IDAHO CORE TEACHING STANDARDS

AND
DANIELSON FRAMEWORK FOR EDUCATION
HEIDI SISTAD
COLLEGE OF WESTERN IDAHO
EDUC-290
SPRING 2021
IDAHO CORE TEACHING STANDARDS
• APPLIES TO ALL TEACHER CERTIFICATION AREAS
• 10 BASIC STANDARDS ALL TEACHERS MUST KNOW
AND BE ABLE TO DO
• BROKEN DOWN INTO FOUR MAIN CATEGORIES
• THE LEARNER AND LEARNING
• CONTENT
• INSTRUCTIONAL PRACTICE
• PROFESSIONAL RESPONSIBILITY
DANIELSON FRAMEWORK FOR TEACHING
• DEVELOPED BY CHARLOTTE DANIELSON IN 1996
• IDENTIFIES DIFFERENT AREAS OF TEACHER
RESPONSIBILITIES THAT SUPPORT STUDENT LEARNING
• BROKEN DOWN INTO FOUR DOMAINS
• DOMAIN 1: PLANNING AND PREP
• DOMAIN 2: CLASSROOM ENVIRONMENT
• DOMAIN 3: INSTRUCTION
• DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
 IDAHO
CORE
TEACHING
STANDARDS
“ TO ENSURE THAT EACH STUDENT LEARNS NEW
KNOWLEDGE AND SKILLS, TEACHERS MUST UNDERSTAND
THAT LEARNING AND DEVELOPMENTAL PATTERNS VARY
AMONG INDIVIDUALS, THAT LEARNERS BRING UNIQUE
INDIVIDUAL DIFFERENCES TO THE LEARNING PROCESS, AND
THAT LEARNERS NEED SUPPORTIVE AND SAFE LEARNING
ENVIRONMENTS TO THRIVE.
”
CATEGORY 1:
THE LEARNER AND LEARNING
STANDARD 1:
LEARNER
DEVELOPMENT
THE TEACHER UNDERSTANDS HOW
LEARNERS GROW AND DEVELOP,
RECOGNIZING THAT PATTERNS OF
LEARNING AND DEVELOPMENT
VARY INDIVIDUALLY WITHIN AND
ACROSS THE COGNITIVE,
LINGUISTIC, SOCIAL, EMOTIONAL,
AND PHYSICAL AREAS, AND
DESIGNS AND IMPLEMENTS
DEVELOPMENTALLY APPROPRIATE
AND CHALLENGING LEARNING
EXPERIENCES.
 WHAT’S A TEACHER TO DO?
1. REGULARLY ASSESS STUDENTS INDIVIDUALLY AND GROUPS IN ORDER TO CREATE EFFECTIVE LESSONS TO
MEET LEARNERS’ NEEDS
2. CREATE DEVELOPMENTALLY APPROPRIATE LESSONS THAT TAKES INTO ACCOUNT INDIVIDUAL STUDENTS’
STRENGTHS, INTERESTS, AND NEEDS
3. COLLABORATE WITH FAMILIES, COMMUNITIES, COLLEAGUES, AND OTHER PROFESSIONALS TO FURTHER
STUDENT GROWTH
STANDARD 2:
LEARNING
DIFFERENCES
THE TEACHER USES UNDERSTANDING
OF INDIVIDUAL DIFFERENCES AND
DIVERSE CULTURES AND
COMMUNITIES TO ENSURE INCLUSIVE
LEARNING ENVIRONMENTS THAT
ENABLE EACH LEARNER TO MEET
HIGH STANDARDS.
 WHAT’S A TEACHER TO DO?
1. DESIGN/ADAPT/DELIVER LESSONS TO ADDRESS DIVERSE NEEDS OF INDIVIDUAL STUDENTS
2. MAKE APPROPRIATE PROVISIONS/ACCOMMODATIONS FOR INDIVIDUAL STUDENTS WITH PARTICULAR
LEARNING DIFFERENCES OR NEEDS
3. CREATE LESSONS THAT BUILD ON STUDENTS’ PRIOR KNOWLEDGE OF CONTENT
4. SHARE MULTIPLE PERSPECTIVES AND BRING ATTENTION TO STUDENTS’ FAMILY/CULTURAL NORMS
5. INCORPORATE TOOLS OF LANGUAGE DEVELOPMENT INTO PLANNING AND INSTRUCTION TO SUPPORT
THE DEVELOPMENT OF ENGLISH PROFICIENCY FOR ENGLISH LANGUAGE LEARNERS
6. LOOK FOR RESOURCES, SUPPORTS, AND ASSISTANCE TO MEET PARTICULAR LEARNING DIFFERENCES OR
NEEDS
STANDARD 3:
LEARNING
ENVIRONMENTS
THE TEACHER WORKS WITH
OTHERS TO CREATE
ENVIRONMENTS THAT SUPPORT
INDIVIDUAL AND
COLLABORATIVE LEARNING, AND
THAT ENCOURAGE POSITIVE
SOCIAL INTERACTION, ACTIVE
ENGAGEMENT IN LEARNING,
AND SELF-MOTIVATION.
 WHAT’S A TEACHER TO DO?
1. WORK WITH STUDENTS, FAMILIES, AND COLLEAGUES TO BUILD A SAFE, POSITIVE LEARNING ENVIRONMENT OF OPENNESS, RESPECT,
SUPPORT, AND INQUIRY

