The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework may be used for many purposes, but its full value is realized as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. The framework may be used as the foundation of a school's or district's recruitment and hiring, mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners.
The actions teachers can take to improve student learning are clearly identified and fall under four domains of teaching responsibility: Planning and Preparation, the School Environment, Instruction, and Professional Responsibilities. Within the domains are 22 components and 76 descriptive elements that further refine our understanding of what teaching is all about. The framework defines four levels of performance (Unsatisfactory, Basic, Proficient, and Distinguished) for each element, providing a valuable tool that all teachers can use.
This second edition has been revised and updated and also includes frameworks for school specialists, such as school nurses, counselors, library and media specialists, and instructional coaches. Comprehensive, clear, and applicable to teaching across the K-12 spectrum, the framework for teaching described in this book is based on the PRAXIS III: Classroom Performance Assessment criteria developed by Educational Testing Service and is compatible with INTASC standards.
|Publisher:||Association for Supervision & Curriculum Development|
|Product dimensions:||7.90(w) x 9.90(h) x 0.50(d)|
|Age Range:||18 Years|
Table of Contents
Preface to the Second Edition
Preface to the First Edition
Chapter 1 : The Framework for Teaching: An Overview
Chapter 2: Assumptions and Features of the Framework for Teaching
Chapter 3: The Four Domains of Teaching Responsibility
Chapter 4: The Framework for Professional Practice
Domain 1. Planning and Preparation
Domain 2. The Classroom Environment
Domain 3. Instruction
Domain 4. Professional Responsibilities
Chapter 5: Frameworks for Specialist Positions
Chapter 6: Using the Framework
Appendix: The Research FoundationReferences
About the Author
Most Helpful Customer Reviews
Most have heard of the Praxis tests that are given to pre0sevice teachers or beginning teachers that try to assess the competence teachers possess. What you may not know, is that the foundation of the tests comes from a major set of frameworks which Danielson helped develop. What is really amazing is that the frameworks are built upon constructivist principles, not the direct teaching or behaviorist ideas often put forth by NCLB enthusiasts. Accroding to Danielson, a number of school districts around the country base professional development on the frameworks. This means that if followed, the professional development comes much more in line with and correlates with the ideas espoused by teacher librarians that define what good teaching and learning look like. Chapters in this book lay out in detail what is meant by the ideas expressed in the frameworks. Even better, Danielson recognizes that the specialists of the school, including teacher librarians have a role to play in academic achievement as they collaborate with the classroom teacher. The first question for teacher librarians and district library and technology specialists is to ask about the role and influence these frameworks have in state and local attempts to raise the quality of teaching and learning. If there is any role on beyond the Praxis testing, then this book is a very important read. We corresponded with Danielson and congratulated her for including teacher librarians. She claimed that she was not an expert in the specialty areas, but that she was quite serious that many others in the school other than the lonely classroom teacher had something to contribute. We don¿t often see this as we review the professional literature, so we congratulate Danielson on this perspective. Thus, our advice to any teacher librarian who is seeking to or being included in professional learning communities in the school or district to get a copy of Danielson and read it. There are many many issues of good teaching and learning included that fit very well into the ideas of good school library media programs. It is worth the time to read one solid book each year that builds your theory base. This is our recommendation this year.
This is the best educational resource developed in many years. Danielson's genius is in the development of top-notch rubrics for excellent teaching. Every educator should own this book.