FRAMEWORK FOR 21ST CENTURY TEACHING

The World

Communities

Schools

Teachers

Learners

Linda Cathryn Muehlinghaus

ILPD 781-101: Seminar in Supervision

Towson University
Dr. Diane Wood

October 2011
FRAMEWORK FOR 21ST CENTURY TEACHING
This framework was designed as a tool to explore and document the collaborative work of teachers and students in classroom instruction and to
provide feedback on dispositions, strategies and theoretical considerations that promote success in 21 st century schools. The use of a relational Venn
diagram emphasizes that individuals are shaped by and shape the social and cultural structures, beliefs systems and practices that guide their lives.
Although these important philosophical considerations influence teaching and learning beliefs and practices, this framework is meant to be a tool for
understanding how the work in individual classrooms and schools fosters learning and knowledge acquisition, and how these activities taken
together equip children to be active, productive, and positive citizens of the world. For this reason the framework is divided into three areas: Focus
on Learners; Focus on Instruction and Assessment; and Focus on The Teacher as Professional.

This framework is guided by two core beliefs, and these also provide a rationale for its structure: 1. Students are of primary importance and should
be at the center of all explorations about what makes for good teaching. Therefore the first focus area explores generally what we know about
students: how they learn; what they bring to the classroom and to school. 2. The goal of 21st Century education is to educate students for
participation in communities of exchange and life-long learning far beyond individual classrooms and school communities. This work begins in
classrooms and is the placed primarily in the hands of classroom teachers. For this reason specific attention to classroom instruction and assessment
issues and teachers are the second and third focus areas of this framework.

The framework is intended to complement the Danielson Framework for Teaching by addressing in greater depth 21st century information and
technology literacies and research on teachers as professionals and learners.

Evaluation and scoring:

Evidence observed within each focus area element demonstrates teaching that is:
4: Exemplary and reflective 3: Strong—demonstrates clear rationale and purpose 2: Satisfactory 1: Needs improvement N/A: No evidence of
this focus area element was observed

LC Muehlinghaus/ILPD 781 Fall 2011 D. Wood, Instructor 2

FOCUS ON LEARNERS WHAT I SAW…
Emphasis on How Students Learn
 Taps into children’s’ innate abilities to solve and generate problems N/A 1 2 3 4

 Helps students understand their particular contributions in learning activities N/A 1 2 3 4

 Promotes learning that is process oriented N/A 1 2 3 4

o Emphasis on learning steps over outcomes
 Considers how attitudes and perceptions (of self and perceived from others) influence N/A 1 2 3 4
students’ ability to learn
 Encourages students to own their learning and knowledge N/A 1 2 3 4
o Encourages students to make use of prior knowledge, anticipations, expectations and
(mis)conceptions to construct sense and meaning
o Models a variety of ways to anticipate, predict and reflect on learning; to hypothesize,
test, revise and evaluate their experiences and knowledge base
o Extends and refines learning—fosters use of knowledge structures in new and
unanticipated ways. (model/scaffold inquiry)
o Creates opportunities for students to apply learned content to new and personally
meaningful interests and contexts
Emphasis on Home Communities and Cultures

 Places emphasis on school as an integral part of community life N/A 1 2 3 4

o Students’ home culture provides gateway to learning
o School activities are aligned with the goals and assessment practices of the
community
o Connects learning in school to real-life activities
 Celebrates and embraces cultural diversity N/A 1 2 3 4

 Helps students build relationships with one another to pose and solve problems N/A 1 2 3 4
collaboratively and cross-culturally

 Promotes linguistic diversity N/A 1 2 3 4

o Encourages use of home language to support social and intellectual work in school

LC Muehlinghaus/ILPD 781 Fall 2011 D. Wood, Instructor 3

FOCUS ON INSTRUCTION AND ASSESSMENT WHAT I SAW…
Classroom Climate

 Classroom is clean, well-organized N/A 1 2 3 4

o Physical layout of desks, chairs and other furniture and equipment allows students
and teachers to move freely and provides clear visual access to one another;
o Instructional resources are well-organized, placed where students can access and use
them with ease; guidelines for use clear (e.g. rotation charts)
 Students are eager to learn, engaged and focused on lesson N/A 1 2 3 4

 Teacher enjoys interacting with students N/A 1 2 3 4

 Teacher communicates to students that they can learn, will achieve, and have unending N/A 1 2 3 4
opportunities to do so in the class and in their futures
o All students’ attempts to learn are supported using appropriate instructional strategies
 Classroom reflects life of students through student work and original art N/A 1 2 3 4

 Holds students accountable for learning through clearly articulated expectations for N/A 1 2 3 4
classroom behavior and participation
o Teacher and students collaborate to set and monitor respectful classroom norms and
procedure
o Provides students with feedback mechanisms for managing their own behavior (e.g.
behavior chart)
Subject Matter Expertise and Pedagogical Knowledge
 Teacher shows a passion for content area N/A 1 2 3 4
o Incites curiosity

 Teacher demonstrates content area expertise N/A 1 2 3 4

 Teacher is a collaborative learning partner N/A 1 2 3 4

o Teacher facilitates learning and contextualizes subject matter content
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 o Exploration and discovery are shared experiences between students and teacher and
students
 Goals and objectives are clear, appropriate, and aligned to subject matter content N/A 1 2 3 4
standards
o Lessons and classroom activities are well planned and developmentally appropriate

