EG for PDP Domain 1

The information below outlines each of Domain 1’s components.

Domain 1a – Demonstrating Knowledge of Content and Pedagogy

Smart Goal 1a Worksheet

Component Ineffective Minimally Effective Effective Highly Effective
1a:
Demonstrating Knowledge of Content and Pedagogy
The teacher’s plans and practice display little knowledge of the content, prerequisite relationship between different aspects of the content, or the instructional practices specific to that discipline. The teacher’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific that discipline. The teacher’s plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline. The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for students misunderstanding.

Domain 1b – Demonstrating Knowledge of Students

Smart Goal 1b Worksheet

Component Ineffective Minimally Effective Effective Highly Effective
1b:
Demonstrating Knowledge of Students
The teacher makes little or no attempt to acquire knowledge of students’ background, skills, or interests, and does not use such information in planning. The teacher demonstrates partial knowledge of students’ backgrounds, skills, and interests, and attempts to use this knowledge in planning for the class as a whole. The teacher demonstrates through knowledge of students’ backgrounds, skills, and interests, including special and medical needs, and uses this knowledge to plan for groups of students. The teacher demonstrates through knowledge of each student’s backgrounds, skills and interests, including special and medical needs, and uses this knowledge to plan for individual student learning.

Domain 1c – Setting Instructional Goals

Smart Goal 1c Worksheet

Component Ineffective Minimally Effective Effective Highly Effective
1c:
Setting Instructional Goals
Instructional goals are not aligned with standards, lessons, activities and assignments. Learning goals are rarely communicated to students/parents. Most of the instructional goals align with standards, lessons, activities and assignments. Learning goals are sometimes communicated to students/parents. Instructional goals align with standards, lessons, activities and assignments. Learning goals are communicated to students/parents. Instructional goals align with standards, lessons, activities and assignments. Learning goals are communicated to students/parents. Students set their own goals in collaboration with teachers.

Domain 1d – Demonstrating Knowledge of Resources

Smart Goal 1d Worksheet

Component Ineffective Minimally Effective Effective Highly Effective
1d:Demonstrating Knowledge of Resources The teacher demonstrates little or no familiarity with resources to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek such knowledge. The teacher demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek to extend such knowledge. The teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, to use in teaching, and for students who need them.

Domain 1e -Designing Coherent Instruction

Smart Goal 1e Worksheet

Component Ineffective Minimally Effective Effective Highly Effective
1e:
Designing Coherent Instruction
The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The experiences are suitable for only some students. The series of learning experiences demonstrates partial alignment with instructional outcomes, some of which are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources. The teacher coordinates knowledge of content, students, and resources to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning. The teacher coordinates knowledge of content, students, and resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable for all students and likely to engage them in significant learning. The lesson or unit’s structure is clear and allows for different pathways according to student’s needs.

Domain 1f – Designing Student Assessment

Smart Goal 1f Worksheet

Component Ineffective Minimally Effective Effective Highly Effective
1f:Designing Student Assessment The teacher’s plan for assessing students learning contains no clear criteria for standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction. The teacher’s plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, without clear criteria, and inappropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole. The teacher’s plan for student assessment is aligned with the instructional outcomes, used clear criteria, and is appropriate for the needs of students. The teacher intends to use assessment results to plan for future instruction for groups of students. The teacher’s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student’s contribution to their development Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students.