Domain 1-Planning and Preparation Return to Danielson Framework homepage
A large part of reaching “Proficient” in Domain 1 requires having a detailed, comprehensive lesson plan. At the bottom of the page I have a downloadable lesson plan format that has worked very well for me. It is based off of a lesson plan format given to me during my undergraduate studies by Dr. Joseph Manfredo.
1A—Demonstrating Knowledge of Content and Pedagogy
Lesson plans and curriculum need to demonstrate understanding of prior knowledge, sequencing, and appropriate pedagogical tools.
1B—Demonstrating Knowledge of Students
The teacher knows the varying levels of cognitive ability present in the classroom and designs instruction and assessment accordingly. This is tracked over time, including from one school year to the next.
1C—Setting Instructional Outcomes
The teacher must plan instruction that is focused on what students will learn. Teachers should put the instructional goals on the board so that students understand what they should be learning. This must be at a level that is developmentally appropriate for individual students.
1D—Demonstrating Knowledge of Resources
The teacher not only utilizes district-provided resources, but also seeks out appropriate material from other sources (i.e. Internet, materials from conferences) to enhance student learning. Part of this includes being a member of professional organizations. This domain also requires demonstrating knowledge of community resources. For performance-based music classes, this could be as simple as having a list of private lessons instructors available to students who need additional support or enrichment.
1E—Designing Coherent Instruction
In some ways this is closely tied into 1A. Instruction must be sequenced appropriately with clear expectations and reasonable amount of time to accomplish the goals. This should be apparent in a lesson plan. It also calls for teachers to group students in a way that maximizes their strengths. As music teachers we do this every day, whether grouping kids for sectionals by like instruments/voices or pairing stronger students with weaker students to support learning.
1F—Designing Student Assessment
This indicator’s description sounds more complicated than it actually has to be. As music educators, we excel at informal assessment in the classroom; what we hear tells us what the kids know or don’t know and clues us in to how we should modify instruction. The trick here again is informing a potential observer (who might not have a musical background) how this process works. This can be done in the lesson plan. Concerning formal assessment, it is important that students receive a rubric in advance. There are a lot of great ideas for rubrics that you can find through a quick Google search, however Danielson requires that rubrics be specific, objective, and verb-oriented.
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