 Teacher helps students set realistic and reachable learning goals N/A 1 2 3 4
o Student are provided a clear explanation of what academic success looks like in
content area instruction (e.g. rubrics; student work examples)
 Teacher designs instruction to promote knowledge transfer N/A 1 2 3 4
o Focus on understanding: flexible thinking and active meaning making
o Teacher scaffolds and models how to build knowledge structures, make meaningful
patterns, and “chunk” information for fluid retrieval
 Teacher differentiates instruction to meet student needs and learning styles N/A 1 2 3 4
o Teacher uses an array of instructional strategies and information types to engage
students in content area knowledge exploration and activities
 Instruction highlights the evolving nature of knowledge within content areas N/A 1 2 3 4
o Instruction stresses creativity and marvel applications of knowledge

 Teacher is able to identify, locate, access and create meaningful lessons using a variety N/A 1 2 3 4
of instructional media
o Uses information in innovative ways to address traditional and innovative approaches
to teaching subject matter content
 Tailors and monitors the pace of classroom instruction, complexity and difficulty of N/A 1 2 3 4
content to help students move positively toward learning goals
o “Wait time” allows students opportunities to process information
 Designs and tailors assessment tools to student learning styles, preferences and N/A 1 2 3 4
dispositions

 Uses diagnostic assessment to differentiate instruction and provide students with N/A 1 2 3 4
appropriate “jump off” spots (ZPD)

 Uses formative and summative assessment tools to monitor students’ understanding of N/A 1 2 3 4
subject area

 Uses assessment to help students monitor their knowledge growth and reflect on their N/A 1 2 3 4
thinking

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 o Provides on-going, continuous feedback and clear explanation of student
achievements and challenges—walks around; checks for understanding (1:1 and
group)
 Uses assessment to reflect on teaching N/A 1 2 3 4
o to tailor, refine, and adjust teaching strategies to meet students’ cognitive, social,
psychological and emotional needs

FOCUS ON TEACHER AS PROFESSIONAL WHAT I SAW…

The Professional Teacher

 Embodies the mission and vision of the school N/A 1 2 3 4

o Acts as a role model, a mentor and an agent for change in the school and community

 Attends to students’ moral and ethical well-being and development N/A 1 2 3 4

o Encourages students to empathetic interactions and empowers them to peaceful
conflict resolution
 Is a vocal advocate for teachers and the teaching profession N/A 1 2 3 4
o Contributes to the effectiveness, vitality, and self-renewal of the teaching profession
and of the school and its community

 Reflects on own teaching and teaching of others N/A 1 2 3 4

o Sets and revisits personal goals for professional growth

 Uses the language and terminology of the teaching profession N/A 1 2 3 4

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 WHAT I SAW…
 Seeks help and guidance from school administrators in reaching professional teaching N/A 1 2 3 4
goals

 Embraces opportunities for leadership and scholarly activity on issues of teaching and N/A 1 2 3 4
learning
o Seeks opportunities to engage in formative discussions and reflections about the
teaching and learning activities of the school

 Seeks out and positively accepts feedback from colleagues, administrators, students’ N/A 1 2 3 4
family members and caregivers, and members of the larger school community

21st Century Essential Teaching Skills

 Demonstrates information literacy competencies and knowledge of new and emerging N/A 1 2 3 4
literacies
o Models for students that information is power
 Uses technology to strengthen connections between school and home-life. N/A 1 2 3 4

 Demonstrates knowledge of the social, cultural and technological movements that have N/A 1 2 3 4
shaped schools and classroom instruction

 Explores global trends in education and best-practices research from other countries N/A 1 2 3 4
and cultures
o Evaluates and reflects on current research and professional practices on a regular
basis to make effective use of existing and emerging digital tools and resources in
support of student learning

 Promotes Digital Age citizenship and responsibility N/A 1 2 3 4

o Advocates, models, and teaches safe, legal, and ethical use of digital information and
technology, including respect for copyright, intellectual property, and the appropriate
documentation of sources
 Is able to integration electronic and multimedia technologies into all facets of teaching N/A 1 2 3 4

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  Exhibits leadership by demonstrating a vision of technology integration in content area N/A 1 2 3 4
instruction
o Participates in shared decision making and community building in how technologies
are used in instruction
o Supports the leadership and technology skills of others

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 POST OBSERVATION CONFERENCE
Please take a few minutes after our conference to think about how this exercise has been useful to your thinking in each of the three focus areas
outlined above. Jot down any comments or observations that might be useful to share with your colleagues and/or administrators in helping you
reach your professional goals.

How might feedback help you…

…promote greater student
comprehension of subject
matter?

… build a stronger
foundation in research-
based instructional
practices and research on
teaching and learning?

…base instruction on direct

knowledge of students and
their developmental
readiness?

…create learning
environments that are
culturally responsive and
relevant, make meaningful
connections between
students’ life at home and
at school?

…advance your
understanding of new
literacies and using
technology to support
content area instruction.

LC Muehlinghaus/ILPD 781 Fall 2011 D. Wood, Instructor 9