This week’s review is on Enhancing Professional Practice: The Framework for Teaching (3rd Edition) by Charlotte Danielson, Jim S. Furman, and Lee Kappes.
A book that offers three primary resources centered on the idea that good teaching can be measured through observation, reflection, and feedback, Enhancing Professional Practice serves as the bedrock for schools and systems around the world. By taking a concrete step towards tying proper professional methods to a systematic approach to practice thirty years ago, the framework offers an excellent starting point for discussions centered on what excellence looks like in a local community or mission space.
The text is essentially an extended discussion of the rubric and would be better complimented with case studies or examples. As a guide or starting point for discussion its overview of the framework, then a deeper dive into each of the domains, followed by appendices focused on the rubrics themselves and the research offers an introduction to this valuable tool. The framework truly serves as a “description of the complex work of teaching, a common language for discussing what teachers do, and a roadmap for helping teachers grow in their practice” (ix).
The rubrics themselves are fairly self-explanatory so the added-value of the book might come from providing guidance and support for schools and districts adopting them and wanting more to peruse or hold onto. As a value proposition, I can’t imagine a leader wanting to adopt the rubric and needing the supportive language of the text in order to do so.
Chapter 2 presents a “A Vision of Excellence” providing the text’s longest vignette of a lesson but in a way that seems to lack the depth and acknowledgement of what a teacher does and more as a missed opportunity. The text claims that pre-assessment is difficult and breaks down the concept to show all these difficulties. The chapter then investigates the assumptions of learning and teaching – essential standards (divided into “academic content knowledge, concepts, and skills along with intellectual skills and habits of mind…and social and emotional skills” [17]), how students learn (leaning on a constructivist approach), purposeful decisions, and the professionalism of the position.
These four assumptions than align with “six common themes – equity, cultural competence, high expectations, developmental appropriateness, attention to individual differences, and student assumption of responsibility” (24). The text could better engage with where these align and conflict with each other. Instead, each of these is presented in their embedded nature within the framework without a discussion of their essence, nature, or examples of implementation. These six link to other key initiatives within education – MTSS, PLCs, strong Tier One instruction, et al.
These interconnected aspects of excellence are measured by the framework rubrics in several increasing levels. A master teacher has these aspects with “automaticity” and attention to detail (35) – performing such actions with routine and gathering data quickly for further educational changes. The analogy provided of the various levels of swimming can be useful for assisting teachers with a conception of what exactly the four descriptors – unsatisfactory, basic, proficient, and distinguished – means in a context away from the classroom.
Chapters three through six walk through each domain and subdomain providing an overview of the domain and a breakdown of its components in narrative form. Domain 1 – planning and preparation – focuses on the way the teacher “arrange(s) for learning” (39), engaging with their curriculum and expertise to support the learners in their room with the given content. Ideally these – “the learning outcomes, activities, materials, methods, and student grouping choices – coalesce and support one another” (51).
Domain 2 – learning environments – “are not associated with the learning of any particular content; they support the understanding of all content and attend to the social-emotional needs of students” (57). Here joy – modelled by the teacher, experienced by the students, and shared by all – takes center stage in component 2b. This domain might be the one where faith-based schools most want to add and adapt the framework to their own beliefs and values.
The third domain – learning experiences – offers a “vision of students developing complex understanding, achieving goals, cultivating purpose, and participating in a community of learners” (72). To me, this is where the wheels hit the road and teaching happens, where “all students are engaged” (77). This is also where I believe we can distinguish between natural teachers and those who require additional training. The second domain is where I would make hiring decisions, the third is where instructional coaching is most helpful. A good reminder here is that engagement isn’t measured by what “teachers are saying or doing, but what students are saying and doing as a result” (79).
Next comes domain 4 – principled teaching – where we can see how teachers “attend to the intellectual and moral development of human beings who will, themselves, flourish and help create a healthy and just society” (87). These teachers are “highly regarded by colleagues and parents. They serve students’ best interests and the interests of the large community…who go beyond the technical requirements of their jobs” (89). There is no discussion of whether assessing someone to go beyond the requirements of a job is fair; although I agree that these individuals make the best teachers and are essential for the flourishing of our schools. Student progress and its communication by both the teacher and the student is a part of this domain as well.
The final chapter is entitled “Putting the Framework to Work” and offers ways to do so. The first is through self-assessment and reflection. There is little practical advice or planning offered, just a short discussion of the importance of reflection. Next the authors offer up its use in ongoing growth, teacher preparation, and, lastly, evaluation. The last section offers the most advice – recommending a strong process (of pre- and post-observation meetings and reflections) – and consistent discussion and development opportunities. Appendices with the rubrics and relevant research studies completes the text.
This edition acknowledges several changes, especially around high-quality instructional materials. In light of the widespread growth of informal teacher support networks and material creation and the “science of reading” boom, more discussion and a deeper dive into what these are would be an excellent topic to compliment what teachers do. By focusing on the “unwritten” curriculum, the rubrics can offer support for the art of teaching but not necessarily teaching as a whole.
Another deficiency that a future edition must address is a true acknowledgement of technology and artificial intelligence. The effects go beyond learning to the role and actions of a teacher. Hopefully the 4th edition adds (perhaps to domains 1 and 3) a thoughtful appraisal of what good integration looks like.
Enhancing Professional Practice: The Framework for Teaching (3rd Edition) by Charlotte Danielson, Jim S. Furman, and Lee Kappes.
Rating: 2/5 Stars for the text, 5/5 for the rubrics
Good For: Hand-holding someone through the rubrics.
Best nugget: I found what is not in the book more interesting!
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