The DC Framework for Teaching
Domain 1: Planning and Preparation
Component 1a: Rooted in Christ
Component 1b: Demonstrating Knowledge of Content and Pedagogy
Component 1c: Demonstrating Knowledge of Students
Component 1d: Selecting Instructional Goals
Component 1e: Demonstrating Knowledge of Resources
Component 1f: Designing Coherent Instruction
Component 1g: Assessing Student Learning
Based on the work of Charlotte Danielson, Enhancing Professional Practice: A
Framework for Teaching, ASCD,1996.
exists to strengthen Christian Schools and equip Christian Educators worldwide as they prepare
students academically and inspire students to become devoted followers of Jesus Christ.
Domain 2: The Classroom Environment
 Component 2a: Creating an Environment of Respect
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and Rapport
Component 2b: Establishing a Culture for Learning
Component 2c: Managing Classroom Procedures
Component 2d: Managing Student Behavior
Component 2e: Organizing Physical Space
Domain 3: Instruction
 Component 3a: Communicating Clearly and
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Accurately
Component 3b: Using Questioning and Discussion
Techniques
Component 3c: Engaging Students in Learning
Component 3d: Providing Feedback to Students
Component 3e: Demonstrating Flexibility and
Responsiveness
Domain 4: Professional
Responsibilities
 Component 4a: Reflecting on Teaching
 Component 4b: Maintaining Accurate Records
 Component 4c: Partnering with Families
 Component 4d: Contributing to the School
 Component 4e: Growing and Developing
Professionally
 Component 4f: Authentic Servanthood
Independent School Management
Characteristics of Professional Excellence
Classroom-Related Skills:
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Academic Standards: I set clearly articulated standards for student academic
performance.
Testing: I create predictable tests (not to be confused either with “simple”
tests or with “easy” tests); my students can rely on the test preparation that I
offer them.
Grading: I provide fair, reliable, understandable grade/reward structures for
my students; my students are led to understand why they receive the grades
they receive—good or bad—and thereby to see how improvement, if they will
seek it, might be possible.
Content Knowledge: I am knowledgeable of cutting-edge content and
developmental theory.
Pedagogy: I have mastered at least one pedagogical approach that is
supported by reliable, contemporary research outcomes.
Real-Life Application: I am practiced in applying any subject matter to
real-life conditions beyond the classroom, including applications that may be
global or universal in their potential.
exists to strengthen Christian Schools and equip Christian Educators worldwide as they prepare
students academically and inspire students to become devoted followers of Jesus Christ.
Teachers’ Attitudes Toward Students and Teaching:
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Gladness: I am glad to arrive at school and to see my students each day.
Wishing Success: I find ways to make it obvious to all students that I wish
them success every day, both in school and outside of school.
Encouraging Virtue: I find ways to make it obvious to all students that I want
them to become better, more virtuous people (in ways consistent with our
school’s stated purposes and projected outcomes for our graduates).
Behavior Standards: I set reasonable, defensible standards for student
behavior.
Bullying Awareness: I am continually alert to the threat of bullying between
and among my students.
Confrontations with Dignity: In confrontations with students, I conduct
myself in ways that leave students’ dignity intact regardless of the nature of the
issue or infraction.
Enforcing Rules: I enforce our rules, including the dress code, justly, fairly,
consistently.
Predictability and Consistency: I am able to present myself each day in ways
that will be seen by my students as consistent and reliable (i.e., unaffected by
outside-of-school problems).
exists to strengthen Christian Schools and equip Christian Educators worldwide as they prepare
students academically and inspire students to become devoted followers of Jesus Christ.
Teachers’ Attitudes Students and Teaching: Cont’d
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Demonstrated Enthusiasm: I demonstrate believably high levels of
enthusiasm for teaching/learning and for the content of my studies.
Professional Development-Focused: I pursue career-long professional
development as a foremost priority.
Student Engagement: I am practiced in establishing meaningful
emotional/psychological engagement with all my students.
Personal Involvement: I am practiced in finding creative and appropriate
ways to be involved with my students outside the classroom.
Interest in Student Lives: I am practiced in displaying an overt, conspicuous
interest in students’ outside-the-class lives—apart from other previous item—
without crossing privacy barriers.
Positive Reinforcement: I am practiced in providing private an public positive
reinforcement for individual or group (student) successes.
Parent Communications: I am practiced in establishing proactive
communication with, and service to, each student’s parents.
exists to strengthen Christian Schools and equip Christian Educators worldwide as they prepare
students academically and inspire students to become devoted followers of Jesus Christ.
Teachers’ Attitudes Toward the School and Colleagues:
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Commitment to Mission: I demonstrate through words and actions a genuine,
believable commitment to the school, its purposes, its leadership, and my peers.
Colleague Engagement: I am practiced in giving active support for, and
establishing active engagement with, colleagues.
Commitment to Colleagues: I am practiced in making an overt commitment to
the personal and professional well-being of colleagues, administrators, and (other)
nonteaching staff.
Commitment to Professional Community: I am practiced in making positive
contributions to a professional, mission-focused sense of community with all
constituent groups.
Public Support for School: I am practiced in giving public support for students,
colleagues, and employers (administration and Board).
Socializing Knowledge: I am practiced in communicating in-class
experimentation-and-testing outcomes and findings to colleagues, within and
beyond the school.
Professional Academic Community: I am practiced in routine (yet
enthusiastic) participation in outside-the-school academic organizations whose
work is supportive of, and pertinent to, my field(s).
exists to strengthen Christian Schools and equip Christian Educators worldwide as they prepare
students academically and inspire students to become devoted followers of Jesus Christ.
Faith-Based Characteristics:
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Commitment to Congregation: I am practiced in making an overt
commitment to the life of my own congregation (church, synagogue, etc.) and
its core traditions.
Role Model: I am practiced in serving as a mature role model for a biblically
focused lifestyle.
Personal Faith Commitment: I am skilled in articulating the personal/ethical
implications of a lifelong faith commitment.
Tolerance: I display appropriate levels of public tolerance of, and respect for,
other religious points of view.
Knowledge of Faith: I am knowledgeable of the developmental history of my
school’s religious heritage.
Worship Participation: I actively participate in (and when appropriate, lead)
the explicitly religious components of the school’s student and community
programs.
Personal Religious Growth: I am committed to growing professionally and
personally within the framework of my religious traditions.
exists to strengthen Christian Schools and equip Christian Educators worldwide as they prepare
students academically and inspire students to become devoted followers of Jesus Christ.
The top 6-10 characteristics for your school?
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exists to strengthen Christian Schools and equip Christian Educators worldwide as they prepare
students academically and inspire students to become devoted followers of Jesus Christ.