Enhancing Professional Practice: A Framework for Teaching
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.
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2Assumptions and Features of the Framework for Teaching
3The Four Domains of Teaching Responsibility
4The Framework for Professional Practice
5Frameworks for Specialist Positions
6Using the Framework
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Enhancing professional practice: a framework for teaching
No preview available - 1996
approach appropriate aspects assessment BASIC PROFICIENT DISTINGUISHED Classroom Environment clear Communicating with families COMPONENT UNSATISFACTORY BASIC concepts constructivist Counselor culture for learning Demonstrating flexibility Demonstrating knowledge dents district events Domain educators ELEMENT UNSATISFACTORY BASIC engage students enhance ensure ERFORMANCE COMPONENT UNSATISFACTORY events and projects example feedback FIGURE flexibility and responsiveness framework for teaching goals groups of students important improve individual students instructional outcomes Instructional specialist interac knowledge of resources Knowledge of students lesson Library/media specialist ment mentor monitoring novice Nurse’s one’s parents participation pedagogy plan to evaluate Planning and Preparation procedures profes professional community professional development Professional Responsibilities Psychologist questions Rationale and Explanation Reflecting on practice respect and rapport role school and district School Counselors school or district skills Specialist demonstrates standards of conduct structure student behavior student learning student needs successful Teacher displays Teachers demonstrate tion tional understanding UNSATISFACTORY BASIC PROFICIENT