Classroom Teacher 1a – 1a: Demonstrating knowledge of content and pedagogy. Element/Attributes Unsatisfactory Basic Proficient Distinguished Knowledge of In planning and practice, teacher makes content Teacher is familiar with the important concepts in the Teacher displays solid knowledge of the important Teacher displays extensive knowledge of the important errors or does not correct errors made by students. discipline but may display lack of awareness of how concepts in the discipline and how these relate to one concepts in the discipline and how these relate both to one content and the structure of the these concepts relate to one another. another. another and to other disciplines. discipline. Knowledge of and practice display little and practice indicate some and practice reflect accurate and practices reflect understanding of Teacher’s plans Teacher’s plans Teacher’s plans Teacher’s plans prerequisite understanding of prerequisite relationships awareness of prerequisite relationships, although understanding of prerequisite relationships among prerequisite relationships among topics and concepts and relationships. important to student learning of the content. such knowledge may be inaccurate or incomplete. topics and concepts. a link to necessary cognitive structures by students to ensure understanding. Knowledge of Teacher displays little or no understanding of the and practice reflect a limited range and practice reflect familiarity with a and practice reflect familiarity with a wide Teacher’s plans Teacher’s plans Teacher’s plans content-related range of pedagogical approaches suitable to of pedagogical approaches or some approaches wide range of effective pedagogical approaches in the range of effective pedagogical approaches in the pedagogy. student learning of the content. that are not suitable to the discipline or to the discipline. discipline, anticipating student misconceptions. students. Possible To be determined between NCT and administrator Examples of Evidence
Classroom Teacher – 1a 1a: Demonstrating knowledge of content and pedagogy. Element/Attributes Unsatisfactory Basic Proficient Distinguished Knowledge of content and the structure of the discipline. In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another. Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. Knowledge of prerequisite relationships. Teacher’s plans and practice display little understanding of prerequisite relationships important to student learning of the content. Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding. Knowledge of content-related pedagogy. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. Teacher’s plans and practice reflect a limited range of pedagogical approaches or some approaches that are not suitable to the discipline or to the students. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions. Possible Examples of Evidence To be determined between NCT and administrator
sy15-16_wp_for_danielson_classroom_teacher_-_nct_only.docx