Teacher Practice


"Teaching is a thinking person’s job, which has enormous implications for anyone that supports teachers. The conversations we have about practice must be about cognition. Teaching is about making decisions about what to do next given the circumstances. Teaching is an enormously complex activity.”

— Charlotte Danielson

Frequent classroom observations paired with timely, meaningful feedback and targeted support to help teachers continuously strengthen their instruction is a central feature of both the NYCDOE’s Citywide Instructional Expectations and Advance.

Teachers and their school leaders must develop a shared understanding of what effective instruction looks like, and a common language with which to discuss it in order to achieve continuous growth in teacher practice. Advance utilizes Charlotte Danielson’s 2013 Framework for Teaching to provide a common language to describe effective teaching practice, and regular, collaborative reviews of student achievement data to focus these conversations on improving student outcomes.

The Framework is a comprehensive, nationally-recognized, research-based rubric of teacher practice. It is comprised of 22 components, divided into four domains that provide precise language to describe facets of good teaching practice.

The Framework takes what we, as educators, already know about teaching, and promotes productive conversations about teacher practice by providing an articulated structure and a common language. The full Framework is posted to the NYSED website.

Explore the Danielson Framework and related resources: