Flexibility and responsiveness Professional Self-reflection Responsibilities Accurate record-keeping (AMLE 7) Communication with families Participation in the professional community Professionalism Comments: Danielson’s (2007) Framework for Teaching Domain 1: Planning and Preparation (AMLE 3) UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1a: The teacher’s The teacher’s plans The teacher’s The teacher’s plans Demonstrating and practice and practice reflect plans and practice and practice reflect Knowledge of display little some awareness of reflect solid extensive Content and knowledge of the the important knowledge of the knowledge of the Pedagogy content, concepts in the content, content and the prerequisite discipline, prerequisite structure of the relationships prerequisite relationships discipline. The between relationships between teacher actively different aspects between them, and important builds on knowledge of the content, or the instructional concepts, and the of prerequisites and the instructional practices specific to instructional misconceptions practices specific that discipline. practices specific when describing to that discipline. to that discipline. instruction or seeking causes for student misunderstanding. 1b: The teacher The teacher The teacher The teacher actively Demonstrating demonstrates indicates the actively seeks knowledge of Knowledge of little or no importance of knowledge of students’ Students knowledge of understanding students’ backgrounds,
Flexibility and responsiveness Professional Responsibilities (AMLE 7) Self-reflection Accurate record-keeping Communication with families Participation in the professional community Professionalism Comments: Danielson’s (2007) Framework for Teaching Domain 1: Planning and Preparation (AMLE 3) UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1a: Demonstrating Knowledge of Content and Pedagogy The teacher’s and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline. The teacher’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific to that discipline. The teacher’s plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline. The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. 1b: Demonstrating Knowledge of Students The teacher demonstrates little or no knowledge of The teacher indicates the importance of understanding The teacher actively knowledge of students’ The teacher actively seeks knowledge of students’ backgrounds,