DOMAIN 1: PLANNING AND PREPARATION Component 1a: Demonstrating Knowledge of Content and Pedagogy Elements: Knowledge of content and the structure of the discipline • Knowledge of prerequisite relationships • Knowledge of content-related pedagogy ELEMENT L EVEL OF P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT Providing ongoing leadership professional development for principals, assistant principals, SBLTs, instructional coaches, and instructional central office leaders. 1e Designing Coherent Instruction. 1a: Demonstrating Knowledge of Content and Pedagogy. 1b: Demonstrating Knowledge of Students For example, one of the important concepts set forth by HCPSS is that students understand how timelines are used to organize events and history. demonstrating knowledge of content and pedagogy examples of some examples, guardians as springboard for evidence becomes particularly important differences between disciplinary ways to uncover to questions and achieve. By reflecting on what they have been doing as an instructor the teacher can see what is working for the students and what they may need to change for the needs . The teacher has a good idea of the range of interests of students in the class. Domain 1a: Demonstrating Knowledge of Content and Pedagogy Domain 1d: Demonstrating Knowledge of Resources Domain 3b: Using Questioning and Discussion Techniques Teacher's online practice reflects little understanding of foundational relationships among concepts; consistent evidence of inaccuracies or gaps exists. Responsiveness to students requires that the teacher be flexible and have clear understanding of students' prior knowledge. The formal observation lesson is "Multiples of Unit Fractions.". 1a: Demonstrating Knowledge of Content and Pedagogy In planning and practice, the teacher makes content errors or does not correct errors made by students. 1a: Demonstrating Knowledge of Content & Pedagogy. The domain covers all aspects of instructional planning, beginning with a deep understanding of content and pedagogy and an understanding and appreciation of the students and what they bring to the educational encounter. Demonstrating Knowledge of Content and Pedagogy Learning targets aligned to standards posted and used in classroom Curriculum -differentiation- appropriate level Collaborative and independent lessons/activities (different learning styles) Lesson plans including a diversity of activities Domain 1a- Demonstrating Knowledge of Content and Pedagogy Unsatisfactory 1 Basic 2 Proficient 3 Distinguished 4 Knowledge of Content Teacher makes content errors or does not correct content errors students make. These include demonstrate knowledge of content and pedagogy, demonstrating knowledge of the students, selecting instructional goals, demonstrating knowledge of resources, designing coherent Introduction - Anticipatory Set : Instruction al Activities : 1a Elements Knowledge of content and the structure of the discipline • Every discipline has a dominant structure, withsmaller components or strands, as well ascentral concepts and skills. teacher organizes the content of what students are expected to learn---in other words, how the teacher designs instruction. Teachers must understand what concepts and skills are central and crucial for students to gain. 1b- Demonstrating Knowledge of Students. 1a: Demonstrating Knowledge of Content and Pedagogy Level 4 The teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. In order to ensure student learning, therefore, teachers must not only know their content and its related pedagogy, but the students to whom they wish to teach that content. 1 1a - Demonstrating Knowledge of Content and Pedagogy INEFFECTIVE The teacher's plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline. Knowledge of content and the structure of the discipline: It is important for teachers to examine their subject and determine it's central focusses and its smaller ones. Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines. 1a Demonstrating Knowledge of Content and Pedagogy • Content knowledge • Prerequisite relationships • Content pedagogy 1b Demonstrating Knowledge of Students • Child development • Learning process • Special needs • Student skills, knowledge, and proficiency • Interests and cultural heritage 1c Setting Instructional Outcomes Demonstrating Professionalism. 1b Demonstrating Knowledge of Students. They must know which concepts and skills are One way I do this is by linking the knowledge of previous topics to ones that the students are currently learning. 1f Designing Student Assessments. Domain 4A is Reflecting on Teaching, which means the teacher is analyzing and thinking back on the decisions that they have made in planning and implementing the lesson in the classroom. 1A: Knowledge of Content and Pedagogy As a professional educator, it is important that I know certain words and terms that relate directly towards my field. Fostering and managing a safe, positive learning environment. Why their influence on content knowledge to. I will be able to plan and practice the relationships of prerequisite topics and concepts. Accurate answers to students' questions. The learning objective is for students to write a fraction as a product of a whole number and a unit fraction. They must know which concepts and skills are central to a That's because, in order to teach material well, teachers have . Elements of component 1a: Knowledge of content and the structure of the discipline Every discipline has a dominant structure, with smaller components or strands as well as cen - tral concepts and skills. Their findings suggest that not all teachers transform their subject content knowledge into pedagogical content knowledge during teaching. I show knowledge of content when planning a lesson for the students. 