{"id":151,"date":"2009-10-14T10:35:10","date_gmt":"2009-10-14T15:35:10","guid":{"rendered":"https:\/\/web.saumag.edu\/education\/?page_id=151"},"modified":"2016-05-03T09:55:44","modified_gmt":"2016-05-03T14:55:44","slug":"tess","status":"publish","type":"page","link":"https:\/\/web.saumag.edu\/education\/research-resources\/tess\/","title":{"rendered":"TESS Conceptual Framework Competencies"},"content":{"rendered":"<p>Candidates are encouraged to select one or two artifacts that demonstrate their comprehension of each Domain.\u00a0 Candidates are especially encouraged to consider the bulleted items when addressing the conceptual framework.<\/p>\n<h3>Domain 1: Planning and Preparation<\/h3>\n<p><strong>1a: Demonstrating Knowledge of Content and Pedagogy<\/strong><\/p>\n<ul>\n<li>Content knowledge<\/li>\n<li>Prerequisite relationships<\/li>\n<li>Content pedagogy<\/li>\n<\/ul>\n<p><strong>1b: Demonstrating Knowledge of Students<\/strong><\/p>\n<ul>\n<li>Child development<\/li>\n<li>Learning process<\/li>\n<li>Special needs<\/li>\n<li>Student skills, knowledge, and proficiency<\/li>\n<li>Interests and cultural heritage<\/li>\n<\/ul>\n<p><strong>1c: Setting Instructional Outcomes<\/strong><\/p>\n<ul>\n<li>Value, sequence, and alignment<\/li>\n<li>Clarity<\/li>\n<li>Balance<\/li>\n<li>Suitability for diverse learners<\/li>\n<\/ul>\n<p><strong>1d: Demonstrating Knowledge of Resources<\/strong><\/p>\n<ul>\n<li>For classroom<\/li>\n<li>To extend content knowledge<\/li>\n<li>For students<\/li>\n<\/ul>\n<p><strong>1e: Designing Coherent Instruction<\/strong><\/p>\n<ul>\n<li>Learning activities<\/li>\n<li>Instructional materials and resources<\/li>\n<li>Instructional groups<\/li>\n<li>Lesson and unit structure<\/li>\n<\/ul>\n<p><strong>1f: Designing Student Assessments<\/strong><\/p>\n<ul>\n<li>Congruence with outcomes<\/li>\n<li>Criteria and standards<\/li>\n<li>Formative assessments<\/li>\n<li>Use for planning<\/li>\n<\/ul>\n<h3>Domain 2: The Classroom Environment<\/h3>\n<p><strong>2a: Creating an Environment of Respect and Rapport<\/strong><\/p>\n<ul>\n<li>Teacher interaction with students<\/li>\n<li>Student interaction with students<\/li>\n<\/ul>\n<p><strong>2b: Establishing a Culture for Learning<\/strong><\/p>\n<ul>\n<li>Importance of content<\/li>\n<li>Expectations for learning and achievement<\/li>\n<li>Student pride in work<\/li>\n<\/ul>\n<p><strong>2c: Managing Classroom Procedures<\/strong><\/p>\n<ul>\n<li>Instructional groups<\/li>\n<li>Transitions<\/li>\n<li>Materials and supplies<\/li>\n<li>Non-instructional duties<\/li>\n<li>Supervision of volunteers and paraprofessionals<\/li>\n<\/ul>\n<p><strong>2d: Managing Student Behavior<\/strong><\/p>\n<ul>\n<li>Expectations<\/li>\n<li>Monitoring behavior<\/li>\n<li>Response to misbehavior<\/li>\n<\/ul>\n<p><strong>2e: Organizing Physical Space<\/strong><\/p>\n<ul>\n<li>Safety and accessibility<\/li>\n<li>Arrangement of furniture and resources<\/li>\n<\/ul>\n<h3>Domain 3: Instruction<\/h3>\n<p><strong>3a: Communicating With Students<\/strong><\/p>\n<ul>\n<li>Expectations for learning<\/li>\n<li>Directions and procedures<\/li>\n<li>Explanations of content<\/li>\n<li>Use of oral and written language<\/li>\n<\/ul>\n<p><strong>3b: Using Questioning and Discussion Techniques<\/strong><\/p>\n<ul>\n<li>Quality of questions<\/li>\n<li>Discussion techniques<\/li>\n<li>Student participation<\/li>\n<\/ul>\n<p><strong>3c: Engaging Students in Learning<\/strong><\/p>\n<ul>\n<li>Activities and