Danielson Domain 1

Charlotte Danielson
Domain 1
EDSS 620
Summer 2013

The Wisdom of Practice
Independently…..
1. Think: If you were to walk into a classroom,what might you see or hear
there (from the students as well as the teacher) that would cause you
to think that you were inthe presenceof anexpert?
2. What would make you think: “Oh, this is good; if I had a child this age,
this is the class I would hope for.”
1. Record your thoughts on 4-5 post-it notes, one thought per post-it.
2. Put aside for later work

Charlotte Danielson
A Framework for Teaching

Planning and
Preparation
The Classroom
Environment
Instruction
Professional
Responsibilities
The 4
Domains

Framework Focus
The Framework for Teaching Charlotte Danielson
•
Domain 1
Planning and Preparation
Whatateacher knowsanddoes in
preparation for engaging students in
learning.
Domain 2
The Classroom Environment
Whatateacher doestoestablishand
maintainaculture forlearning that
supportscognitive engagement.
Domain 4
Professional Responsibilities
Domain 3
Instruction

Framework Focus
Domain 1
learning.
Domain 2
Domain 4
Domain 3
Instruction
•

Framework Focus
Domain 1
learning.
Domain 2
Domain 4
Domain 3
Instruction
Whatateacher doestocognitively engage
studentsinthecontent.
•

Framework Focus
Domain 1
learning.
Domain 2
Domain 4
Professional responsibilities andbehavior in
andoutoftheclassroom.
Domain 3
Instruction
Whatateacher doestocognitively engage
studentsinthecontent.
•

Framework Vocabulary
4 Domains
22 Components
76 Elements
•

Prove your understanding
1. Draw 4 quadrants on your paper and label
the Domains.
2. Sort your sticky notes into the correct
Domains.
3. Hang your posters.
4. Debrief: What do you see as you look at the
information?

Domain 1: Planning and Preparation
• “Domain 1 describes how a teacher organizes
the content that the students are to learn –
how the teacher designs instruction.”
• “The domain covers all aspects of instructional
planning, beginning with a deep
understanding of content and pedagogy and
an understanding and appreciation of the
students and what they bring to the
educational encounter.”

• “It is difficult to overstate the importance of
planning.”
• “Teachers who excel in Domain 1 design
instruction that reflects an understanding of the
disciplines they teach-the important concepts
and principles within that content, and how the
different elements relate to one another and to
those in other disciplines.”
• “They also understand their students – their
backgrounds, interests, and skills.”

Unsatisfactory
• “Teacher performing at the Unsatisfactory
level does not yet appear to understand the
concepts underlying the component.”
• Unsatisfactory will involve supervisory
intervention with the teacher.
Metaphor – the nonswimmer
Who is drowning

Basic
• “Teacher performing at the Basic level appears to
understand the concepts underlying the
component and attempts to implement its
elements.” “Implementation is sporadic,
intermittent, or otherwise not entirely
successful.”
• Mentors/Coaches will be assigned
• Characteristic of student teachers, new teachers
– improvement likely to occur with experience

Metaphor – the dog paddle – but
nothing else – if a wave comes up,
he/she could be swamped

Proficient
• “Teacher performing at the Proficient level
clearly understands the component and
implements it well.”
• “Teachers at the Proficient level are
experienced, professional educators. They
thoroughly know their content, they know
their students, they know the curriculum and
have a broad repertoire of strategies and
activities to use with students.”

Metaphor – the swimmer who can
swim different strokes, and the
knowledge of when to use each.

Distinguished
• “Teachers performing at the Distinguished
level are master teachers and make a
contribution to the field, both in and outside
their school.”
• “Classrooms functioning at the Distinguished
level seem to running themselves; it almost
appear that the teacher is not doing
anything.”

• 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

The Role of the Lesson Plan
• Allows teachers to target specific objectives,
lesson by lesson as well as over the course of a
unit or a semester.
• Allows teachers to plan for and provide targeted
differentiation.
• Allows teachers to set clear expectations for
students.
• Allows teachers to ensure a clear link between
instruction and student outcome/assessments.

Danielson: Domain 1 Rubrics
http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/Teachscape_Rubric.pdf

Looking at the Rubrics
• Beginning on Page 47, let’s take a look at Domain
1 Rubrics of 1a – 1b – 1c- 1d.
• The Description: Read the description for
Competency 1a: Demonstrating Knowledge of
Content and Pedagogy.
• Highlight or underline key phrases within the
definition that are most important to what the
teacher must do.
• List all necessary components needed to receive
a rating of either “Effective” or “Highly Effective”
in Competency 1a – 1b – 1c- 1d.

Looking at the Rubrics
• Beginning on Page 60, let’s take a look at Domain
1 Rubrics of 1e – 1f.
• The Description: Read the description for
Competency 1e: Designing Coherent Instruction.
• Highlight or underline key phrases within the
definition that are most important to learning.
• List all necessary components needed to receive
a rating of either “Effective” or “Highly Effective”
in Competency 1e – 1f.

Danielson Domain 1

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