The Lutheran High School Association of Greater Milwaukee
A Framework for Professional Practice
A Handbook for
Teacher Professional Development and Evaluation
2011
The Lutheran High School Association of Greater Milwaukee
Mission Statement: Our mission is nurturing all students and empowering them to meet
the challenges and seize the opportunities of the future as
disciples of Jesus Christ in service to others.
A Framework for Professional Practice Statement of Philosophy
A Framework for Professional Practice has been established in support of our Christ-centered mission and our clear commitment to provide students with rigorous instruction. This framework establishes continuity, uniformity, and a common language upon which to build strong and effective teachers throughout The Lutheran High School Association of Greater Milwaukee. It serves as a roadmap for emerging teachers, reflective tool for experienced teachers and guidepost for teachers seeking to improve their professional practice. The standards for professional performance, delineated within this framework, are designed to develop master teachers who clearly demonstrate an understanding of the teaching ministry.
Handbook for Teacher Professional Development and Evaluation Committee
Todd Moritz, Chief Executive Officer, LHSAGM
Paul Bahr, Senior Vice President of Development
Dr. Wayne Jensen, Principal, Martin Luther High School
Kathleen MacDonald, Director of Curriculum and Instruction
A Framework for Professional Practice
It is our honor and privilege, at the foot of the cross, to grow students spiritually, academically, socially and emotionally. In support of that effort, we commit to Christ-centered teachers rooted in both the teaching ministry, founded upon a Christian worldview perspective, and the best practices of teaching and learning. The complexity of teaching is well recognized, consisting of practices which benefit from continued reflection and refinement. In Enhancing Professional Practice: A Framework for Teaching, Charlotte Danielson describes the components of professional practice which are research-based and validated. The framework for teaching identifies those aspects of a teacher’s responsibilities that have been documented as promoting improved student learning. It is comprehensive, referring not only to what occurs in the classroom but also to what happens behind the scenes and beyond the classroom walls. This provides educators with a common language for talking about teaching and clear, concrete levels of performance that are used in reflection about their practice. When such conversations are organized around a common framework, teachers learn from one another which results in the enrichment of their own teaching.
The framework for teaching identifies 23 critical components of teaching that identify what teachers should know and be able to do in the exercise of their profession. It is based upon assumptions about what is important for students to learn, the nature of learning and how to promote it, the purposeful nature of teaching, and the nature of professionalism. The components are organized into four general domains: Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities. The components within each domain form a coherent body of knowledge and skill, which can be focused upon independently from the other domains. There are also many points of connection across domains.
Domain 1 (Planning and Preparation) is revealed through a teacher’s plans for instruction. This includes knowledge of one’s students, knowledge of content area and available resources, setting appropriate goals, designing instruction, and assessing student learning. Domain 2 (The Classroom Environment) and Domain 3 (Instruction) are demonstrated principally through a teacher’s interaction with students. Domain 2 addresses interpersonal relationships among the students and with the teacher, classroom routines and procedures, management of student behavior, and physical arrangement of the classroom. Domain 3 includes communicating with students, engaging them in learning, providing feedback, and responding to classroom events. Domain 4 (Professional Responsibilities) emphasizes the interactions a teacher has with families, colleagues, and the community, attending to one’s own professional growth through self-reflection and participation in professional organizations and university classes, and contributing to the school and the Association. Educators in many settings have found this framework for teaching useful in structuring their efforts.
The Framework for Professional Practice is based upon Charlotte Danielson’s book Enhancing Professional Practice: A Framework for Teaching.
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The Lutheran High School Association of Greater Milwaukee
A Framework for Professional Practice
Professional educators have found the framework for teaching useful in structuring their efforts for improving professional practice. The framework identifies 23 critical components of teaching that identify what teachers should know and be able to do in the exercise of their profession. The components are organized into four general domains, each with a group on components. Educators in many settings have found the framework for teaching useful in structuring their efforts.
Domain 1 (Planning and Preparation) is revealed through a teacher’s plans for instruction. This includes knowledge of one’s
students, knowledge of content area and available resources, setting appropriate goals, designing instruction, and assessing student learning.
