Domain+1

Domain 1: Planning and Preparation

1a. Demonstrating knowledge of content and pedagogy > 1b. Demonstrating knowledge of students > 1c. Setting instructional outcomes
 * knowledge of content and the structure of the discipline
 * knowledge of prerequisite relationships
 * knowledge of content-related pedagogy
 * 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
 * value, sequence and alignment
 * clarity
 * balance
 * suitability for diverse learners

1d. Demonstrating knowledge of resources > 1e. Designing coherent instruction
 * resources for classroom use
 * resources to extend content knowledge and pedagogy
 * resources for students
 * learning activities
 * instructional materials and resources
 * instructional groups
 * lesson and unit structure


 * [|Teach21 Inquiry Based Math Lesson Plans:]**[|**Taking Apart A Hexagon**,]**Nellie Cottle** **[K-5]**
 * Qualities:**problem solving process, student engage in discovery, exploration and experimentation,aligned to instructional outcomes, differentiated, engaging, highly coherent

**[|Inquiring Into Math: Junior High Lesson Study,]Galileo Educational Network** **[6-8]**
 * Qualities:** aligned to instructional outcomes, differentiated, engaging, highly coherent.

**[|The Vietnam Experience]. High Tech High** **[9-12]** **Qualities:** cross curricular, authentic assessment, peer reviews, formative assessments, engaging.

1f. Designing student assessments
 * congruence with instructional outcomes
 * criteria and standards
 * design of formative assessments


 * [|Inquiry Based Elementary Science Lesson: I’m Stuck on You! Learning About Magnets,]Melissa Rose** **[K-5]**
 * Qualities:** student self-reflection/rubric, teacher rubric, mastery exemplars

**[|Creating Authentic Learning]. Thinking in Mind** **[6-8]** **Qualities:** student reflections, authentic, adapted for individual students, formative assessment, assessment drives instruction

**Oral History Problem Based Learning Unit. Torrise, Michelle** Oral History Project Website | [|PBL Unit] | [|Project Assessment]] **[9-12]** **Qualities:** authentic assessment, aligned with instructional goals, student centered, project-based model

//**This website was created by the CUSD201 Portfolio subcommittee of the DLT with the purpose of providing potential examples of artifacts that may be used in a teacher portfolio. At this point this is not connected to any teacher evaluation process.**//