assignments<\/li>\n<li>Student groups<\/li>\n<li>Instructional materials and resources<\/li>\n<li>Structure and pacing<\/li>\n<\/ul>\n<p><strong>3d: Using Assessment in Instruction<\/strong><\/p>\n<ul>\n<li>Assessment criteria<\/li>\n<li>Monitoring of student learning<\/li>\n<li>Feedback to students<\/li>\n<li>Student self-assessment and monitoring<\/li>\n<\/ul>\n<p><strong>3e: Demonstrating Flexibility and Responsiveness<\/strong><\/p>\n<ul>\n<li>Lesson adjustment<\/li>\n<li>Response to students<\/li>\n<li>Persistence<\/li>\n<\/ul>\n<h3>Domain 4: Professional Responsibilities<\/h3>\n<p><strong>4a: Reflecting on Teaching<\/strong><\/p>\n<ul>\n<li>Accuracy<\/li>\n<li>Use in future teaching<\/li>\n<\/ul>\n<p><strong>4b: Maintaining Accurate Records<\/strong><\/p>\n<ul>\n<li>Student completion of assignments<\/li>\n<li>Student progress in learning<\/li>\n<li>Non-instructional records<\/li>\n<\/ul>\n<p><strong>4c: Communicating with Families<\/strong><\/p>\n<ul>\n<li>About instructional program<\/li>\n<li>About individual students<\/li>\n<li>Engagement of families in instructional program<\/li>\n<\/ul>\n<p><strong>4d: Participating in a Professional Community<\/strong><\/p>\n<ul>\n<li>Relationships with colleagues<\/li>\n<li>Participation in school projects<\/li>\n<li>Involvement in culture of professional inquiry<\/li>\n<li>Service to school<\/li>\n<\/ul>\n<p><strong>4e: Growing and Developing Professionally<\/strong><\/p>\n<ul>\n<li>Enhancement of content knowledge and pedagogical skill<\/li>\n<li>Receptivity to feedback from colleagues<\/li>\n<li>Service to the profession<\/li>\n<\/ul>\n<p><strong>4f: Showing Professionalism<\/strong><\/p>\n<ul>\n<li>Integrity\/ethical conduct<\/li>\n<li>Service to students<\/li>\n<li>Advocacy<\/li>\n<li>Decision-making<\/li>\n<li>Compliance with school\/district regulations<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Candidates are encouraged to select one or two artifacts that demonstrate their comprehension of each Domain.\u00a0 Candidates are especially encouraged to consider the bulleted items when addressing the conceptual framework. Domain 1: Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy Content knowledge Prerequisite relationships Content pedagogy 1b: Demonstrating Knowledge of Students Child development&#8230; <a class=\"more-link\" href=\"https:\/\/web.saumag.edu\/education\/research-resources\/tess\/\"> Read More<\/a><\/p>\n","protected":false},"author":17,"featured_media":0,"parent":25,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":"","_links_to":"","_links_to_target":""},"class_list":{"0":"post-151","1":"page","2":"type-page","3":"status-publish","5":"entry"},"acf":[],"_links":{"self":[{"href":"https:\/\/web.saumag.edu\/education\/wp-json\/wp\/v2\/pages\/151","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.saumag.edu\/education\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.saumag.edu\/education\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.saumag.edu\/education\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/web.saumag.edu\/education\/wp-json\/wp\/v2\/comments?post=151"}],"version-history":[{"count":0,"href":"https:\/\/web.saumag.edu\/education\/wp-json\/wp\/v2\/pages\/151\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/web.saumag.edu\/education\/wp-json\/wp\/v2\/pages\/25"}],"wp:attachment":[{"href":"https:\/\/web.saumag.edu\/education\/wp-json\/wp\/v2\/media?parent=151"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}