1d- Knowledge of Resources. What this means is that every discipline or subject has a main framework that then has smaller items as well as concepts and skills that are central in importance but that branch off of the main framework. content-related pedagogy. "But knowledge of the content is not sufficient; in advancing student understanding, teachers must be familiar with the particularly pedagogical approaches best suited to each discipline". The first is Knowledge of Content and the structure of the discipline, the second is. The components of Domain 1 include: 1a Demonstrating Knowledge of Content and Pedagogy •1a: Demonstrating Knowledge of Content . 1c- Setting Instructional Outcomes. demonstrating knowledge of content and pedagogy In order to guide student learning, teachers must have command of the subjects they teach. According to the Flipsnack, there are three elements that deal with Component 1a. The teacher has identified "high," "medium," and "low" groups within the class. Domain 2: Classroom Environment >. This lesson plan is a good example of 1A, Demonstration knowledge of Content and Pedagogy, because it demonstrates my ability to teach my students on a topic of my choosing. Teacher displays basic pedagogical knowledge but does not anticipate student misconceptions. Teachers normally follow a list of defined standards for their lessons. Teacher's pla ns and pra ctice display little unde rstanding of prerequisite relationships important to student learning of the content. Knowledge of Content and the Structure of the Discipline. Accomplished teachers understand the Internal relationships within the . 1a Demonstrating Knowledge of Content and Pedagogy. Those knowledgeable teachers are able to know which concepts to integrate in the classroom are central to the objective and which are peripheral. 1a- Demonstrating Knowledge of Content and Pedagogy. Teachers must be knowledgeable about which method of pedagogy is best for the content area they are teaching and current with the pedagogies that are being used; . 4f. They must know which concepts and skills are central to a discipline and which are peripheral; they must know how the discipline has evolved into the 21st century, incorporating issues such as global . Enhancement of content knowledge and pedagogical skill. The teacher displays little or no understanding of the range Service to the . Artifacts of Domain 1a Teachers can demonstrate knowledge of content and pedagogy through: well-designed lesson plans explaining internal content and interdisciplinary relationships (cross-curricular lessons) providing constructive feedback to students to further learning probing student understanding prior to teaching lesson Evidence. PROGRESSING 1a: Demonstrating Knowledge of Content and Pedagogy Teacher has a limited knowledge of content within his or her discipline and struggles to use online tools to show connections in concepts. 1a Demonstrating Knowledge of Content . 1a demonstrating knowledge of content and pedagogy In order to guide student learning, teachers must have command of the subjects they teach. The teacher also understands how to teach and the importance of teaching the students in a way they will learn best. Elements of 1A: 1. Mathematics Calculation Reasoning Addition, Subtraction Word Problems What is the content and structure ofyour discipline? 1a: Demonstrating Knowledge of Content and Pedagogy. They must know which concepts and skills are central to a discipline and which are peripheral; they must know how the discipline has evolved into the 21st century, incorporating issues such as global . To "know" a student means to understand a student's strengths, areas to be improved, their culture, interests, language ability, special needs, learning styles , and individual emotional, physical, & mental development. . DESCRIPTION . It is not unreasonable for us to expect teachers to demonstrate the knowledge of content and pedagogy that is required to shape those young minds. Component 1a: Demonstrating Knowledge of Content and Pedagogy In order to guide student learning, teachers must have command of the subjects they teach. Domain #1 - Planning and Preparation Framework Guidelines Artifacts/Actions to Illustrate Proficiency 1a - Demonstrating knowledge of content and pedagogy Content knowledge Prerequisite relationships Clear and accurate classroom explanations. Teacher displays little or no understanding of the range of pedagogical approaches 1b: Demonstrating Knowledge of Students. Example: The topic of the social studies unit involves the concept of revolutions, but the teacher expects his students to . Teacher displays little understanding of prerequisite knowledge important to student learning of the content. Pedagogical practices reflect current research on best pedagogical practice within the discipline but . Continue reading below for more information about this domain. 1a: Demonstrating Knowledge of Content and Pedagogy In planning and practice, teacher makes content errors or does not correct errors made by students. The teacher knows, for groups of students, their levels of cognitive development. Component 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 Component 1b: Demonstrating Knowledge of Students Knowledge of child and adolescent development Knowledge of the learning process Knowledge of . 