1A+-+Knowledge+of+Content

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Domain 1: Planning and Preparation (2nd ed. pg 47 - 1st ed. pg 64)
The element is now called Knowledge of Content and the Structure of the Discipline. . Many of the descriptions have language changes that clarify the rubric without a significant change in the meaning.  Elements: **Knowledge of content and the structure of the discipline • Knowledge of prerequisite relationships • Knowledge of content-related pedagogy** ||
 * ~ Component 1a: Demonstrating Knowledge of Content and Pedagogy
 * ~ ELEMENT ||||||||~ Level of Performance ||
 * ^  ||~ UNSATISFACTORY ||~ BASIC ||~ PROFICIENT ||~ DISTINGUISHED ||
 * **Knowledge of content and the structure of the discipline** || I n planning and practice, teacher makes content errors or does not correct errors made by students. || Teacher is familiar with the important concepts in the discipline but may display lack of awareness of how these concepts relate to one another. || Teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. || Teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. ||
 * **Knowledge of prerequisite relationships** || Teacher's plans and practice display little understanding of prerequisite relationships important to student learning of the content. || Teacher's plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. || Teacher's plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. || Teacher's plans and practices reflect understanding of prerequisite relationships among topics and concepts and a link to necessary cognitive structures by students to ensure understanding. ||
 * **Knowledge of content-related pedagogy** || Teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content. || Teacher's plans and practice reflect a limited range of pedagogical approaches or some approaches that are not suitable to the discipline or to the students. || Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline. || Teacher's plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions. ||