Framework for Teaching (FfT)

Framework for Teaching is a classroom observation instrument that can be used for measuring and evaluating the instructional quality of all teachers (from pre-service to experienced) across grades K-12. The measure can be flexibly used by classroom teachers for professional learning, school leaders for evaluation, researchers for measurement, and system leaders as a common language for organizing the profession.

Content

Domains
Subdomain
Topics

Classroom Instruction, Teacher Beliefs Teacher Skills

Grades
K-12
Languages
English
Respondent
Observer

Administration information

Length
There are 77 elements across 22 components covering four domains (Planning and Preparation; The Classroom Environment; Instruction; Professional Responsibilities). Suggested duration of use is not provided.
Price

Training workshop prices vary by length. As of 2019, workshops cost ~$400 per person per day. Workshops for training evaluators using the measure for high-stakes evaluation are also available.

Training
Workshops and onsite support can be purchased.
Administration
Individual,
Observation
National Sample
No

Access and Use

Instrument Use in Peer-Reviewed Studies

"Mantzicopoulos, P., French, B. F., Patrick, H., Watson, J. S., & Ahn, I. (2018) The stability of kindergarten teachers’ effectiveness: A generalizability study comparing the Framework For Teaching and the Classroom Assessment Scoring System, Educational Assessment, 23:1, 24-46

Pharis, T. J., Allen, L., Mahoney, J. V. & Sullivan, S.. (2018). Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools. International Journal of Education Policy & Leadership, 13(5).

Wenner, J. A., & Kittleson, J. (2018). Focused Video Reflections in Concert With Practice-Based Structures to Support Elementary Teacher Candidates in Learning to Teach Science. Journal of Science Teacher Education, 29(8), 741–759."

Psychometrics

Scoring
Manual scoring
Open Access
No
Resources on Psychometric Properties

"Kane, T. J. & Staiger, D. O. (2012) Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. Research Paper: Measures of Effective Teaching Project. Seattle, WA: Bill & Melinda Gates Foundation.

Lash, A., Tran, L., and Huang, M. (2016). Examining the validity of ratings from a classroom observation instrument for use in a district’s teacher evaluation system (REL 2016–135). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.

Sartain, L., Stoelinga, S. R., & Brown, E. R. (2011) Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation. Research Report. Chicago, IL: Consortium on Chicago School Research at the University of Chicago."