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Premium Member Book (Feb 2007)

Enhancing Professional Practice: A Framework for Teaching, 2nd Edition

by Charlotte Danielson

Table of Contents

Preface to the Second Edition

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:

  • The importance of state curriculum frameworks and standards has been recognized throughout the framework.
  • In the first edition, Component 3d was restricted to what its name suggested: Providing Feedback to Students. In the second edition, it has been expanded to incorporate other elements of using assessment in instruction. In the new 3d, providing feedback to students is merely one element of a broader concept. This expansion has resulted in a slight revision to Component 1f, Assessing Student Learning. It is now clearly situated within Domain 1 (Planning and Preparation) and has been renamed Designing Student Assessments.
  • In the first edition of the framework for teaching, Component 4d was called Contributing to the School and District. It is clear, however, that teachers' engagement with their schools and districts is not in addition to their regular work; rather, it is integral to that work. Hence, Component 4d in the second edition of the framework for teaching has a new name: Participating in a Professional Community. The elements are the same; only the name is different.
  • The expanded second edition of this book includes frameworks for a host of education specialists, including school nurses, counselors, and psychologists. These specialists work closely with teachers and administrators, and all work together for the benefit of the students, as the expanded frameworks in Chapter 5 describe.
  • Common themes such as equity and high expectations are manifested in much of the work of teaching. In the second edition, the incorporation of those themes in the rubrics is more explicit than was the case in the first edition.

Therefore, although the essential nature of teaching described in the second edition of the framework is the same as that in the first edition, the second edition contains some additions and enhancements that will ensure its applicability to educators today and for many years to come.

Copyright © 1996, 2007 by Association for Supervision and Curriculum Development. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.

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