Teaching is a complex and sophisticated endeavor. It involves thousands of decisions every day and requires teachers to constantly adjust their instructional practices to meet the needs of their students. To help them with this challenging task, school districts have put in place instructional frameworks and rubrics.
These frameworks and rubrics are intended to capture the complexity and sophistication of teaching across grade levels and content areas and give everyone a common language when talking about classroom teaching. But as instructional leaders and teachers increasingly have a shared general understanding of what good teaching looks like and how it is evaluated, many are asking how to grow teaching practice — in particular, content areas like math, language arts, social science and others. They are asking about using frameworks in content-specific ways to develop content-specific thinking habits.