Plans for using technology (SMART programs,
resources. iPads, Chromebooks, Kahoot, phones, language lab,
pedagogy
• Resources are multidisciplinary. Schoology, etc.)
• Resources for students
• Teacher expands her knowledge • CDs/YouTube Videos
through professional learning groups and • Curricular materials
organizations. • Extra resources (articles, videos)
• Teacher pursues options offered by • Hattie’s book/list
universities. • Jan Richardson’s Guided Reading
• Teacher provides lists of resources • LLI curriculum
outside the classroom for students to • Strategy and/or activity resources (NUA, AVID,
draw on. etc.)
• Supplemental materials on Schoology
• Discussion threads
• Collaboration with colleagues
• Google Docs for collaboration
1e: • Learning activities • Learning activities are matched to • RAS Daily Lesson Plan, Stage 3 - LEARNING PLAN
Designing Instructional materials and instructional outcomes.
Coherent resources • Activities provide opportunity for • Hands on activities
Instruction • Instructional groups higher-level thinking. • Activities within curricular materials
• Teacher provides a variety of • Intentional student groups
• Lesson and unit structure
appropriately challenging materials and • Teaching frames
resources. • Metacognitive activities/discussions
• Instructional student groups are • Small group instruction (Guided reading/math,
organized thoughtfully to maximize CAFE, Daily 5)
learning and build on students’ • Strategy/activity resources (NUA, AVID, etc.)
strengths. • Teaching that invites multiple perspectives
• Plan for the lesson or unit is well • Unit, weekly, or daily lesson plans
structured, with reasonable time • Collaboration with colleagues regarding planning
allocations. • AVID strategies
• CLR (Culturally, Linguistically Responsive)
strategies
• NUA or other culturally relevant teaching
strategies that amplify student voice
1f: • Congruence with • All the learning outcomes have a • RAS Daily Lesson Plan, Stage 2-ASSESSMENT
Designing instructional outcomes method for assessment. EVIDENCE
Student • Criteria and standards • Assessment types match learning
Assessment • Design of formative expectations. • CFAs within PLC data cycle
• Plans indicate modified assessments • Formative assessments
assessments
when they are necessary for some • Pre-assessments/formative assessment data
• Use for planning
students. • Exit tickets
• Assessment criteria are clearly written. • Gradebook records of performance
• Plans include formative assessments to • MAP, FAST, PLC, DRA, RTI, High Frequency Words
use during instruction. • Rubrics and grading criteria
• Lesson plans indicate possible • Student data/ work samples
adjustments based on formative • Summative assessments
assessment data. • Rubrics and grading criteria
• Reteaching strategies
• Supplemental material on Schoology assessment
and/or data
• Small group instruction (Guided reading/math,
CAFE, Daily 5)