| A | B |
|---|
| Focuses | Focuses on improving classroom practices and incresing student learning |
| Provides opportunties | Provides opportunties for meaningful teacher leadership roles to emerge |
| Makes | Makes effective use of information and communicaiton technologies |
| engages | Engages teachers in looking closely at students and their work |
| Provides occasions | Provides occasions for rteachers to reflect critically on their practice |
| Fosters | Fosters a deepening of subject-matter knwoledge, a greatrer understanding of learning and a greater appreciation of student needs. |
| Is continously | Is continously woven into the erveryday fabric of the profession of teaching |
| Is sustained and intensive | Is sustained and intensive, supported by modeling, coaching, and problems of practice |
| Envisons | Envisions the professional teacher as one who learns from teaching rather than one who has finished learning how to teach. |
| Builds | Builds upon investigations of practice through cases, questions, analysis, criticism and substantial professionla discourse |
| Values | Values and cultivates a culture of collegiality involving a sharing of knwoledge and experience amongst educators. |
| Centers | Centers aroundthe critical activities of teaching and learnign- planning lessons evaluating student work, and developing curriculum rather than abstractions and generalities. |
