The term “content” includes, of course, far more than factual information or skills, and mastery of particular content, while a central goal for students, is not the only goal. When the curriculum is designed by experts and those selecting it have assured that the content is accurate and reflects high standards of pedagogy, the curriculum itself can provide an opportunity for teachers to continue developing their knowledge of content and pedagogy. Strong instructional materials and curricular resources can be a significant support to teachers in this area. Teachers must also be familiar with the particular pedagogical approaches best suited to each discipline and choose which is the most suitable in different learning contexts to advance student understanding. Their knowledge includes awareness of typical student misconceptions and how to leverage or dispel them. They understand the internal relationships within disciplines, knowing which concepts and skills are central, peripheral, and prerequisite to the understanding of others. Importantly, they also consider the why of their disciplines, helping students grapple with big questions and relate their learning to their own purpose in life.Īs they prepare for and guide student learning, accomplished teachers demonstrate disciplinary expertise–command of the content and curriculum they teach. They prepare for instruction that sets high expectations for every student, includes sound assessment methods, and expertly structures lessons to support all students’ engagement with content. They understand their students-what they know and are able to do within the discipline, as well as their race, culture, ethnicity, background, and interests. Teachers who excel in Domain 1: Planning & Preparation organize 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. Teachers must themselves intellectually engage with the curriculum, demonstrating qualities of critical judgment and discernment, to understand its features and design and make thoughtful adjustments for the students in front of them – who change from year to year and period to period. Even the best materials require more than following a script or carrying out other people’s instructional designs. Furthermore, thorough preparation considers students’ academic, social, and emotional needs and development, as well as their contexts, and it is grounded in a strong, culturally responsive curriculum. Though teachers may ultimately deliver instruction alone, their planning and preparation is always enhanced by collaboration with colleagues. The work of preparing to teach a lesson or unit is at the core of professional planning and preparation. Ideally though, teachers have access to high-quality resources and instructional materials that have been designed by curriculum experts and provide a solid foundation and jumping off point for planning and preparation. ![]() In some cases, teachers must take on significant responsibility for the design of learning experiences, either creating lessons and units from scratch or building from materials and resources they find. Planning and preparation involves understanding the curriculum and knowing the students in order to adapt to meet their individual needs. That is, a teacher’s essential responsibility is to prepare for learning activities such that students learn important content and develop skills, mindsets, and habits to be successful in school and beyond. One could argue that a teacher’s role is not so much to teach as it is to arrange for learning. ![]() It is difficult to overstate the importance of planning and preparation. The components in Domain 1: Planning & Preparation describe how teachers organize instruction for student learning.
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