The Framework for <Remote> Teaching

Based on the FFT, our recommendations for supporting remote learning during the 2020-21 school year prioritize educator and student wellbeing, equity, and racial justice.

This guide and companion tools are informed by our conversations with educators, our experience as an organization, and what we’ve learned from our partners. We provide here our recommendations for meeting the needs of students in this time of crisis. Recent events have focused more attention on systemic racism in our systems of education and our practices as a field, which many scholars and educators have long been working to dismantle. And COVID-19 has now forced us into the type of personalized, 21st century learning that many have long championed. In this context, we have an opportunity to create even more engaging and just learning environments that support student autonomy and success.

remote teaching roadmap

Supporting Remote Instruction: "Applying the Framework for Teaching During the 2020-21 School Year"

This webinar, recorded on October 27, 2020, focuses on companions tools to the Framework <Remote> Teaching Guide. The Observation and Self-Assessment & Reflection Tools are available for free download on The Danielson Group website.

Reach out to ask about workshops and consultation. 

The Framework for <Remote> Teaching

This guide, though aligned to the FFT and rooted in its enduring principles, reflects some important shifts in response to our current context:

A Focus on Fewer Components - Our research, observations, and conversations with experts and practitioners have led us to a narrower set in order to better support educators in the context of online learning and remote instruction.

Updated Components and Elements - A third edition of the entire Framework has been under development for the last year. Some of the most exciting and relevant changes are previewed here. We think these changes are especially important to online instruction as well as our work for racial justice.

No Rubrics - Teachers need support, not scores. Now is not the time to be thinking about how to evaluate teacher performance in a new and fluid context. For this reason, this guide does not contain a rubric with four levels of performance. Instead, we describe priorities, actions, and strategies that align to proficient and distinguished practice, are focused on supporting students’ learning and wellbeing, and can help increase student autonomy and success.

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