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.
Educators devoted to school reform focus all too often on the isolated components of K-12 education–this is the essential premise of this powerful new book. If we are truly committed to improving our schools, the author contends, then we must focus on the interdependence of variables that affect student learning, both inside and outside the classroom.
The book is divided into three distinct parts. In Part 1, Danielson introduces the Four Circles Model to define the criteria for successful school improvement: Everything educators do to help their students learn must be based on what educators want (school, district, or state goals), believe (values and principles), and know (educational research).
In Part 2, the author provides a framework for improving schools–including curriculum, team planning, and policies and practices affecting students–and connects every concept to the criteria presented in Part 1. She also provides a handy rubric at the end of each chapter, both as a summary of main points and as a tool for educators to gauge the needs of their school. Part 3 offers readers guidelines on how best to implement the framework using action planning.
Brimming with perceptive advice and thought-provoking arguments, this book is both a wake-up call and a roadmap to success for those determined to provide students with the best education possible.
Charlotte Danielson, Elaine Phillips, Darlene Axtell, Paula Bevan, Bernadette Cleland
With its clear definition of the elements of good teaching, the framework for teaching, designed by Charlotte Danielson, is used by educators around the world for professional preparation, recruitment and hiring, mentoring and induction, professional development, and performance appraisal. This action tool can guide you in applying the framework in your own classroom or school and strengthening your professional practice with proven strategies.
Charlotte Danielson, Leslye Abrutyn
As recently as the early 1990s, portfolios began to appear in the classroom in to support a variety of activities, from helping students and teachers set goals to helping teachers and administrators assess curriculum needs. For many educators, the portfolio process offers a clear strategy for the achievement of important classroom objectives. According to accounts from both researchers and practitioners, portfolios can: – engage students in learning content, – help students learn the skills of reflection and self-evaluation, – document student learning in areas that do not lend themselves to traditional assessment, and – facilitate communication with parents.
This practical guide provides a useful resource for educators who would like to begin using portfolios in the classroom. In a concise format, the authors examine the many uses of portfolios and offer guidance on strategies to increase the effectiveness of this process in assessment and instruction.
Pamela D. Tucker, James H. Stronge
In Linking Teacher Evaluation and Student Learning, researchers Pamela D. Tucker and James H. Stronge show that including measures of student achievement in teacher evaluations can help schools focus their efforts to meet higher standards. You’ll see how four school systems have built such measures into their evaluation programs in these distinct ways: * Documenting how desired learning outcomes translated into actual student learning * Tracking progress on key content standards * Setting annual quantifiable goals for students’ academic progress * Analyzing changes in students’ achievement test scores
The authors explore the strengths of each approach, offer insights from teachers and administrators, and describe practical ways to incorporate similar measures of student learning into your own evaluation program. Detailed appendixes provide hands-on tools and resources to help you adapt these approaches to your school’s particular needs.
For any school that is working to meet higher standards, linking teacher evaluation to measures of student learning is a powerful way to refocus professional development and improve student achievement.
Charlotte Danielson, Thomas L. McGreal
Teacher evaluation – a term that brings fear, anticipation, stress, anxiety, or even boredom to the hearts of teachers and administrators everywhere. How can we reinvent teacher evaluation so that it really makes a difference – so that the students succeed as a result of it? The bad news is that many schools and districts seem to be stuck in old ruts, involving The Observation, The Behavior Checklist, the Conference, and The Judgment. The good news is that many districts have paved the way for teacher evaluation to actually become professional development, by using a three-track evaluation system: *Track I, for beginning teachers, promotes growth and new learning through mentoring, frequent observations, and support systems. *Track II, for tenured teachers – that is, most teachers in the system – promotes professional learning experiences through self-assessment, goal setting, data collection, formative evaluations, study groups, action plans, and evaluation in which teachers play an active role. *Track III, for tenured teachers needing assistance, focuses on remediating difficulties and recommending further action. More good news: Through concrete examples, useful forms, and assessment tools, this book provides a clear roadmap to effective teacher evaluation systems that combine quality assurance with professional development for all teachers.
Since the original publication of Enhancing Professional Practice: A Framework for Teaching in 1996, thousands of educators in the United States and around the world have used the framework and its clear definition of the components of good teaching to structure their professional conversations and guide their practice. Building on those diverse experiences, Charlotte Danielson now provides specific guidance for teacher educators, teachers, administrators, and others who seek to use the framework to improve their programs and practice.