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.