Domain 1: Planning and Preparation

1a Demonstrating knowledge of Content and Pedagogy

I think that this objective wants to know how prepared the teacher is to provide
students with the most up-to-date instructional and assessment practices. It could
also relate to being a lifelong learner. Because research is constantly letting us
know different things about students and learning, it is imperative that we, as
educators stay abreast of different issues and changes in the field. Personally, I
subscribe to the National Education Association (NEA); the website has a wealth of
information, and I regularly receive magazines from the NEA that are filled with
different trends, helpful tips for new teachers, policy changes etc.
As previously stated, I have always worked with the early childhood population, so I
attend the annual National Association for the Education Young Children (NAEYC)
conference, and until about a year two years ago, I held a NAEYC membership as
well.

1b Demonstrating knowledge of students

I think this relates to how well a teacher knows his/her students. This knowledge of
ones students could be evident in the way the room is arranged, how students are
paired, how instruction is delivered, if accommodations are made for students with
disabilities so that they can participate in regular classroom activities. It can also be
reflected in lessons; how well is the teacher creating opportunities for the students
to make real-life connections and are their own interests included in instructional
delivery (Multiple intelligence). Equally as important does the teacher demonstrate
and promote cultural awareness and seem knowledgeable about different issues
that pertain to the populations he/she serves.
1c Setting instructional outcomes
It cannot be stressed enough how important it is to align lessons/learning objectives
with the appropriate Common Core and State Standards. To keep students proficient
and beyond, I believe that the standards must guide the content that teachers
incorporate into lessons. Reviewing lesson plans and observing students could aid
one in determining if teachers are properly aligning lessons with standards. Proper
assessments may possibly come under this category too because even though one
may be teaching a good lesson, the assessment will help the teacher evaluate the
students learning and his/her effectiveness as a teacher.
1d Demonstrating knowledge of resources
This is an area that I am struggling with right now, but I am taking another course
that is focused on professional networking, and I think subscription to professional
blogs or associations can help a teacher build his/her learning resources; he/she can
communicate with other beginning or seasoned teachers to share concerns,
struggles, triumphs, lessons etc.

1e Designing Coherent Instruction

I may have talked about this already, but I think it is important to make sure that
content is presented in a way that it will be interesting and relevant to the audience.
For example, in my current student teaching placement, I have witnessed some nice
ELA lessons, but when it comes time for the students to work on projects or do
independent work, there is little connection between the lesson and real life
experiences; if this was done, I think it would require the students to synthesize and
apply what they have learned in different ways.
1f Designing student assessments
I think I would use formative assessment because it includes various tools such as
tests, observation, reports, portfolios, responses, etc. and it is done on a consistent
basis to evaluate both the teacher and student. I would also try to ensure that my
assessments measure the original goals/objectives listed in my lesson plans. I would
also try to provide constructive feedback to students both in written and oral
formats.