The DC Framework for Teaching

The DC Framework for Teaching

exists to strengthen Christian Schools and equip Christian Educators worldwide as they prepare

students academically and inspire students to become devoted followers of Jesus Christ.

Domain 1: Planning and Preparation

Component 1a: Rooted in ChristComponent 1b: Demonstrating Knowledge of Content and PedagogyComponent 1c: Demonstrating Knowledge of StudentsComponent 1d: Selecting Instructional GoalsComponent 1e: Demonstrating Knowledge of ResourcesComponent 1f: Designing Coherent InstructionComponent 1g: Assessing Student Learning

Based on the work of Charlotte Danielson, Enhancing Professional Practice: A Framework for Teaching, ASCD,1996.

Domain 2: The Classroom EnvironmentComponent 2a: Creating an Environment of

Respect and RapportComponent 2b: Establishing a Culture for

LearningComponent 2c: Managing Classroom

ProceduresComponent 2d: Managing Student BehaviorComponent 2e: Organizing Physical Space

Domain 3: InstructionComponent 3a: Communicating Clearly and

AccuratelyComponent 3b: Using Questioning and

Discussion TechniquesComponent 3c: Engaging Students in

LearningComponent 3d: Providing Feedback to

StudentsComponent 3e: Demonstrating Flexibility and

Responsiveness

Domain 4: Professional ResponsibilitiesComponent 4a: Reflecting on TeachingComponent 4b: Maintaining Accurate

RecordsComponent 4c: Partnering with FamiliesComponent 4d: Contributing to the SchoolComponent 4e: Growing and Developing

ProfessionallyComponent 4f: Authentic Servanthood

Independent School ManagementCharacteristics of Professional Excellence

Classroom-Related Skills:



1. Academic Standards: I set clearly articulated standards for student academic performance.

2. Testing: I create predictable tests (not to be confused either with “simple” tests or with “easy” tests); my students can rely on the test preparation that I offer them.

3. Grading: I provide fair, reliable, understandable grade/reward structures for my students; my students are led to understand why they receive the grades they receive—good or bad—and thereby to see how improvement, if they will seek it, might be possible.

4. Content Knowledge: I am knowledgeable of cutting-edge content and developmental theory.

5. Pedagogy: I have mastered at least one pedagogical approach that is supported by reliable, contemporary research outcomes.

6. Real-Life Application: I am practiced in applying any subject matter to real-life conditions beyond the classroom, including applications that may be global or universal in their potential.

Teachers’ Attitudes Toward Students and Teaching:



1. Gladness: I am glad to arrive at school and to see my students each day.

2. Wishing Success: I find ways to make it obvious to all students that I wish them success every day, both in school and outside of school.

3. Encouraging Virtue: I find ways to make it obvious to all students that I want them to become better, more virtuous people (in ways consistent with our school’s stated purposes and projected outcomes for our graduates).

4. Behavior Standards: I set reasonable, defensible standards for student behavior.

5. Bullying Awareness: I am continually alert to the threat of bullying between and among my students.

6. Confrontations with Dignity: In confrontations with students, I conduct myself in ways that leave students’ dignity intact regardless of the nature of the issue or infraction.

7. Enforcing Rules: I enforce our rules, including the dress code, justly, fairly, consistently.

8. Predictability and Consistency: I am able to present myself each day in ways that will be seen by my students as consistent and reliable (i.e., unaffected by outside-of-school problems).

Teachers’ Attitudes Students and Teaching: Cont’d



9. Demonstrated Enthusiasm: I demonstrate believably high levels of enthusiasm for teaching/learning and for the content of my studies.

10. Professional Development-Focused: I pursue career-long professional development as a foremost priority.

11. Student Engagement: I am practiced in establishing meaningful emotional/psychological engagement with all my students.

12. Personal Involvement: I am practiced in finding creative and appropriate ways to be involved with my students outside the classroom.

13. Interest in Student Lives: I am practiced in displaying an overt, conspicuous interest in students’ outside-the-class lives—apart from other previous item—without crossing privacy barriers.

14. Positive Reinforcement: I am practiced in providing private an public positive reinforcement for individual or group (student) successes.

15. Parent Communications: I am practiced in establishing proactive communication with, and service to, each student’s parents.

Teachers’ Attitudes Toward the School and Colleagues:



1. Commitment to Mission: I demonstrate through words and actions a genuine, believable commitment to the school, its purposes, its leadership, and my peers.

2. Colleague Engagement: I am practiced in giving active support for, and establishing active engagement with, colleagues.

3. Commitment to Colleagues: I am practiced in making an overt commitment to the personal and professional well-being of colleagues, administrators, and (other) nonteaching staff.

4. Commitment to Professional Community: I am practiced in making positive contributions to a professional, mission-focused sense of community with all constituent groups.

5. Public Support for School: I am practiced in giving public support for students, colleagues, and employers (administration and Board).

6. Socializing Knowledge: I am practiced in communicating in-class experimentation-and-testing outcomes and findings to colleagues, within and beyond the school.

7. Professional Academic Community: I am practiced in routine (yet enthusiastic) participation in outside-the-school academic organizations whose work is supportive of, and pertinent to, my field(s).

Faith-Based Characteristics:



1. Commitment to Congregation: I am practiced in making an overt commitment to the life of my own congregation (church, synagogue, etc.) and its core traditions.

2. Role Model: I am practiced in serving as a mature role model for a biblically focused lifestyle.

3. Personal Faith Commitment: I am skilled in articulating the personal/ethical implications of a lifelong faith commitment.

4. Tolerance: I display appropriate levels of public tolerance of, and respect for, other religious points of view.

5. Knowledge of Faith: I am knowledgeable of the developmental history of my school’s religious heritage.

6. Worship Participation: I actively participate in (and when appropriate, lead) the explicitly religious components of the school’s student and community programs.

7. Personal Religious Growth: I am committed to growing professionally and personally within the framework of my religious traditions.

The top 6-10 characteristics for your school?



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The DC Framework for Teaching

Documents

Transcript of The DC Framework for Teaching