The Framework for Teaching: Domains-Components-Elements

Domain 1 - Planning and Preparation Domain 2 – Classroom Environment

1a: Demonstrating Knowledge of Content/Pedagogy 2a: Creating an Environment of Respect and Rapport
Knowledge of content and the structure of the discipline Teacher interaction with students
Knowledge of prerequisite relationships Student interactions with other students
Knowledge of content-related pedagogy
1b: Demonstrating Knowledge of Students 2b: Establishing a Culture for Learning
Knowledge of child and adolescent development Importance of the content
Knowledge of the learning process Expectations for learning and achievement
Knowledge of students’ skills, knowledge, and language Student pride in work
proficiency
Knowledge of students’ interests and cultural heritage 2c: Managing Classroom Procedures
Knowledge of students’ special needs Management of instructional groups
1c: Setting Instructional Outcomes Management of transitions
Value, sequence, and alignment Management of materials and supplies
Clarity Performance of noninstructional duties
Balance Supervision of volunteers and paraprofessionals
Suitability for diverse learners
1d: Demonstrating Knowledge of Resources 2d: Managing Student Behavior
Resources for classroom use Expectations
Resources to extend content knowledge and pedagogy Monitoring of student behavior
Resources for students Response to student misbehavior
1e: Designing Coherent Instruction
Learning activities 2e: Organizing Physical Space
Instructional materials and resources Safety and accessibility Safety and accessibility
Instructional groups Arrangement of furniture and use of physical
Lesson and unit structure resources
1f: Designing Student Assessments
Congruence with instructional outcomes
Criteria and standards
Design of formative assessments
Use for planning
Domain 4 –Professional Responsibilities Domain 3 - Instruction
4a: Reflecting on Teaching 3a: Communicating with Students
Accuracy Expectations for learning
Use in future teaching Directions and procedures
4b: Maintaining Accurate Records Explanations of content
Student completion of assignments Use of oral and written language
Student progress in learning 3b: Using Questioning and Discussion Techniques
Noninstructional records Quality of questions
4c: Communicating with Families Discussion techniques
Information about the instructional program Student participation
Information about individual students 3c: Engaging Students in Learning
Engagement of families in the instructional program Activities and assignments
4d: Participating in a Professional Community Instructional materials and resources
Relationships with colleagues Grouping of students
Involvement in a culture of professional inquiry Structure and pacing
Service to the school 3d: Using Assessment in Instruction
Participation in school and district projects Assessment criteria
4e: Growing and Developing Professionally Monitoring of student learning
Enhancement of content knowledge / pedagogical skills Feedback to students
Receptivity to feedback from colleagues Student self-assessment and monitoring of progress
Service to the profession 3e: Demonstrating Flexibility and Responsiveness
4f: Showing Professionalism Lesson adjustment
Integrity and ethical conduct Response to students
Service to students Persistence
Advocacy
Decision making
Compliance with school and district regulations

The Framework’s Common Themes:

Equity, Cultural Competence, High Expectations, Developmental Appropriateness, Attention to Individual
Students, Appropriate Use of Technology, and Student Assumption of Responsibility

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