Put into action, instructional frameworks help teachers locate their current level of fluency, focus on the key dimensions of professional judgment, and take their practice to the next level. Discover how to accelerate teacher growth by taking the “insider’s view” of practice, articulating key dimensions of professional judgment to create clear growth pathways for teachers at every level of fluency. Teacher leaders, administrators, and instructional coaches will gain a replicable process for: Identifying the most promising areas of focus - Drafting and piloting an initial framework - Getting input and feedback from teachers - Articulating a vision for exemplary practice - Building momentum and overcoming resistance to change Contents: Introduction Part 1: What Are Instructional Frameworks? Chapter 1: Defining and Developing Instructional Frameworks Chapter 2: Making Shared Expectations More Specific Chapter 3: Instructional Frameworks in Action―Case Studies Part 2: How to Develop Instructional Frameworks Chapter 4: Choose a Focus Chapter 5: Bounding Your Improvement Focus Chapter 6: Identifying Key Components Chapter 7: Articulating Levels of Fluency Chapter 8: Getting Started and Getting Input Part 3: Instructional Frameworks in Action Chapter 9: Using Instructional Frameworks for Teacher Growth Chapter 10: Broader Applications for Instructional Frameworks Chapter 11: Supporting Organization-Level Initiatives With Instructional Frameworks Conclusion: Coming Full Circle Appendix A-Q References and Resources Index “Teaching is both a science and an art. So, how do we teach those seemingly instinctive gifts great teachers appear to possess? Ms. Bell-Williams and Dr. Baeder show you how in this engaging, enlightening, and practical book. Applying systems thinking to the nuanced requirements of teaching and working with students, the authors have found a way to ‘operationalize common sense’ and clearly define best practices. I learned a great deal from their emphasis on instructional vision and leadership, team collaboration, and overcoming the biggest challenges inherent in school transformation. As the principal of a Solution Tree Model PLC School for five years running, I was reminded how much we can still learn and grow and, more importantly, how to do it!” ---- Greg Axelson , principal, Coppell Middle School North, Texas “In Mapping Professional Practices, the authors identify comprehensive frameworks for supporting the decision-making process of educators in the field. Heather Bell-Williams and Justin Baeder use their extensive knowledge and years of experience working with educational leaders, teachers, and support staff to offer detailed guidance, evidence-driven feedback, and tools for success to promote better judgment when working with students to bring about positive outcomes. This book offers educational leaders strategies to improve professional conversations, give targeted feedback, and foster reflection about classroom practices with preservice, novice, mid-career, and veteran teachers.” ---- Maria G. Dove , professor of education, Molloy College, New York “In Mapping Professional Practice, Heather Bell-Williams and Justin Baeder have created a guide to what great leaders do best: creating vision and implementing change. Their book introduces the concept of invisible practice and explains how to define and measure such practices―the key to driving sustainable change in schools. It’s one thing to use frameworks for this process, but a different skill entirely to understand and learn to develop frameworks that fit the needs of one’s own school. Mapping Professional Practice teaches the latter in an accessible format for school leaders.” ---- Eddie Velez , educational speaker & principal, John F. Kennedy High School, California Heather Bell-Williams is the principal of Milltown Elementary School in St. Stephen, New Brunswick, Canada. Her focus during her twenty years in the principalship has included academic, social, and community interventions to promote community growth and wellness. Heather has been in education since 1988 and has served as a classroom teacher, resource teacher, vice principal, district coordinator, and elementary school principal. Heather has facilitated leadership development modules; professional development at the district, provincial, and national levels; and professional development for not-for-profits. She is a member of the New Brunswick Teachers’ Association In-School Administrators Committee and a former member of the New Brunswick Provincial Principals’ Advisory Committee. In 2019, she won the Vince Sunderland Memorial Award for Outstanding Educational Leadership. Heather is a certified life coach and a trained Fierce Conversations facilitator and has completed numerous courses and programs to foster the integration of special needs students in the general classroom setting. Heather has contributed to her professional association