Domain 1: Designing instruction and assessment to promote student learning

Competency

Artifact Example(s)

1.     The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivate students and are responsive to their developmental characteristics and needs.

Lesson plans/assessment plans/ position papers / inquiry papers/instructional activities/unit plans/ case studies/ reflections on observations that

·         Are learner-centered

·         Are age-appropriate and developmentally-appropriate

·         Address learning needs and preferences

·         Motivate students to want to learn

·         Contain assessment plans aligned with instructional goals

2.     The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among students and that promote all students’ learning.

Lesson plans/assessment plans/ position papers / inquiry papers /instructional activities/ case studies/ reflections on observations that

·         Acknowledges and respects cultural and socioeconomic differences among students

·         Incorporate resources outside the school (e.g., museums, businesses, community members)

·         Include teaching techniques that address various learning styles and intelligences

·         Provide for differences in student(s) needs and abilities

·         Present subject matter appropriate to the level of the student

·         Include strategies to adapt lesson to meet individual student needs

3.     The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.

a.  Exhibits strong working knowledge of subject matter and central themes/concepts of the discipline

b.  Plans instruction so that activities progress in a logical sequence and support instructional goals (TEKS/TAKS)

Lesson plans /assessment plans / position papers / inquiry papers / case studies / instructional activities / reflections on observations that

·         Exhibit knowledge of curriculum including the required content for the grade level (TEKS)

·         Demonstrate understanding of instructional content (such as curriculum standards of the professional societies, i.e., NCTM, NSTA, NCSS,  NCTE, and/or the Texas Essential Knowledge and Skills (TEKS))

·         Show an awareness of common student misconceptions or likely sources of student error

·         Make connections within the discipline and across disciplines

·         Consider long-range goals in planning

·         Include instructional goals and objectives are clear, relevant, meaningful

·         Include instructional activities that progress sequentially

·         Include a correlation between objectives and assessments

·         Include a variety of assessment strategies

·         Include frequent assessment

4.     The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments.

Lesson plans/assessment plans/ position papers / inquiry papers /instructional activities/ case studies/ reflections on observations that

·         Incorporate instructional activities, critical thinking and inquiry to engage and challenge students

·         Provide students with opportunities to explore content from many perspectives

·         Help students expand their knowledge beyond what is in the text

·         Help students reflect upon how they can improve their learning

·         Awaken the imaginations of students