Evidence for Domain 1 is primarily collected by the teacher and examined through conversation. Teachers can refer to p. 43-63 of Enhancing Professional Practice: A Framework for Teaching for information on Domain 1. The following ideas were suggested by our staff for examining Domain 1.

1a. Demonstrating Knowledge of Content and Pedagogy

• lesson and unit plans
  • incorporating up-to-date standards from district curriculum, AP, CCSS, MLA, etc.
  • including current instructional strategies
  • including accommodations and differentiation
• pre-tests (to anticipate background knowledge, uncover confusions, and provide scaffolding)
• samples of assessments and comments on student work
• online professional conversations/blogging
• discussions of professional readings, workshops, and course work

1b. Demonstrating Knowledge of Students

• Parent questionnaires/Notes from parent-teacher conferences
• Student self-assessments and interest surveys
• Notes from team meetings (i.e., house, grade level, BBT)
• Interpretation of diagnostic data (i.e., Discovery, reading levels)
• Seating charts and role assignments for classroom or group work
• Lesson plans providing activities for differentiation by abilities and learning styles
• Student recognitions (i.e. Student of the Week, Student of the Quarter, preferrals)
• Letters of recommendation

1c. Setting Instructional Objectives

• Standards incorporated in unit and lesson plans
• Handouts and rubrics
• Written and verbal daily objectives (snapshot or observation)
• Evidence of curriculum objectives in grade level/team/department collaboration notes
• Student ownership of outcomes (i.e., exit cards, reflections in assignment notebook, student-led conference reflection sheets, video reflections)

1d. Demonstrating Knowledge of Resources

• Lesson plans and activities
  • using current and various technology (i.e., email, videos, websites, apps, assistive technology, Skyward grading, social media, library subscription services and pathfinders, EasyBib, Google Drive, Prometheans, SmartBoards)
  • utilizing collaboration with support services (i.e., library, technology, special education, counseling, social work, instructional aides)
  • incorporating hands-on laboratories (i.e., greenhouse, shop, FACS, science, building trades, music), manipulatives, equipment, maps
• Collaboration with guest speakers and community resources

1e. Designing Coherent Instruction

• Unit and lesson plans (focus on scope and sequence, simple to complex)
• Matching center activities to whole class learning
• Checks for understanding (i.e., exit cards, KWL, students repeating instructions)

1f. Designing Student Assessments

• Pre- and post-assessments
• Rubrics for quick-checks and summative assessments
• Examples of assessments modified to meet accommodations
• Samples of prompts and student responses
• Exit cards
• Student self-reflections and individual conferences