|
SRU Conceptual Framework
|
 |
 |
|
|
About the Framework
The Conceptual Framework evolved significantly as the College of Education shifted towards a greater reliance on performance assessment. Specifically, the professional members in the College of Education have embraced Enhancing Professional Practice: A Framework for Teaching (1996) by Charlotte Danielson. Danielson presented ideas from the Framework for Teaching to the SRU College of Education faculty in 1998. The framework was subsequently adopted by the College of Education to assess student progress through the teacher education program.
The Framework originated from the author's work with Educational Testing Service (ETS) and the National Board for Professional Teaching Standards. The Framework articulates an effective means for communicating the nature of an excellent teacher to students enrolled in teacher education programs, while also suggesting an array of indicators of a successful teaching experience.
The features of A Framework for Teaching can be described as public, comprehensive, and generic; not a “checklist;” not endorsing a particular teaching style; and dependent on context. Users benefit from a common language, development of shared values and assumptions, professional conversations, and a reflection on practice. The Framework contains common themes including: equity, cultural sensitivity, high expectations, developmental appropriateness, accommodating individual needs, and appropriate use of technology. The approach is grounded in research, reflects a new paradigm of learning and teaching, encourages communities of learners, addresses the role of appropriateness of instruction, and demonstrates the nature of professionalism. Danielson argues that excellence in teaching is organized around four domains: ( I. ) Planning and Preparation, (II.) Classroom Environment, (III.) Instruction, and (IV.) Professional Responsibilities. Each domain consists of several components that comprise superior, assessable professional practices. Since its adoption, the Framework has been modified to better reflect the College of Education 's mission, philosophy, and emphasis on the preservice level of the profession.
To view a printable version of the domains and components, please use the Framework for Teaching document (PDF).
SRU Framework for Teaching
The four domains, their definitions, and their associated components follow.
I. Planning, Preparation, and Assessment: Teachers who excel design instruction that is coherent, include appropriate assessment techniques, and adapt instruction to the diversity of students who are in the class. The components of this domain define how a teacher organizes the content that students are to learn such as:
• Demonstrating Knowledge of Content and Pedagogy
• Demonstrating Knowledge of Students
• Designing Instructional Goals and Objectives
• Demonstrating Knowledge of Resources for Teaching and for Students’ Use
• Designing Coherent Instruction
• Assessing Student Learning
II. The Classroom Environment: Teachers who excel consider each student individually--the student’s own interests, concerns, and intellectual potential. The components in this domain consist of many noninstructional interactions that occur in the classroom such as:
• Creating an Environment of Respect and Rapport
• Establishing a Culture for Learning
• Managing Classroom Procedures
• Managing Student Behavior
• Organizing Physical Space
III. Instruction and Communication: Teachers who excel emphasize the importance of learning and the significance of the content. The components in this domain relate to the engagement of students with content such as:
• Communicating Clearly and Accurately
• Using Questioning and Discussion Techniques
• Engaging Students in Learning
• Providing Feedback to Students
• Demonstrating Flexibility and Responsiveness
IV. Professional Responsibility: Teachers who excel serve students’ interests in the larger community and are active in professional organizations, the school, the district, and the community. The components in this domain encompass the various roles a teacher assumes outside of, and in addition to, those in the classroom with students, such as:
• Reflecting on Teaching
• Maintaining Accurate Records
• Communicating with Families
• Working in Contributing to the School and District
• Growing and Developing Professionally
• Showing Professionalism
The reference to Professional Responsibilities contained in domain four prompts the production of this manual. The professional staff of the College of Education has agreed that individuals will develop professionally only through the skill of reflection. Please note that this is a prominent Framework feature.
|
