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Week 1: Tea Party Quotes Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson The framework for

teaching described in this book identifies those aspects of a teachers responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. p. 1 The framework for teaching does not endorse any particular teaching style for all teachers; it does, however enable educators to engage in conversations about the appropriateness of choices made at many points in a lesson or unit. No one approach is a one size fits all. But some approaches will be better suited to certain purposes than others. Making good and defensible choices is the hallmark of a professional educator. p. 25 Although teachers sometimes feel pulled in many different directions -at one moment serving as a counselor, at another moment as a business manager- a unifying thread runs through the entire framework for teaching and provides an organizing structure. That thread consists of engaging students in learning important content. All the components of the framework serve this primary purpose. And in pursuit of important learning, a teacher creates, with the students, a community of learners, where all students feel respected and honored. p. 26 It is difficult to overstate the importance of planning. In fact, one could go further and argue that a teachers role is not so much to teach as it is to arrange for learning. p. 27 That is, the components of the framework for teaching become a diagnostic tool to understand how a teachers performance can be strengthened, while acknowledging that every aspect of teaching is connected to many others. p. 32 An important aspect of the framework, and one that is manifest in many of the components, is student assumption of responsibility- for the work students undertake, for the physical arrangement of the class, and for their participation in a purposeful learning community. This is not to suggest that the teacher is not in charge, but part of being in charge is to enlist student energy in ensuring the success of the class. p. 37 The levels of performance are especially useful when the components are used to support mentoring, coaching, or professional growth. The levels can inform a professional discussion and suggest areas for further learning. Although the levels are also useful for supervision and teacher evaluation, it is important that they be used to structure professional conversations and not in a gotcha manner. p. 39 Domain 1 describes the critical, behind-the-scenes work of organizing for classroom instruction. Even in schools or districts with an established curriculum, teachers put considerable effort into transforming that curriculum so it is accessible to their students. That effort includes having a deep knowledge of the content itself and designing instruction that is appropriate to the diverse learners in ones charge. p. 43 The classroom environment is a critical aspect of a teachers skill in promoting learning. Students cant concentrate on the academic content if they dont feel comfortable in the classroom. If the atmosphere is negative, if students fear ridicule, if the environment is chaotic, now one- neither students nor teacher- can focus on learning. So although Domain 2 does not deal with instructional skills, its components make the teachers exercise of instructional skills possible. p.64 Domain 3 is the heart of the framework for teaching; it describes, after all, the critical interactive work that teachers undertake when they bring complex content to life for their students. And the heart of Domain 3 is engaging students in learning; all other aspects of the framework serve the purpose of engagement, because it is engagement that ensures learning. p. 77 Domain 4, together with Domain 1 (Planning and Preparation) represents behind the scenes work associated with teaching. Through their skill in Domain 4, teachers demonstrate their commitment to high ethical and professional standards and seek to improve their practice. The components of Domain 4 encompass the range of teacher professionalism. p. 92