The Frameworks for Teaching for Other Professionals are research-based sets of components of instruction that are grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into multiple standards clustered into four domains of teaching responsibility:
1. Planning and Preparation
2. The Environment
3. Delivery of Service
4. Professional Responsibilities
Frameworks for Teaching for Other Professionals are designed for the unique professional responsibilities of these specialists.
Self-reflection is a process by which Other Professionals assess the effectiveness of their planning, implementation, content knowledge, beliefs, and dispositions for the purpose of self-improvement. The goal of self-reflection is to improve through ongoing thinking on how professional practices impact student and teacher learning.
The goal of a professional growth plan is to facilitate the translation of growth needs identified through self-reflection and other processes into practical activities and experiences that are of value to Other Professionals in strengthening their competencies in the identified growth need areas.
Self-reflection and professional growth planning are sources of evidence used to determine an educator's Overall Professional Practice Rating.
Observation is one source of evidence that contributes to an educator's Overall Professional Practice Rating. For some categories of Other Professionals, observations may look more like a site visit to meet the confidentiality needs of their work.
All observations will include a post-observation conference where Other Professionals and primary evaluators will have a conversation about how the evidence collected during the observation aligns with the Kentucky Framework for Teaching-Specialist Frameworks.
The power of observation lies in its ability to provide feedback and analytical reflection necessary for Other Professionals to make intentional changes to their professional practices.