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Educator effectiveness initiatives often use descriptions of effective teaching practices, such as Charlotte Danielson's "Framework for Teaching", to organize teaching separate domains for assessment. Danielson's domains include: Planning and Preparation, Classroom Environment, Professional Responsibilities, and Instruction.
Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. [1] [2] Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
Ferguson, Ronald, and Charlotte Danielson. "How Framework for Teaching and Tripod 7Cs Evidence Distinguish Key Components of Effective Teaching." Designing Teacher Evaluation Systems: New Guidance form the Measures of Effective Teaching Project. Ed. Thomas J. Kane, Kerri A. Kerr, and Robert C. Pianta. Jossey-Bass, July 2014.
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Danielson (2006) explains, "Many schools have instituted structures in which teachers assume formal leadership roles in the school, such as master teacher, department chair, team leader, helping teacher, or mentor."
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
TPACK domains and related subdomains address the complex nature of teaching effectively with appropriate technologies. [9] [16] While the different domains and subdomains can be explored as separate skill concepts, domains and subdomains were conceptualized to work in synergistic reciprocity meaning that the knowledge is not entirely separate indicating the intersectionality of each area.