1a Demonstrating Knowledge of Content and Pedagogy Component 1A: Component 1A is Knowledge of Content and Pedagogy, to be able to teach something to students the teacher must know what they are talking about. Receptivity to feedback from colleagues. 1a: Demonstrating knowledge of content and pedagogy and skills Evaluator/teacher conversations Lesson/unit plan Observation Lesson plans/unit plans - Adapting to the students in front of you Evaluator/ - Scaffolding based on student response - Teachers using vocabulary of the discipline - different . 1a: Demonstrating Knowledge of Content and Pedagogy In planning and practice, teacher makes content errors or does n ot corr ect errors made by students. 1f: Designing Student Assessments. 3e Demonstrating Flexibility and Responsiveness. Lesson and unit plans that accommodate prerequisite relationships among concepts and skills. 1a: Demonstrating knowledge of content and pedagogy and skills Evaluator/teacher conversations Lesson/unit plan Observation Lesson plans/unit plans - Adapting to the students in front of you Evaluator/ - Scaffolding based on student response - Teachers using vocabulary of the discipline 1a: Demonstrating Knowledge of Content and Pedagogy The teacher demonstrates knowledge of the content and of the structure of the discipline knowledge of prerequisite relationships, and common student misconceptions. (Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy) Anticipated Student Misconceptions : Concept Prerequisites: List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson. 1a: Demonstrating Knowledge of Content and Pedagogy : . -Content pedagogy. 1c: Setting Instructional Outcomes. They need to make sure they know what parts of the lesson and subject are pivotal for the student to learn and what is not important. The key work streams of the Leadership Department are: Implementing a new evaluation system that includes a systematized professional development & communication plan. They must know which concepts and skills are central to a discipline and Demonstrate knowledge is subject matter including the adopted California. Elements of Component 1a: 1. ED 347 - Middle School Practicum Name: _____ PLANNING AND PREPARATION Study Guide - Components of DOMAIN 1 Directions: Complete the following statements, prompts, and reflections. Knowledge of prerequisite relationships Component 1a: Demonstrating Knowledge of Content and Pedagogy; Component 1b: Demonstrating Knowledge of Students Demonstrating Knowledge of Content and Pedagogy. Reflection on Domain 2. An ELA checklist that I use to make sure we are covering all 1st grade standards. Students, parents, and society as a whole depend on teachers to mold and shape the learning of future generations. There are different factors outside the classroom that affect how the students learn and act inside the classroom. Teachers actively pursue networks that provide collegial support and feedback. content and curriculum . 1a: Demonstrating knowledge of content and pedagogy next steps. 1a. Teachers need to be able to apply discipline in the classroom. Planning and Preparation. Expert teachers know the skills and concepts to apply discipline and all teachers should strive to learn. 2a: Creating an Environment of Respect and Rapport. 1a: Demonstrating Knowledge of Content and Pedagogy In planning and practice, teacher makes content errors or does not correct errors made by students. Thankfully they don't work alone! Teacher displays little understanding of prerequisite knowledge important to student learning of the content. Reflection on Domain 3. demonstrating knowledge of content and pedagogy In order to guide student learning, teachers must have command of the subjects they teach. This lesson plan is a good example of 1A, Demonstration knowledge of Content and Pedagogy, because it demonstrates my ability to teach my students on a topic of my choosing. 1a - Demonstrating knowledge of content and pedagogy Content knowledge . 1a. Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources The three elements of component 1D are resources for classroom use, resources to extend content knowledge and pedagogy, and resources for students. As a teacher, I need to understand my subject area before I can teach it to my students. 1a Demonstrating Knowledge of Content and Pedagogy • Content knowledge • Prerequisite relationships • Content pedagogy 1b Demonstrating Knowledge of Students • Child development • Learning process • Special needs • Student skills, knowledge, and proficiency • Interests and cultural heritage 1c Setting Instructional Outcomes A mathematics checklist that I use to make sure we have covered all the standards. 1a. Demonstrating Knowledge of Content and Pedagogy . Feedback to students that furthers learning One of the most important parts of making a lesson plan is understanding the students' knowledge and previous knowledge of the material. The teacher demonstrates understanding of Taking an extra day to research literature about ancient Egyptian architecture or changing the lesson about tornadoes to include designing a model of a low pressure system . Component 1A is all about knowing my content and prerequisites of my students. The focus of this specific domain of Danielson's Framework focuses specifically on content and pedagogy in the classroom. 