Enhancing Professional Practice: A Framework for Teaching

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Enhancing Professional Practice: A Framework for Teaching

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Enhancing Professional Practice: A Framework for Teaching

01 Jan 1996-

TL;DR: In 1987, Educational Testing Service (ETS) began a large-scale project to provide a framework for state and local agencies to use for making teacher licensing decisions, called The PRAXIS Series: Professional Assessments for Beginning Teachers®.

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Abstract: In 1987, Educational Testing Service (ETS) began a large-scale project to provide a framework for state and local agencies to use for making teacher licensing decisions. The resulting program is called The PRAXIS Series: Professional Assessments for Beginning Teachers®. Many states use PRAXIS I: Computer-Based Academic Skills Assessment and PRAXIS II: Subject Assessments to grant an initial teaching license. PRAXIS III: Classroom Performance Assessments is for use in assessing actual teaching skills and classroom performance.

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Journal Article•DOI•

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

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Robert C. Pianta¹, Bridget K. Hamre¹•Institutions (1)

University of Virginia¹

01 Mar 2009-Educational Researcher

TL;DR: The authors argued that exposure to such supports is predictive of greater student learning gains and that teachers' behavioral interactions with students can be assessed observationally using standardized protocols, analyzed systematically with regard to sources of error, validated for predicting student learning, and changed (improved) as a function of specific and aligned supports provided to teachers.

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Abstract: The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers’ behavioral interactions with students can be (a) assessed observationally using standardized protocols, (b) analyzed systematically with regard to sources of error, (c) validated for predicting student learning, and (d) changed (improved) as a function of specific and aligned supports provided to teachers; exposure to such supports is predictive of greater student learning gains. These methods have considerable promise; along with measurement challenges, some of which pertain to psychometrics, efficiency, and costs, they merit attention, rigorous study, and substantial research investments.

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1,021 citations

Cites methods from "Enhancing Professional Practice: A ..."

...The Framework for Teaching Observation Survey (Danielson, 1996) is an observation protocol based on PRAXIS III: Classroom Performance Assessments criteria developed by the Educational Testing Service (2004)....
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Journal Article•DOI•

A Practice-Based Theory of Professional Education: Teach For America's Professional Development Model

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Rachael Gabriel¹•Institutions (1)

University of Tennessee¹

13 Apr 2011-Urban Education

TL;DR: Teach For America's Teaching as Leadership framework and professional development model as discussed by the authors is a practice-based curriculum and pedagogy of teacher education that could be used as a model for a variety of stakeholders.

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Abstract: In 1999, Ball and Cohen proposed a practice-based theory of professional education, which would end inadequate professional development efforts with a more comprehensive approach. Their work has been referenced over the past decade, yet there have been limited attempts to actualize their ideals and research their implications. In this article, I describe Teach For America’s Teaching as Leadership framework and professional development model as a practice-based curriculum and pedagogy of teacher education that could be used as a model for a variety of stakeholders. I include a discussion of directions for future research on frameworks for teaching.

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882 citations

Cites background from "Enhancing Professional Practice: A ..."

...For example, Danielson’s Framework for Teaching (Danielson, 2007), Kim Marshall’s evaluation system, and The National Institute for Excellence in Teaching’s “TAP” System for teacher and student advancement (National Institute for Excellence in Teaching, 2009) have each addressed the need for a…...
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...In this article, I describe Teach For America’s Teaching as Leadership framework and professional development model as a practice-based curriculum and pedagogy of teacher education that could be used as a model for a variety of stakeholders....
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...Their philosophy of teaching and learning is described in the recent book, Teaching As Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap (Farr, 2010)....
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...For example, Danielson’s Framework for Teaching (Danielson, 2007), Kim Marshall’s evaluation system, and The National Institute for Excellence in Teaching’s “TAP” System for teacher and student advancement (National Institute for Excellence in Teaching, 2009) have each addressed the need for a shared, practice-based conceptual framework for teaching and learning by developing and marketing frameworks for teacher evaluation and development....
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...In this article I describe Teach For America’s (TFA) Teaching as Leadership (TAL) framework (Farr, 2010) and professional development model as an actualization of Ball and Cohen’s 1999 proposal for a practice-based curriculum and pedagogy of teacher education....
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Journal Article•DOI•

Measuring teacher efficacy to implement inclusive practices

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Umesh Sharma¹, Tim Loreman², Christine Irene Forlin³•Institutions (3)

Monash University¹, Concordia University College of Alberta², Hong Kong Institute of Education³

01 Jan 2012-Journal of Research in Special Educational Needs

TL;DR: This paper developed an instrument to measure perceived teacher efficacy to teach in inclusive classrooms and developed an 18-item scale on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India).

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Abstract: The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18-item scale was developed on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in using inclusive instruction, efficacy in collaboration and efficacy in dealing with disruptive behaviours. The alpha coefficient for the total scale was 0.89. Alpha coefficients for the three factors ranged from 0.85 to 0.93. Reliability analysis for the total scale as well as factors for each country suggested that the scale provides a reliable measure of pre-service teacher perceptions of self-efficacy for inclusion across different countries.

