45 4 Planning and Preparation The Four Domains of Professional Practice for Pre-Service Teachers DOMAIN 1: Planning and Preparation Components of Practice Effective teachers in training plan and prepare for lessons using their growing knowledge of the content area, the relationships among different Domain Rating Rubric strands within the content and between the subject and other disciplines, and their PK-12 students’ understanding of the subject as identified through effective use of assessments. Instructional outcomes are clear, represent important learning in the subject, and are aligned to academic standards. The instructional design includes relevant learning activities and modalities that are well sequenced and support all PK-12 students in meeting high expectations in an environment that provides positive, equitable, and inclusive opportunities for learning. DOMAIN 2: Classroom Environment Components of Practice Effective teachers in training help to organize their classrooms so that Domain Rating Rubric all PK-12 students can learn. Student teachers know and value their PK-12 students’ identities, aswell astheir academic, social, and emotional strengths and needs. They maximize instructional time and foster respectful interactionswith and among PK-12 students, ensuring that PK-12 students find the classroom a safe place to take intellectual risks. PK-12 students, themselves, make a substantive contribution to the effective functioning of the class by assisting with classroom procedures, ensuring effective use of instructional space, and supporting and engaging in the learning of classmates. PK-12 students and teacherswork in ways that demonstrate their belief that rigorous effort will result in higher levels of learning. Student behavior is consistently appropriate, and the teacher’s handling of infractions is subtle, preventive, and respectful of PK-12 students’ dignity. DOMAIN 3: Instruction Components of Practice Effective teachers in training ensure all PK-12 students are highly Domain Rating Rubric engaged in learning and contribute to the success of the class. Student teacher explanations are clear and invite student intellectual engagement. Instructional practices are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Student teacher feedback is specific to learning goals and rubrics and offers concrete suggestions for improvement. As a result, PK-12 students understand their progress in learning the content and can explain the learning goals and what they need to do in order to improve and have autonomy in their learning. Effective student teachers recognize their responsibility for student learning and make adjustments, as needed, to ensure student success. DOMAIN 4: Professional Responsibilities Components of Practice Effective teachers in training are developing high ethical standards, a Domain Rating Rubric deep sense of professionalism, and are focused on improving their own teaching. In collaboration with their mentor teacher, student teachers provide frequent, proactive, and personalized communication with families about student learning and performance, while demonstrating understanding of and appreciation for different families’ home language, culture, and values. They participate in both school and LEA projects, and they engage in a wide range of professional development activities to strengthen their practice. Reflection on their own teaching results in ideas for improvement that are shared across professional learning communities and contribute to improving the practice of all. Documentation is accurate and comprehensive and supports student learning. 4
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