Domain 2 (The Classroom Environment) and Domain 3 (Instruction) are demonstrated principally through a teacher’s interaction with students. Domain 2 addresses interpersonal relationships among the students and with the teacher, classroom routines and procedures, management of student behavior, and physical arrangement of the classroom.
Domain 3 (Instruction) includes communicating with students, engaging them in learning, providing feedback, and responding to classroom events.
Domain 4 (Professional Responsibilities) emphasize the interactions a teacher has with families, colleagues, and the community, attending to one’s own professional growth through self-reflection and participation in professional organizations and university classes, and contributing to the school and the Association.
Wisconsin Teacher Standards
It is the intent of The Lutheran High School Association of Greater Milwaukee to comply with or exceed the Wisconsin Teacher Standards. They will be referenced, for your convenience, throughout this document.
1. Teachers know the subjects they are teaching. (Domains 1 and 3)
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
2. Teachers know how children grow. (Domains 1 and 3)
The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
3. Teachers understand that children learn differently. (Domains 1 and 2)
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
4. Teachers know how to teach. (Domains 1 and 3)
The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children’s development of critical thinking, problem solving, and performance skills.
5. Teachers know how to manage a classroom. (Domain 2)
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Teachers communicate well. (Domains 1, 2, 3 and 4)
The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Teachers are able to plan different kinds of lessons. (Domains 1 and 3)
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
8. Teachers know how to test for student progress. (Domains 1, 3 and 4)
The teacher understands and uses formal and informal strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
9. Teachers are able to evaluate themselves. (Domain 4)
The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
10. Teachers are connected with other teachers and the community. (Domains 1 and 4)
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and who acts consistently with integrity, fairness and in an ethical manner.
A Framework for Professional Practice
Domain 2: Classroom EnvironmentWisconsin Teacher Standards 3, 5, 6
2A: Creating a Christ-Centered Environment (WTS 5, 6)
· Teacher interaction with students
· Student interaction with other students
· Christian classroom environment
2B: Establishing a Culture for Learning (WTS 3, 5, 6)
· Importance of the content
· Expectations for learning and achievement
· Student pride in work
2C: Managing Classroom Procedures (WTS 5)
· Management of instructional groups
· Management of transitions
· Management of materials and supplies
· Performance of non-instructional duties
2D: Managing Student Behavior (WTS 5)
· Expectations
· Monitoring of student behavior
· Response to student misbehavior
· Distinction of Law and Gospel
2E: Organizing Physical Space (WTS 5)
· Safety and accessibility
· Arrangement of furniture and use of physical resources
· Creating a Christ-centered classroom
Domain 1: Planning and Preparation
Wisconsin Teacher Standards 1, 2, 3, 4, 6, 7, 8, 10
1A: Demonstrating Knowledge of Content/ Subject Area
(WTS 1, 4)
· Knowledge of content and the structure of the discipline
· Knowledge of prerequisite relationships
· Knowledge of content-related pedagogy
1B: Demonstrating Knowledge of Students (WTS 2, 3)
· Knowledge of child and adolescent development
· Knowledge of the learning process
· Knowledge of students’ skills, knowledge, and language proficiency
· Knowledge of students’ interested and cultural heritage
1C: Setting Instructional Outcomes (WTS 1, 6)
· Value, sequence and alignment
· Clarity
· Suitability for diverse learners
· Balance
1D: Demonstrating Knowledge of Resources (WTS 10)
· Resources to extend content knowledge and pedagogy
· Resources for students
1E: Designing Coherent Instruction (WTS 3, 4, 7)
· Learning activities
· Instructional materials and resources
· Instructional groups
· Lesson and unit structure
1F: Designing Student Assessments (WTS 7, 8)
· Congruence with instructional outcomes
· Criteria and standards
· Use for planning
Domain 4: Professional Responsibilities
Wisconsin Teacher Standards 6, 8, 9, 10
4A: Reflecting on Teaching (WTS 9)
· Accuracy
· Use in future teaching
4B: Maintaining Accurate Records (WTS 6, 8)
· Student completion of assignments
· Student progress in learning
· Non-instructional records
4C: Communicating with Families (WTS 6, 10)
· Information about the instructional program
· Information about individual students
· Engagement of families in the instructional program
