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IDAHO CORE

TEACHER STANDARDS
WHY DO WE HAVE IDAHO
CORE TEACHER
STANDARDS?
1. To give you guidelines and goals to work towards in your professional
career.
2. Unify what is expected of teachers across the state of Idaho.
3. Create a sense of synergy between teachers, based on a model that
works.
4. To make you highly effective teachers!

STANDARD 1: KNOWLEDGE
OF SUBJECT MATTER
o Understand central concepts
o Understand how to utilize inquiry and natural curiosity of your students
o Understand the structure and scaffolding of each subject
o Make the subject matter meaningful to students
o Create confidence in subject mastery to produce creative, innovative lesson
plans
STANDARD 2: KNOWLEDGE
OF HUMAN DEVELOPMENT
AND LEARNING
o Understand the physiological and psychological ways that students learn,
retain, and recall information
o Understand how students develop academically, socially, and personally
o Provide safe, innovative ways to incorporate the science of development
and learning into everyday activities
o Improve student experiences in the classroom, and reduce frustration
STANDARD 3: ADAPTING
INSTRUCTION FOR
INDIVIDUAL NEEDS
o No two students are the same, and each learns differently
o Create instructional opportunities that are adapted to students with diverse
needs
o Demonstrate flexibility on the spot to differentiate instruction if mastery or
understanding isnt being achieved
STANDARD 4: MULTIPLE
INSTRUCTIONAL
STRATEGIES
o Differentiate instruction and apply appropriate techniques to encourage:
o Critical Thinking
o Problem Solving
o Performance Skills
o Understand and utilize different techniques provided by educational
theorists and other teachers
o Lesson scaffolding
o Jigsaws
o Peer tutoring
o Student-driven learning
STANDARD 5: CLASSROOM
MOTIVATION AND
MANAGEMENT SKILLS
o Understand group motivation and behavior
o Facilitate and encourage positive social interaction between peers and
adults
o Facilitate an environment of active learning, rather than passive learning
o Facilitate self-motivation in students, and give them the tools to succeed
STANDARD 6:
COMMUNICATION SKILLS
o Be able to communicate effectively in the following ways:
o Verbal
o Nonverbal
o Media Communication
o Utilize effective communication skills to foster:
o Active inquiry
o Peer collaboration
o Supportive interaction
STANDARD 7:
INSTRUCTIONAL PLANNING
SKILLS
o Plan instruction around multiple aspects including:
o Subject matter
o Students
o Unique community
o Curriculum goals
STANDARD 8: ASSESSMENT
OF STUDENT LEARNING
o Utilize formal and informal assessment strategies to evaluate and advance
student performance
o Formal
oTests
oQuizzes
oEssays
o Informal
oProjects
oGroup work
oWorksheets
oDemonstration
o Use assessment as a professional tool to determine program effectiveness
STANDARD 9:
PROFESSIONAL
COMMITMENT AND
RESPONSIBILITY
o Be able to reflect upon your own professional experiences in order to
improve
o Demonstrate a commitment to professional standards
o Seek out purposeful peer mentoring
o Teaching is an art and a science
o Seek continuing education if appropriate
STANDARD 10:
PARTNERSHIPS
o Be aware of your interactions
o Interact appropriately, professionally, and effectively with
o Colleagues
o Students
o Parents
o Community members
o Develop partnerships and networking in the community to support students
learning and well-being
DANIELSON
FRAMEWORK
WHAT IS THE DANIELSON
FRAMEWORK
o A secondary source of standards to create a community of learners
o Contains 4 domains, similar to Idaho Core Teacher Standards
o Identifies aspects of teacher responsibilities to improve student learning
o Empirically and theoretically based
o Identifies goals and responsibilities for teachers to be successful in their
profession
o Each domain can be divided up into achievement levels
o Level 1: Unsatisfactory
o Level 2: Basic
o Level 3: Proficient
o Level 4: Distinguished
DOMAIN 1: PLANNING AND
PREPARATION
o 1a: Demonstrate Knowledge of Content and Pedagogy
o Knowledge of content and the structure of the discipline
o Knowledge of prerequisite relationships
o Knowledge of content-related pedagogy
o 1b: Demonstrate Knowledge of Students
o Knowledge of child and adolescent development
o Knowledge of the learning process
o Knowledge of students skills, knowledge, and language proficiency
o Knowledge of students interests and cultural heritage
o Knowledge of students special needs
DOMAIN 1: PLANNING AND
PREPARATION
o 1c: Setting Instructional Outcomes
o Value, sequence, and alignment
o Clarity
o Balance
o Suitability for diverse students
o 1d: Demonstrating Knowledge of Resources
o Resources for classroom use
o Resources to extend content knowledge and pedagogy
o Resources for students
DOMAIN 1: PLANNING AND
PREPARATION
o 1e: Designing Coherent Instruction
o Learning activities
o Instructional materials and resources
o Instructional groups
o Lesson and unit structure
o 1f: Designing Student Assessments
o Congruence with instructional outcomes
o Criteria and standards
o Design of formative assessments
o Use for planning
DOMAIN 2: THE CLASSROOM
ENVIRONMENT
o 2a: Creating an Environment of Respect and Rapport
o Teacher interactions with students, including both words and actions
o Student interactions with other students, including both words and actions
o 2b: Establishing a Culture of Learning
o Importance of content and of learning
o Expectations for learning and achievement
o Student pride in work
o 2c: Managing Classroom Procedures
o Management of instructional groups
o Management of transitions
o Management of materials and supplies
o Performance of classroom routines
DOMAIN 2: THE CLASSROOM
ENVIRONMENT
o 2d: Managing Student Behavior
o Expectations
o Monitoring of student behavior
o Response to student behavior
o 2e: Organizing Physical Space
o Safety and accessibility
o Arrangement of furniture and use of physical resources
DOMAIN 3: INSTRUCTION
o 3a: Communicating with Students
o Expectations for learning
o Directions for activities
o Explanations of content
o Use of oral and written language
o 3b: Using Questioning and Discussion Techniques
o Quality of questions/prompts
o Discussion techniques
o Student participation

DOMAIN 3: INSTRUCTION
o 3c: Engaging Students in Learning
o Activities and assignments
o Grouping of Students
o Instructional Materials and resources
o Structure and pacing
o 3d: Using Assessment in Instruction
o Assessment criteria
o Monitoring of student learning
o Feedback to students
o Student self-assessment and monitoring process
o 3e: Demonstrating Flexibility and Responsiveness
o Lesson adjustment
o Response to students
o Persistence
DOMAIN 4: PROFESSIONAL
RESPONSIBILITIES
o 4a: Reflecting On Teaching
o Accuracy
o Use in future teaching
o 4b: Maintaining Accurate Records
o Student completion of assignments
o Student progress in learning
o Noninstructional records
o 4c: Communicating with Families
o Information about the instructional program
o Information about individual students
o Engagement of families in the instructional program
DOMAIN 4: PROFESSIONAL
RESPONSIBILITIES
o 4d: Participating in the Professional Community
o Relationships with colleagues
o Involvement in a culture of professional inquiry
o Service to the school
o Participation in school and district projects
o 4e: Growing and Developing Professionally
o Enhancement of content knowledge and pedagogical skill
o Receptivity to feedback from colleagues
o Service to the profession
o 4f: Showing Professionalism
o Integrity and ethical conduct
o Service to students
o Advocacy
o Decision making
o Compliance with school and district regulations