The framework for teaching described in this book is based on the PRAXIS III: Classroom Performance Assessments criteria developed by Educational Testing Service. This framework identifies those aspects of a teacher's responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. Those responsibilities seek to define what teachers should know and be able to do in the exercise of their profession. In this framework, the complex activity of teaching is divided into 22 components clustered into four domains of teaching responsibility: planning and preparation, classroom environment, instruction, and professional responsibilities. Although the components are distinct, they are also related to one another: A teacher's planning and preparation affect instruction, and all these are affected by the reflection on practice that accompanies a unit and lesson.
The framework of professional practice is designed to meet the needs of novice teachers, who are concerned with day-to-day survival; experienced teachers, who want to improve their effectiveness and help their colleagues do so as well; and highly accomplished teachers, who want to move toward advanced certification and serve as a resource to less-experienced colleagues.