GTET 1 study plan

Map Domain 3 into its major sub-areas (direct instruction, questioning, cooperative learning, differentiation of delivery, technology integration) and rate your confidence in each on a 1-5 scale

Write a one-page comparison of teacher-centered versus student-centered delivery, naming at least three situations where each is the stronger choice

Draft a 20-minute lesson segment that uses explicit modeling, guided practice, and independent practice, and label each phase with its purpose

List ten high-leverage questioning moves (wait time, cold call, probing, redirecting) and write one example prompt for each

Build a cooperative-learning activity that assigns individual accountability roles and specify how you would check that each member contributed

Differentiate the week-1 lesson segment for three learner profiles (below grade level, above grade level, multilingual learner) and annotate what changed and why

Explain in writing how instructional delivery must align to a standard's cognitive demand, using one standard and two mismatched activities as examples

Draft a short formative check you would run mid-lesson and state the decision rule for adjusting delivery in real time

Unpack one standard into its knowledge and skill components and write learning objectives that are observable and measurable

Sequence a five-day unit so that objectives build in cognitive demand, and justify the order in two or three sentences

Select or design instructional materials for the unit and state the selection criteria you applied (alignment, rigor, accessibility, bias)

Identify two places where cross-curricular or real-world connections strengthen the unit and describe the connection concretely

Classify assessment items as formative or summative and as selected-response, constructed-response, performance, or portfolio, using a self-made item set

Write a table of specifications for the week-3 unit that maps objectives to item counts and cognitive levels

Draft a rubric with at least three performance levels and descriptors that distinguish quality rather than quantity

Describe how you would use one assessment result to reteach, regroup, or accelerate, and name the data point that would trigger each action

Analyze a set of sample student results to identify the two most common error patterns and propose an instructional response for each

Explain the difference between reliability and validity and give one concrete threat to each in a classroom assessment you designed

Apply the core ethical principles governing assessment use (fairness, confidentiality, appropriate interpretation, accommodation) to three short scenarios you write yourself

Summarize the professional code of conduct expectations relevant to assessment and record keeping in your own words

Design a classroom management plan covering routines, expectations, transitions, and consequences, and specify how each element is taught explicitly in the first two weeks

Describe three proactive behavior supports and match each to a specific likely trigger

Profile four categories of learner difference (disability, giftedness, language, trauma or social-emotional need) and name one instructional adjustment for each

Explain how you would apply universal design principles so one lesson reaches the widest range of learners without separate plans

Draft a family communication about a student's progress that is specific, non-judgmental, and actionable, then revise it once for tone

Describe how you would structure a collaborative meeting with a colleague or specialist, including agenda, roles, and follow-up

Explain the difference between reflective practice and self-criticism and write one structured reflection on a lesson you delivered

Identify two sources of professional learning (peer observation, coaching, professional reading) and state what evidence would show the learning changed your practice

Re-rate your confidence across all eight domains and compare against the week-1 baseline to target remaining gaps

Complete a timed full-length practice set and log every missed item by domain and error type

Re-teach your two weakest sub-areas from your own notes and rewrite the associated study summaries from memory

Assemble a one-page exam-day strategy covering pacing, item-flagging, and how you will handle constructed-response prompts