Design questions:
1. What will I do to establish and communicate learning goals, track student progress, and celebrate success?
2. What will I do to help students effectively interact with new knowledge?
3. What will I do to help students practice and deepen their understanding of new knowledge?
4. What will I do to help students generate and test hypotheses about new knowledge?
5. What will I do to engage students?
6. What will I do to establish or maintain classroom rules and procedures?
7. What will I do to recognise and acknowledge adherence and lack of adherence to classroom rules and procedures?
8. What will I do to establish and maintain effective relationships with students?
9. What will I do to communicate high expectations for all students?
10. What will I do to develop effective lessons organised into a cohesive unit?

Procedural knowledge is practiced, whereas declarative knowledge is deepened.

Increasing Student Engagement
Effective teachers continually scan their classrooms to determine if students are engaged and take steps to re engage students if they are not.

* noticing and reacting when students are not engaged
* using academic games
* managing response rates during questioning
* using physical movement
* maintaining a lively pace
* demonstrating intensity and enthusiasm
* using friendly controversy
* providing opportunities for students to talk about themselves
* presenting unusual or intriguing information

Recognising and acknowledging adherence or lack of adherence to classroom rules and procedures
* demonstrating “withitness”
* applying consequences
* acknowledges adherence to rules and procedures consistently and fairly

Establishing and maintaining effective relationships with students
* understanding student interests and backgrounds
* using behaviours that indicate affection for students
* displaying objectivity and control (eg the teacher behaves in a way that show she she does not take infractions personally

Communicating high expectations for students
* demonstrating valueand respect girlie-expectancy students
* asking questions of lie expectancy students
* probing incorrect answers with low-expectancy students

Planning and preparing
– for lessons and units
* planning and preparing for effective scaffolding of information within lessons
* planning and preparing for lessons within a unit that progress towards a deep understanding and transfer if content
* planning and preparing for appropriate attention to established content standards

-for use of materials and technology
* planning and preparing for the use if available materials for upcoming units and lessons
* planning and preparing for the use if available technologies such as interactive whiteboards, response systems, and computers

-for special needs of students
*planning and preparing for the needs of English language learners
* planning and preparing for the needs if special education students
* planning and preparing for the needs of students who come from home environments that offer little support for schooling

Reflecting on teaching
Evuating personal performance
* identifying specific areas of pedagogical strength and weakness within Domain 1
* evaluating effectiveness of individual lessons and units
* evaluating the effectiveness of specific pedagogical strategies and behaviour across different categories of students

Developing and implementing a professional growth plan
* developing a written growth and development plan
* monitoring progress relative to the professional growth plan