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Domain 1 Artifacts 4 Column - Teachers

This document summarizes the key components and critical attributes of teacher planning and preparation in Domain 1 of the teacher evaluation framework. It includes: 1) Demonstrating knowledge of content and structure, student development, learning processes, students' backgrounds, and available resources. 2) Setting high expectations and clear instructional outcomes that are appropriate for different learners. 3) Designing coherent instruction with well-structured lessons and activities matched to outcomes, incorporating higher-order thinking and challenging materials.

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0% found this document useful (0 votes)
688 views4 pages

Domain 1 Artifacts 4 Column - Teachers

This document summarizes the key components and critical attributes of teacher planning and preparation in Domain 1 of the teacher evaluation framework. It includes: 1) Demonstrating knowledge of content and structure, student development, learning processes, students' backgrounds, and available resources. 2) Setting high expectations and clear instructional outcomes that are appropriate for different learners. 3) Designing coherent instruction with well-structured lessons and activities matched to outcomes, incorporating higher-order thinking and challenging materials.

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© © All Rights Reserved
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Teacher Artifacts: Domain 1: Planning and Preparation

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)

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