Enhancing Professional Practice: A Framework for Teaching

By Charlotte Danielson | Go to book overview

3: THE FOUR DOMAINS OF
TEACHING RESPONSIBILITY

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.

Each of the four domains of the framework refers to a distinct aspect of teaching. To some degree, the components within each domain form a coherent body of knowledge and skill that can be the subject of focus independent of the other domains. This chapter describes each domain, identifies common themes that run through the components, and explains the concepts underlying the four levels of performance that are displayed by teachers with different levels of skill.


DOMAIN 1: PLANNING AND PREPARATION

The components in Domain 1 describe how a teacher organizes the content that the students are to learn—how the teacher designs instruction (see Figure 3.1). The domain covers all aspects of instructional planning, beginning with a deep

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Enhancing Professional Practice: A Framework for Teaching
Table of contents

Table of contents

  • Title Page i
  • Contents iii
  • Preface to the Second Edition v
  • Preface to the First Edition vii
  • 1: The Framework for Teaching 1
  • 2: Assumptions and Features of the Framework for Teaching 14
  • 3: The Four Domains of Teaching Responsibility 26
  • 4: The Framework for Professional Practice 43
  • 5: Frameworks for Specialist Positions 109
  • 6: Using the Framework 168
  • Appendix: The Research Foundation 183
  • References 193
  • Index 196
  • About the Author 200
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