The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School

The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School

The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School

The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School

Synopsis

Ready-to-use forms and instruments offer sound advice and step-by-step procedures for how teachers and other school staff can incorporate the framework for professional practice into their work. Includes guidance and tools for evaluation by self, mentors, and supervisors.

Excerpt

Since the original publication of Enhancing Professional Practice: A Framework for Teaching in 1996, thousands of educators around the world have attested to its value in supporting their examination of practice. This book is intended as a companion volume for educators who have experienced the power of the framework for teaching to shape professional conversation. Educators have found that when their discussions are organized around a clear definition of good teaching, the conversations themselves are more productive and focused than is possible without such a structure.

The most powerful use of the framework for teaching is for teachers’ own self-assessment. They locate, often informally, examples from their teaching of the different components of the framework and work to ensure that these reflect increasingly high levels of performance.

In addition, educators have found that the framework for teaching contributes to their work in many different settings and for many different purposes: teacher preparation, the supervision of student teachers, teacher recruitment and hiring, teacher mentoring, peer coaching, professional development, and teacher evaluation. However, to use the framework in all these different ways, educators must have specific procedures and instruments to both structure the conversations and provide guidance for the application of the levels of performance.

A framework for teaching, even when it is organized around a clear and research-based definition of good practice, cannot by itself ensure productive conversations about teaching. Simply having a framework, in other words, is no guarantee of productive and professional interactions among educators. Such interactions depend on how the framework is used, the professional culture of the school and the district, the degree of respect among and between teachers and administrators, and the commitment of all educators to ongoing improvement of practice. In particular, if adopted by a school or a district for use in a . . .

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