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484 citations

June . Approaches to evaluating teacher effectiveness: A research synthesis.

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L Goe, C Bell, O Little, DC Washington

01 Jan 2008

417 citations

Cites background or methods from "Enhancing Professional Practice: A ..."

...Examples of observation protocols that are widely used and have been studied on a relatively large scale include Charlotte Danielson’s (1996) Enhancing Professional Practice: Framework for Teaching and the University of Virginia’s Classroom Assessment Scoring System (CLASS) for prekindergarten and K–5 (Pianta, La Paro, & Hamre, 2006)....
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...Holtzapple (2003) used Danielson’s (1996) Framework for Teaching to compare student achievement with teachers’ evaluation scores using a value-added model of predicted achievement versus actual achievement in Cincinnati....
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...Concerns have been raised in the literature about self-report responses being susceptible to social desirability, defined by Moorman and Podsakoff (1992) in the organizational psychology literature as “the tendency on the part of individuals to present themselves in a favourable light” (p....
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...The instruments they examined were modifications of Danielson’s (1996) Framework for Teaching and included planning and preparation, the classroom environment, instruction, and professional responsibilities....
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...Most classroom observation protocols, including Praxis III and Charlotte Danielson’s (1996) Framework, are intended for use in all classrooms without regard to context....
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Journal Article•DOI•

Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

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Bridget K. Hamre¹, Robert C. Pianta¹, Jason T. Downer¹, Jamie DeCoster¹, Andrew J. Mashburn², Stephanie M. Jones³, Joshua L. Brown⁴, Elise Cappella⁵, Marc S. Atkins⁶, Susan E. Rivers⁷, Marc A. Brackett⁷, Aki Hamagami¹ - Show less +8 more•Institutions (7)

University of Virginia¹, Portland State University², Harvard University³, Fordham University⁴, New York University⁵, University of Illinois at Chicago⁶, Yale University⁷

01 Jun 2013-Elementary School Journal

TL;DR: Teaching through Interactions posits that teacher- student interactions are a central driver for student learning and organizes teacher-student interactions into three major domains, and provides evidence that the three-domain structure is the best-fitting model across multiple data sets.

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406 citations

Cites background or methods from "Enhancing Professional Practice: A ..."

...For example, Charlotte Danielson’s Framework for Teaching (Danielson, 2007) suggests four domains of effective teaching—Planning and Preparation, Professional Responsibilities, Classroom Environment, and Instruction— each of which is composed of multiple components....
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...(Danielson, 2007) suggests four domains of effective teaching—Planning and Prep-...
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References

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Book•

Other People's Children: Cultural Conflict in the Classroom

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Lisa D. Delpit

01 Mar 1995

4,610 citations

"Enhancing Professional Practice: A ..." refers background in this paper

...…context-free individuals, independent of time, culture, and condition (Cannella, 1998), we believe that teachers must link the life histories of their students to the content taught in classrooms, so that their students can make deep, meaningful personal connections (Delpit, 1995; Kincheloe, 2005)....
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...Moreover, because we do not view students as context-free individuals, independent of time, culture, and condition (Cannella, 1998), we believe that teachers must link the life histories of their students to the content taught in classrooms, so that their students can make deep, meaningful personal connections (Delpit, 1995; Kincheloe, 2005)....
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Journal Article•DOI•

The Good, the Bad, and the Ugly: The Many Faces of Constructivism

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D. C. Phillips

01 Oct 1995-Educational Researcher

TL;DR: In her book Evolution as a Religion (1985), Mary Midgley wrote that the theory of evolution "is not just an inert piece of theoretical science. It is, and cannot help being, also a powerful folk-tale about human origins".

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Abstract: Across the broad fields of educational theory and research, constructivism has become something akin to a secular religion. In her book Evolution as a Religion (1985), Mary Midgley wrote that the theory of evolution "is not just an inert piece of theoretical science. It is, and cannot help being, also a powerful folk-tale about human origins. Any such narrative must have symbolic force" (1985, p. 1). She might well have written the same about constructivism, which is, whatever else it may be, a "powerful folktale" about the origins of human knowledge. As in all living religions, constructivism has many sects-each of which harbors some distrust of its rivals. This descent into

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1,334 citations

"Enhancing Professional Practice: A ..." refers background in this paper

...4 Although there is widespread agreement among educators that learning is most effective when knowledge is constructed, the field of education has different perspectives about which disciplines, pedagogical approaches, philosophies, and social theories ought to be privileged in the curriculum (Phillips, 1995)....
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...…is widespread agreement among educators that learning is most effective when knowledge is constructed, the field of education has different perspectives about which disciplines, pedagogical approaches, philosophies, and social theories ought to be privileged in the curriculum (Phillips, 1995)....
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