1e- Designing Coherent Instruction. Component 1a: Demonstrating Knowledge of Content and Pedagogy Developmental Levels of Performance ELEMENT Inappropriate Teacher Emerging Teacher Developing Teacher Skilled Experienced Teacher Knowledge of Content Teacher Candidate makes content errors or does not correct content errors students make. 1e: Designing Coherent Instruction. 1a. 1a: Demonstrating Knowledge of Content and Pedagogy (see p. 7) 1. 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes . Teacher displays little or no understanding of the range of Artifacts: Examples The sample artifacts and evidence below are illustrative in nature and do not represent a comprehensive list. Pedagogical content knowledge requires an understanding of where students are coming from in reference to the subject being taught. Domain 1: Planning and Preparation >. pedagogical content knowledge. Component 1A focuses on the knowledge teachers have of their subjects' content and pedagogy. 1a: Demonstrating knowledge of content and pedagogy • evidence gathered from observation by evaluator 1c: Setting instructional outcomes • lesson plan • learning targets • reflections 1d: Demonstrating knowledge of resources • • guest speakers • iPads SMART Boards 1e: Designing coherent instruction Examples of differentiation in the classroom - i.e. Demonstrating knowledge of content and pedagogy is when the teacher knows what is going on in the class and where the class needs to be by a certain point. . 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments Domain 2: The Classroom Environment 2a: Creating an Environment of Respect and Rapport Example: The teacher includes a news release on the latest development in the content area that is being studied. 1d Demonstrating Knowledge of Resources. It includes component-specific "ask abouts" which focus on each of . 1c Setting Instructional Outcomes. Lesson and unit plans that reflect important concepts in the discipline. An effective teacher must know the students well, otherwise the knowledge of content and pedagogy will be meaningless. 1f- Designing Student Assessments. The elements of component 1a are: Knowledge of content and the structure of the discipline : . University of Arkansas Teacher Education Performance Criteria with Attributes and Examples 2012 Based upon Criteria Framework, Teachscape, 2011 2 Unsatisfactory Basic Proficient Distinguished 1a: Demonstrating Knowledge of Content and Pedagogy Teacher's plans and practice display little knowledge of the content, prerequisite This resource supports teachers and school leaders with identifying next steps for a priority area connected to Danielson's Framework for Teaching (FfT) component 1a: Demonstrating Knowledge of Content and Pedagogy. The teacher is aware of the different cultural groups in the class. Demonstrating knowledge of students is essential to teaching the students the content. I will display knowledge of the important concepts of the content being taught and be able to relate each discipline to another. The teacher displays little understanding of prerequisite knowledge important to student learning of the content. 1a - Demonstrating knowledge of content and pedagogy Artifacts should show that the teacher is remaining up -to date with current pedagogical practice *List of content-area courses taken to advance content/pedagogical knowledge *List of workshops attended related to teacher's content/pedagogical area/district initiative Knowledge of Content- Related Pedagogy (1a) Teacher displays little understanding of pedagogical issues involved in student learning of the content. Teachers can know the content and the pedagogy that goes along with it, but they must know their students in order to best serve the students. Component 1a: Demonstrating Knowledge of Content and Pedagogy. The elements of Component 1a. Teachers remain current by taking courses, reading professional literature, and remaining current on the evolution of thinking regarding instruction. Using multiple student data elements to modify instruction and improve student learning. "Students look to their teachers as their source of information about a subject". In the simplest of definitions, a teacher is someone who transmits knowledge and skills to another counterpart, i.e., his students. Teachers must guide student learning by being an expert in the subjects they teach. Mrs. Lintz's Evaluation Portfolio 2013-2014. Domain 2: Classroom Environment >. Knowledge of content & structure of discipline -Content structure is made up of smaller components -Teacher understands content area and important related topics -Teacher. "…teachers must have Command of the subjects they teach." 2. Example: All the outcomes for a ninth-grade history class are based on demonstrating factual knowledge. As a teacher, I need to understand my subject area before I can teach it to my students. These include things that align with learning in the classroom, materials that enhance educators knowledge and skill, and materials to help students grow and challenge their minds outside of the . Danielson 2013 Rubric—Adapted to New York Department of Education Framework for Teaching Components Page 4 20130814 Domain 1: Planning and Preparation Component 1a: Demonstrating Knowledge of Content and Pedagogy In order to guide student learning, teachers must have command of the subjects they teach. 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