Since the framework for teaching was first published in 1996, it has been adopted by thousands of educators in the United States and around the world. The success of the framework is a reflection, in my view, of both the recognition of the vital importance of high-quality teaching and an awareness of its complexity. That combination of factors has led both practitioners and policymakers to embrace a definition of teaching that is simultaneously clear and succinct (it can be written on a single page) and respectful of the intricacies of the work.
The work of teaching has not changed significantly since then; the work was enormously complex then, and it remains so today. However, in the years since 1996, educational research has proceeded, yielding greater insights into teachers' work. And the educational landscape has changed significantly; schools are under greater pressure than ever to achieve results with all their students; and everyone, from policymakers to practitioners, recognizes the pivotal importance of good teaching.
In my work with educators since 1996, I have been overwhelmed by their commitment, their passion, and their expertise. Although the nature of teaching has not changed much since 1996, the second edition of Enhancing Professional Practice: A Framework for Teaching includes a few additions and revisions: