| LP Certification Model |
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| Domain Descriptions |
| Frameworks for Classroom Teachers |
| Frameworks for Non-Classroom Certified Positions |
| LP Timelines |
| Professional Growth Plans |
| Forms |
| FAQ |
CERTIFIED NON-CLASSROOM FRAMEWORKS |
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| “The Framework for teaching is a framework for teaching; it is not a framework for school nurses, school psychologists, or even media/library specialists. Those educators, while their responsibilities typically include some teaching, also engage in other important activities as well. Librarians, for example, maintain a collection; nurses manage immunization records and dispense medications to student who need them. Therefore, although specialists are typically included in the teacher’s bargaining unit, and are, in that sense, considered teachers, their positions are essentially different from those of teachers, and must be described separately. The specialist positions described in this chapter, on the other hand, involve many other responsibilities in addition to that of teaching students. In the case of instructional specialists, people who work as coaches, for example, their principal “clients” are other teachers. School librarians, nurses, psychologists, and counselors, while they do work with students, do so as part of a larger program that also includes coordinating their work with colleagues and outside agencies to an extent that is not essential for classroom teachers. The frameworks for specialists have evolved over many years, through the work of educators throughout the United States. Educators in many school districts, and indeed entire states, who have decided to use the framework for teaching as the foundation of their efforts in instructional enhancement, have discovered that the work of specialists is not adequately described in the framework for teaching. The state of Delaware, for example, convened state-wide committees, comprised of representatives from many school districts in the state, and individuals active in their own professional organizations, to develop specialist frameworks. School districts have taken a similar approach; many of them have been willing to share their work. The frameworks for specialists described here should not be considered the “last word” on the subject; like the domains and components of the framework for teaching, they may have to be slightly modified to adequately reflect the conditions in any particular location. They represent an amalgam of a range of state- and district-developed frameworks, but have not drawn extensively on the efforts of any single entity. They reflect, it is hoped, a good “first draft” that educators can use to formulate their own frameworks.” |
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Excerpted from:
Danielson, Charlotte. Enhancing Professional Practice : A Framework for Teaching. Alexandria: Association for Supervision & Curriculum Development, 2007. |
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