Domain 1: Planning and Preparation Component Unsatisfactory Basic Proficient Distinguished 1a (State Criterion 4) In planning and practice, Teacher is familiar with the important Teacher displays solid knowledge of the Teacher displays extensive Demonstrating teacher makes content errors concepts in the discipline but displays lack of important concepts in the discipline and the knowledge of the important Knowledge of or does not correct errors made awareness of how these concepts relate to ways they relate to one another. concepts in the discipline and Content and by students. one another. the ways they relate both to one Pedagogy and practice reflect another and to other disciplines. Teacher’s plans and practice plans and practice indicate some accurate understanding of prerequisite Teacher’s plans Teacher’s display little understanding of awareness of prerequisite relationships, relationships among topics and concepts. and practice Teacher’s plans prerequisite relationships although such knowledge may be inaccurate reflect understanding of the or incomplete. and practice reflect prerequisite relationships among important to student’s learning Teacher’s plans of the content. familiarity with a wide range of effective topics and concepts and provide and practice reflect a limited pedagogical approaches in the discipline. a link to necessary cognitive Teacher’s plans Teacher displays little or no range of pedagogical approaches to discipline structures needed by students to understanding of the range of or to the students. ensure understanding. pedagogical approaches suitable of and practice to student’s learning Teacher’s plans the content. reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions. EXAMPLES OF MEASURES & EVIDENCE TEACHER: STUDENTS: ARTIFACTS: Teacher plan book, long range plan, syllabus, daily lesson plans, learning target(s), curriculum map, scope & sequence, unit/semester plan, pacing guide EVIDENCE: Plans show connections to other disciplines and extensions of further learning; lessons are scaffolded to include prerequisite knowledge; teacher adjusts pedagogy with differentiated instruction (accommodations for all learners: ELL, 504, IEP, struggling learners, advanced learners); teacher converses with colleagues and supervisors; teacher provides accurate answers to student questions My Evidence: Component Unsatisfactory Basic Proficient Distinguished
Domain 1: Planning and Preparation Component Unsatisfactory Basic Proficient Distinguished 1a (State Criterion 4) Demonstrating Knowledge of Content and Pedagogy In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content. Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. 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 a limited range of pedagogical approaches to discipline or to the students. Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines. Teacher’s plans and practice reflect understanding of the prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions. EXAMPLES OF MEASURES & EVIDENCE TEACHER: STUDENTS: ARTIFACTS: Teacher plan book, long range plan, syllabus, daily lesson plans, learning target(s), curriculum map, scope & sequence, unit/semester plan, pacing guide EVIDENCE: Plans show connections to other disciplines and extensions of further learning; lessons are scaffolded to include prerequisite knowledge; teacher adjusts pedagogy with differentiated instruction (accommodations for all learners: ELL, 504, IEP, struggling learners, advanced learners); teacher converses with colleagues and supervisors; teacher provides accurate answers to student questions My Evidence: Component Unsatisfactory Basic Proficient Distinguished
3%20Self%20Assessment%20Rubric%20(for%20both%20Comp.%20and%20Foc).docx