4D: Participating in a Professional Community (WTS 6, 10)
· Relationships with colleagues
· Service to the school
· Participation in school and Association projects
4E: Growing and Developing Professionally (WTS 10)
· Enhancement of content knowledge and pedagogical skill
· Service to profession
4F: Showing Professionalism (WTS 9, 10)
· Service to students
· Advocacy
· Decision making
4G: Teacher as Professional Minister
· Ministering to families
Domain 3: Instruction
Wisconsin Teacher Standards 2, 3, 4, 6, 7, 8
3A: Communicating with Students (WTS 2, 6)
· Expectations for learning
· Directions and procedures
· Explanations of content
· Use of oral and written language
3B: Using Questioning and Discussion Techniques
(WTS 4, 6)
· Quality of questions
· Discussion techniques
· Student participation
3C: Engaging Students in Learning (WTS 7)
· Representation of content
· Activities and assignments
· Grouping of students
· Instructional materials and resources
· Structure and pacing
3D: Providing Feedback to Students (WTS 8)
· Assessment criteria
· Quality
· Timeliness
· Student self-assessment and monitoring of progress
3E: Demonstrating Flexibility and Responsiveness
(WTS 3, 4, 7)
· Lesson Adjustment
· Response to students
· Persistence
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The Lutheran High School Association of Greater Milwaukee
A Framework for Professional Practice
Component / Domain 1: Planning and PreparationWisconsin Teacher Standards 1, 2, 3, 4, 6, 7, 8, 10
Unsatisfactory / Basic / Proficient / Distinguished
1A: Demonstrating Knowledge of Content/ Subject Area (WTS 1, 4) / Teacher has little understanding of the prerequisite knowledge and skills important for student learning of the content. / Teacher has some awareness of prerequisite learning, but that knowledge is incomplete and/or may be inaccurate. / Lesson plans and instructional practices reflect an understanding and use of the prerequisite knowledge. / Teacher actively builds on knowledge of prerequisite relationships during instruction.
1B: Demonstrating Knowledge of Students (WTS 2, 3) / Teacher is unfamiliar with the different approaches to learning that students exhibit (i.e., readiness levels, multiple intelligences, language proficiency, etc.) / Teacher has a general understanding of the different approaches to learning that students exhibit. / Teacher has a solid understanding of the different approaches to learning that each student exhibits. / Teacher uses, where appropriate, his or her knowledge of students’ varied approaches to learning in instructional planning.
1C:
Setting Instructional Outcomes (WTS 1, 6) / Teacher goals or expectations for students are not clearly stated and/or do not reflect what’s important to learn. / Teacher goals or expectations for the students are generally clear and/or valuable to them. / All teacher goals and expectations are clearly stated and reflect what’s important for the students to learn and understand. / All teacher goals and expectations are clearly stated, easily understood by students, reflect high expectations related to the curriculum and standards, and are assessed.
1D: Demonstrating Knowledge of Resources (WTS 10) / Teacher is unaware of resources available through the school, Association, or community. / Teacher has a limited awareness of resources available through the school or Association. / Teacher is aware of resources available through the school or Association and shows some familiarity with resources external to the school. / Teacher is fully aware of resources available through the school, Association, or community and actively seeks materials from other sources to enhance curriculum and instruction.
1E:
Designing Coherent Instruction (WTS 3, 4, 7) / The lesson or unit plan has no clearly defined structure. / The lesson or unit plan has some structure, but it is not uniformly maintained throughout and pacing is inconsistent. / The lesson or unit plan has a clearly defined structure around which activities are organized and pacing is consistent. / The structure for the lesson or unit is clear, allows for different ways of learning according to student needs. The progression of activities is highly coherent.
1F:
Designing Student Assessments
(WTS 7, 8) / Teacher’s proposed approach contains no criteria or standards and has no plans to use assessment results in designing future instruction. / Assessment criteria have been developed but they are not clear. Some assessment results are used to plan for the class as a whole. / Assessment criteria are clear and related to instructional objectives. Assessment results are used to plan instruction for groups of students. / Assessment criteria are clear and related to instructional objectives; there is evidence that students contributed to their development. Assessment results are used to plan instruction for individual students.
The Lutheran High School Association of Greater Milwaukee