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First, the Framework for Teaching (FFT) is a valid instrument for defining
effective teaching. Several large research studies (the MET project, a study
in Chicago) demonstrated its predictive validity: that is, when teachers
demonstrate high levels of proficiency on the FFT, their students show
greater learning gains than do the students of teachers who perform less
well. The latest edition of the FFT (2013) incorporates the instructional
implications of the Common Core State Standards.
Second, the Framework for Teaching represents what Lee Shulman has
called the wisdom of practice. That is, when teachers consider the FFT in
light of the complex work they do, it makes sense to them and illuminates
some of the complexity. Furthermore, the levels of performance represent a
natural progression for teachers as they acquire greater experience and
expertise.
Third, theFramework for Teachingis supported by a large ecosystem of
training and online materials. These comprise face to face training for all
educators, training and assessment of observers, andpublished resourcesto
support observation, evaluation, and professional development. These are
available through the Danielson Group and other partners.
1a Demonstrating Knowledge of
Content and Pedagogy
1b Demonstrating Knowledge of
Students
1c Setting Instructional Outcomes
1d Demonstrating Knowledge of
Resources
1e Designing Coherent Instruction
1f Designing Student Assessments
2a Creating an Environment of
Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in the Professional
Community
4e Growing and Developing
Professionally
4f Showing Professionalism