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Enhancing Professional Practice: A Framework for Teaching

2
nd
edition by Charlotte Danielson
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: ProIessional Responsibilities
Each Domain has components, 'the components oI proIessional practice constitute
a comprehensive Iramework reIlecting the many diIIerent aspects oI teaching
(Danielson, 2007, p. 2) The Iramework oIIers preparation Ior new teachers and can
be used as a road map, guidance Ior experienced teachers, and an improvement
guide. I personally own this book and really like it because it is like a rubric where
a new teacher/ student teacher/ experienced teacher can grade his/herselI on their
teaching quality, presentation, classroom management, proIessionalism etc.
Domain 1: Planning and Preparation
Component 1a: Demonstrating Knowledge oI Content and Pedagogy
Component 1b: Demonstrating Knowledge oI Students
Component 1c: Setting Instructional Outcomes
Component 1d: Demonstrating knowledge oI Resources
Component 1e: Designing Coherent Instruction
Component 1I: Designing Student Assessments
Domain 2: The Classroom Environment
Component 2a: Creating an Environment oI Respect and Rapport
Component 2b: Establishing a Culture Ior Learning
Component 2c: Managing Student Behavior
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Component 2e: Organizing Physical Space

Domain 3: Instruction
Component 3a: Communicating with Students
Component 3b: Using Questioning and Discussion Techniques
Component 3c: Engaging Students in Learning
Component 3d: Using Assessment in Instruction
Component 3e: Demonstrating Flexibility and Responsiveness
Domain 4: Professional Responsibilities
Component 4a: ReIlecting on Teaching
Component 4b: Maintaining Accurate Records
Component 4c: Communicating with Families
Component 4d: Participating in a ProIessional Community
Component 4e: Growing and Developing ProIessionally
Component 4I: Showing ProIessionalism
Domain 2:
Component 2a Creating an Environment of Respect and Rapport
-Teacher Interaction with Students
-Student interactions with other Students
'Teaching depends, Iundamentally, on the quality oI relationships among
individuals. When teachers strive to engage students in a discussion or an activity,
their interactions with them speak volumes about the extent to which they value
students as people (Danielson, 2007, p.64)
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'Teachers create an environment oI respect and rapport in their classrooms by the

ways they interact with students and by the interaction they encourage and
cultivate among students. In a respectIul environment, all students Ieel valued and
saIe. They know they will be treated with dignity, which encourages them to take
intellectual risks. High levels oI respect and rapport are sometimes characterized
by Iriendliness and openness, and Irequently by humor, but never by teachers
Iorgetting their role as adults. It is essential that teachers not believe that in order to
establish good relationships with students they must be seen as a Iriend or a pal
(Danielson, 2007, p.65)
Distinguished Student interaction with other students is: 'Students demonstrate
genuine caring Ior one another and monitor on another`s treatment oI peers,
correcting classmates respectIully when needed (Danielson, 2007, p. 66)
y opinion:
I am going to share my experience oI subbing Ior Domain 2a, component 2a:
Respect and Rapport. I recently have subbed at this particular 5
th
grade class twice.
The students and I had a really lovely relationship, they all gave me little notes
writing 'best sub ever 'thanks Ior coming and I received hugs and smiles, as
well as mischieI. OI course not everything in a classroom is going to be icing on
cake! There was a lot oI behavior problems, walking when asked to be seated,
talking when doing individual work, rolling eyes to one another, oII task behavior
at times, etc there was problems, these are rough kids Irom a really low SES
neighborhood but have hearts oI gold nonetheless. I came in the classroom with a
let`s get it done attitude, and a smile. Sometimes we Iorget how powerIul smiling
is, when I went to orientation with Clark County we were reminded several times,
remember to smile, why? It`s Iree! Sometimes it is hard to smile but we have to
remember why we are in the classroom in the Iirst place, and my philosophy is that
it is Ior the kids, to make them better than they were beIore they met me, to instill a
liIelong love Ior learning, curiosity and social skills that will help them succeed in
liIe. The kids picked up my positive attitude right away and I let them know I had
high expectations Irom each and every one oI them, even my special education
kids (one in a wheel chair and 2 with learning/emotional disabilities). The students
picked up my attitude and really tried hard to make my day easier and be
compliant, although it is hard, I mean they are kids, they are going to get in
trouble, they are not perIect and nor am I or anybody else I know.
I encouraged the kids to be kind to one another and reminded them that
we are in the class together and thereIore are a team and must work and behave
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like one. For example one oI my girls said out loud, 'Ms. Z I don`t want to work
with him! He smells, and he looks Iunny and was very upset, I was outraged,
indeed the kid did smell, his clothes reeked but is it really his Iault? And I don`t
like my students putting each other down! I had her apologize and tried to make
them work together. I treated all students with respect and dignity and modeled
appropriate behavior; I think I made a diIIerence and am now a permanent sub Ior
that teacher.
In conclusion Respect and Rapport is extremely important! II you still
are wondering what respect and rapport means. Here is my deIinition: How the
kids and the teacher get along, and how the students get along with one another.
The best relationships are those where individuals in a classroom trust each other
and Ieel comIortable enough to ask questions, share ideas and be ourselves.








ReIerences
Danielson, C. (1996, 2007). Enhancing Professional Practice A Framework For
Teaching (2nd ed., pp. 1-200). Alexandria, VA: ASCD.