The Framework for Teaching Domain 1 Planning and Preparation

Charlotte Danielson

The four domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

6 Components of Domain 1

Some opening thoughts… If you were to walk into a classroom, what might you see or hear there (from the students as well as the teacher) that would cause you to think that you were in the presence of an expert? What would make you think: “Oh, this is good; if I had a child this age, this is the class I would hope for.”

Bringing the CCSS to life… “Teaching for deep conceptual understanding, for argumentation, and for logical reasoning, have not been high priorities in most schools. In most classrooms, students do not take an active role in their own learning, nor do they (respectfully) challenge the thinking of their classmates…”

The hallmark of “distinguished-level” practice students assume a large part of the responsibility “Teachers have been able to create a community of learners in which students assume a large part of the responsibility for the success of a lesson; they make suggestions, initiate improvements, monitor their own learning against clear standards, and serve as resources to one another.”

1a – demonstrating knowledge of content and pedagogy Knowledge of content and the structure of the discipline Knowledge of prerequisite relationships Knowledge of content related pedagogy

What would you see? Lesson and unit plans that reflect important concepts in the discipline Lesson and unit plans that accommodate prerequisite relationships among concepts and skills Clear and accurate classroom explanations Accurate answers to students’ questions Feedback to students that furthers learning Interdisciplinary connections in plans and practice

1b – demonstrating knowledge of students Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students’ skills, knowledge, and language proficiency Knowledge of students’ interests and cultural heritage Knowledge of students’ special needs

What would you see? Formal and informal information about students gathered by the teacher for use in planning and instruction Student interests and needs learned by the teacher for use in planning Teacher participation in community cultural events Teacher-designed opportunities for families to share their heritage Database of students with special needs

1c – selecting instructional outcomes Value, sequence, and alignment Clarity Balance Suitability for diverse learners

What would you see? Outcomes of a challenging cognitive level Statements of student learning, not student activity Outcomes central to the discipline and related to those in other disciplines Outcomes permitting assessment of student attainment Outcomes differentiated for students of varied ability

1d – demonstrating knowledge of resources Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students

What would you see? Materials provided by the district Materials provided by professional organizations A range of texts Internet resources Community resources Ongoing participation by the teacher in professional education courses or professional groups Guest speakers

1e – designing coherent instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure

What would you see? Lessons that support instructional outcomes and reflect important concepts Instructional maps that indicate relationships to prior learning Activities that represent high-level thinking Opportunities for student choice Use of varied resources Thoughtfully planned learning groups Structured lesson plans

1f – designing student assessment Congruence with instructional outcomes Criteria and standards Design of formative assessments

What would you see? Lesson plans indicating correspondence between assessments and instructional outcomes Assessment types suitable to the style of outcome Variety of performance opportunities for students Modified assessments available for individual students as needed Expectations clearly written with descriptors for each level of performance Formative assessments designed to inform minute-to-minute decision making by the teacher during instruction

Group Activity 1A. What student learning outcomes/objectives and CCS learning outcomes are the focuses of the lesson? Include what data informed this (these) outcome/objective(s). 1B. Briefly describe the students in your class including those with special needs. How will you differentiate instruction for individuals or groups in your class to meet lesson objectives? 1C. How does this lesson align within the current unit of study/across other units? 1D. What instructional materials, including technology, will you employ to meet the learning outcomes/objectives of this lesson? 1E. How do your instructional strategies, including student grouping, promote higher levels of thinking and student engagement? 1F. How do you plan to assess student achievement? Include how your assessment(s) will be a tool for future instruction.