Enhancing Professional Practice: A Framework for Teaching

by Charlotte Danielson

The complex activity of teaching is clustered into four domains:

  1. planning and preparation
  2. classroom environment
  3. instruction
  4. professional responsibilities

 

Domain 1: Planning and Preparation

 1a: Demonstrating Knowledge of Content and Pedagogy

  • Knowledge of content

  • Knowledge of prerequisite relationships

  • Knowledge of content-related pedagogy

 1b: Demonstrating Knowledge of Students

  • Knowledge of characteristics of age group

  • Knowledge of students' varied approaches to learning

  • Knowledge of students' skills and knowledge

  • Knowledge of students' interests and cultural heritage

 1c: Selecting Instructional Goals

  • Value

  • Clarity

  • Suitability for diverse students

  • Balance

 1d: Demonstrating Knowledge of Resources

  • Resources for teaching

  • Resources for students

 1e: Designing Coherent Instruction

  • Learning activities

  • Instructional materials and resources

  • Instructional groups

  • Lesson and unit structure

 1f: Assessing Student Learning

  • Congruence with instructional goals

  • Criteria and standards

  • Use for planning

Domain 2: The Classroom Environment

 2a: Creating an Environment of Respect and Rapport

  • Teacher interaction with students

  • Student interaction

 2b: Establishing a Culture for Learning

  • Importance of the content

  • Student pride in work

  • Expectations for learning and achievement

 2c: Managing Classroom Procedures

  • Management of instructional groups

  • Management of transitions

  • Management of materials and supplies

  • Performance of noninstructional duties

  • Supervision of volunteers and paraprofessionals

 2d: Managing Student Behavior

  • Expectations

  • Monitoring of student behavior

  • Response to student misbehavior

 2e: Organizing Physical Space

  • Safety and arrangement of furniture

  • Accessibility to learning and use of physical resources

Domain 3: Instruction

 3a: Communicating Clearly and Accurately

  • Directions and procedures

  • Oral and written language

 3b: Using Questioning and Discussion Techniques

  • Quality of questions

  • Discussion techniques

  • Student participation

 3c: Engaging Students in Learning

  • Representation of content

  • Activities and assignments

  • Grouping of students

  • Instructional materials and resources

  • Structure and pacing

 3d: Providing Feedback to Students

  • Quality: accurate, substantive, constructive, and specific

  • Timeliness

 3e: Demonstrating Flexibility and Responsiveness

  • Lesson adjustment

  • Response to students

  • Persistence

Domain 4: Professional Responsibilities

 4a: Reflecting on Teaching

  • Accuracy

  • Use in future teaching

 4b: Maintaining Accurate Records

  • Student completion of assignments

  • Student progress in learning

  • Noninstructional records

 4c: Communicating with Families

  • Information about the instructional program

  • Information about individual students

  • Engagement of families in the instructional program

 4d: Contributing to the School and District

  • Relationships with colleagues

  • Service to the school

  • Participation in school and district projects

 4e: Growing and Developing Professionally

  • Enhancement of content knowledge and pedagogical skill

  • Service to the profession

 4f: Showing Professionalism

  • Service to students

  • Advocacy

  • Decision making

 

Source: http://www.ascd.org/publications/books/196074/chapter1.html

Copyright Charlotte Danielson.

 

 

INTASC Standards for Teachers

Understands the central concepts, tools of inquiry, and structure of the disciplines taught; creates learning experiences to make them meaningful to students.
Understands how children learn and develop; provides learning opportunities that support their development.
Understands how students differ in their approaches to learning; creates instructional opportunities adapted to diverse learners.
Understands and uses variety of instructional strategies.
Creates a learning environment that encourages positive social interaction,, active engagement in learning, and self-motivation.
Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction.
Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.
Understands and uses formal and informal assessment strategies.
Reflects on teaching.
Fosters relationships with colleagues, parents, and agencies in the larger community.