Planning: Dimension 2.2

Dimension 2.1 Content Knowledge and Expertise:

The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content and student needs.


Clarifying Statement:

This dimension focuses the teacher's knowledge of the content, structure of the discipline, as well as the ability to connect the content being taught to other ideas and concepts to help students create cognitive maps, relate one idea to another, address misconceptions, and connect ideas within and across disciplines to real life experiences. This knowledge and expertise is critical to successful teaching and learning.


Standards Basis:

Standards Basis: 1A, 1C, 1E, 1F, 2C, 3A, 3B, 3C

Possible Sources of Evidence:

  • Conferences and Conversations with the Teacher
  • Formal Observations/ Walkthroughs
  • Student Growth Processes
  • Analysis of Student Data

  • T-TESS Alignment to Practice

  • Key Questions

Distinguished

The Teacher
  • Displays extensive content knowledge of all the subjects she or he teaches and closely related subjects.
  • Integrates learning objectives with other disciplines, content areas and real-world experience.
  • Consistently anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns.
  • Consistently provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research-based).
  • Sequences instruction that allows students to understand how the lesson fits within the structure of the discipline, the state standards, related content and within realworld scenarios.

Accomplished

The Teacher
  • Conveys a depth of content knowledge that allows for differentiated explanations.
  • Integrates learning objectives with other disciplines and realworld experiences.
  • Anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns.
  • Regularly provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and researchbased).
  • Sequences instruction that allows students to understand how the lesson fits within the structure of the discipline and the state standards.

Developing

The Teacher
  • Conveys accurate content knowledge.
  • Sometimes integrates learning objectives with other disciplines.
  • Sometimes anticipates possible student misunderstandings.
  • Sometimes provides opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research-based).

Improvement Needed

The Teacher
  • Conveys inaccurate content knowledge that leads to student confusion.
  • Rarely integrates learning objectives with other disciplines.
  • Does not anticipate possible student misunderstandings.
  • Provides few opportunities for students to use different types of thinking (e.g., analytical, practical, creative and research-based)
Student-Centered Actions
Teacher-Center Actions