Placemat


 * A Framework for Teaching **
 * Components of Professional Practice **


 * See also > [[file:CEC, Complete FfT Instrument,8-25-11, KRshadedex.docx]] **

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 2a. Creating an environment of respect and rapport 2b. Establishing a culture for learning 2c. Managing classroom procedures 2d. Managing student behavior 2e. Organizing physical space 4a. Reflection on Teaching 4b. Maintaining accurate records 4c. Communicating with families 4d. Participating in a professional community 4e. Growing and developing professionally 4f. Showing professionalism 3a. Communicating with students 3b. Using questioning and discussion techniques 3c. Engaging students in learning 3d. Using assessment in instruction 3e. Demonstrating flexibility and responsiveness
 * **Domain 1: Planning and Preparation**
 * // 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 //
 * // 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 //
 * // congruence with instructional outcomes //
 * // criteria and standards //
 * // design of formative assessments // || **Domain 2: Classroom Environment**
 * // teacher interaction with students //
 * // student interactions with one another //
 * // importance of the content //
 * // expectations for learning and achievement //
 * // student pride in work //
 * // management of instructional groups //
 * // management of transitions //
 * // management of materials and supplies //
 * // performance of non-instructional duties //
 * // supervision of volunteers and paraprofessionals //
 * // expectations //
 * // monitoring of student behavior //
 * // responses to student misbehavior //
 * // safety and accessibility //
 * // arrangement of furniture and use of physical resources // ||
 * **Domain 4: Professional Responsibilities**
 * // accuracy //
 * // use in future teaching //
 * // student completion of assignments //
 * // student progress in learning //
 * // non-instructional records //
 * // information about the instructional program //
 * // information about individual students //
 * // engagement of families in the instructional program //
 * // relationships with colleagues //
 * // involvement in a culture of professional inquiry //
 * // service to school //
 * // participation in school and district projects //
 * // enhancement of content knowledge and pedagogical skill //
 * // receptivity to feedback from colleagues //
 * // service to profession //
 * // integrity and ethical conduct //
 * // service to students //
 * // advocacy //
 * // decision making // || **Domain 3: Instruction**
 * // expectations for learning //
 * // directions and procedures //
 * // explanations of content //
 * // use of oral and written language //
 * // quality of questions //
 * // discussion techniques //
 * // student participation //
 * // activities and assignments //
 * // grouping of students //
 * // instructional materials and resources //
 * // structure and pacing //
 * // assessment criteria //
 * // monitoring of student learning //
 * // feedback to students //
 * // student self-assessment and monitoring of progress //
 * // lesson adjustment //
 * // response to students //
 * // persistence // ||