Architecture of Accomplished Teaching


Architecture of Accomplished Teachingarchitecture-of-accomplished-teaching-copyright-copy

The Architecture of Accomplished Teaching serves as a framework of the essential elements of accomplished educational ‘practice that demonstrates [a] command of an underlying architecture of conscious and deliberate practice towards well-defined, high goals that are appropriate ‘ to enhance student learning and make knowledge accessible to all students.  The Architecture of Accomplished Teaching provides a view of how the use of the Five Core Propositions and the standards that are developed from them result in student learning.  As depicted in the Architecture of Accomplished Teaching illustration, shown below, one strand represents teaching practice as grounded in the Five Core Propositions, while the other strand represents the teacher’s impact on students and their learning.  National Board’s Five Core Propositions, embedded within the Architecture of Accomplished Teaching, are the foundational  tenets for accomplished teaching.

“First written in 1989,  and revised in 2016,  What Teachers Should Know and Be Able to Do articulates National Board’s Five Core Propositions for teaching. Comparable to medicine’s Hippocratic Oath, the Five Core Propositions sets forth the profession’s vision for accomplished teaching. Together, the propositions form the basis of all National Board Standards and the foundation for National Board Certification.”

Proposition 1: Teachers are committed to students and their learning.

Proposition 2: Teachers know the subjects they teach and how to teach those subjects to students.

Proposition 3: Teachers are responsible for managing and monitoring student learning.

Proposition 4: Teachers think systematically about their practice and learn from experience.

Proposition 5: Teachers are members of learning communities.


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