2. CREATE LESSONS THAT ENGAGE LEARNERS IN COLLABORATIVE AND SELF-DIRECTED LEARNING THAT EXTEND INTERACTION WITH
IDEAS AND PEOPLE LOCALLY AND GLOBALLY

3. WORK WITH STUDENTS AND COLLEAGUES TO COME UP WITH SHARED VALUES AND EXPECTATIONS FOR RESPECTFUL
INTERACTIONS, RIGOROUS ACADEMIC DISCUSSIONS, AND RESPONSIBILITY FOR QUALITY WORK

4. MANAGE THE CLASSROOM TO ACTIVELY ENGAGE STUDENTS BY ORGANIZATION AND TIME MANAGEMENT

5. USE A VARIETY OF METHODS TO ENGAGE LEARNERS IN EVALUATING THE LEARNING ENVIRONMENT AND WORK TOGETHER TO
MAKE APPROPRIATE ADJUSTMENTS

6. COMMUNICATE VERBALLY AND NONVERBALLY RESPECTFULLY

7. TEACH RESPONSIBLE USE OF INTERACTIVE TECHNOLOGY

8. TEACH STUDENTS TO COLLABORATE FACE-TO-FACE AND VIRTUALLY

“ TODAY’S TEACHERS MAKE CONTENT KNOWLEDGE
ACCESSIBLE TO LEARNERS BY USING MULTIPLE MEANS
OF COMMUNICATION, INCLUDING DIGITAL MEDIA
AND INFORMATION TECHNOLOGY.
”
CATEGORY 2:
CONTENT
STANDARD 4: CONTENT
KNOWLEDGE

THE TEACHER UNDERSTANDS THE CENTRAL

CONCEPTS, TOOLS OF INQUIRY, AND
STRUCTURES OF THE DISCIPLINE(S) HE OR SHE
TEACHES AND CREATES LEARNING EXPERIENCES
THAT MAKE THE DISCIPLINE ACCESSIBLE AND
MEANINGFUL FOR LEARNERS TO ASSURE
MASTERY OF THE CONTENT.
 WHAT’S A TEACHER TO DO?
1. USE VARIOUS WAYS TO CAPTURE KEY IDEAS ON SUBJECT MATTER

2. ENGAGE STUDENTS TO ENCOURAGE DIVERSE PERSPECTIVES TO MASTER THE CONTENT

3. ENGAGE LEARNERS IN APPLYING METHODS OF INQUIRY AND STANDARDS OF EVIDENCE

4. STIMULATE LEARNER REFLECTION ON PRIOR CONTENT KNOWLEDGE, LINK NEW CONCEPTS TO ONES ALREADY LEARNED

5. RECOGNIZE LEARNER MISCONCEPTIONS THAT MAY INTERFERE WITH LEARNING PROCESS

6. EVALUATE AND MODIFY CURRICULUM RESOURCES FOR ACCURACY AND APPROPRIATENESS FOR LEARNERS

7. USE SUPPLEMENTARY RESOURCES AND TECHNOLOGY TO GIVE ACCESS TO ALL LEARNERS

8. CREATE OPPORTUNITIES FOR STUDENTS TO MASTER ACADEMIC LANGUAGE IN THE SUBJECT MATTER

9. ASSESS SCHOOL/DISTRICT-BASED RESOURCES TO EVALUATE THE LEARNERS’ CONTENT KNOWLEDGE IN THEIR PRIMARY LANGUAGE
STANDARD 5:
APPLICATION OF
CONTENT
THE TEACHER UNDERSTANDS HOW
TO CONNECT CONCEPTS AND USE
DIFFERING PERSPECTIVES TO
ENGAGE LEARNERS IN CRITICAL
THINKING, CREATIVITY, AND
COLLABORATIVE PROBLEM SOLVING
RELATED TO AUTHENTIC LOCAL AND
GLOBAL ISSUES.
 WHAT’S A TEACHER TO DO?
1. CREATE PROJECTS THAT GUIDE LEARNERS IN CONNECTING THE DOTS ACROSS A VARIETY OF SUBJECTS
2. ENGAGE LEARNERS IN APPLYING CONTENT KNOWLEDGE TO REAL WORLD PROBLEMS

3. HELP LEARNERS USE VARIOUS TOOLS AND RESOURCES TO MAXIMIZE CONTENT LEARNING
4. ENGAGE LEARNERS IN ACTIVE DISCUSSIONS IN ORDER TO FOSTER INNOVATION AND PROBLEM-SOLVING IDEAS
5. WORK TO DEVELOP LEARNERS’ COMMUNICATION SKILLS IN VARIOUS SUBJECTS BY CREATING OPPORTUNITIES TO
USE A VARIETY OF COMMUNICATION METHODS

6. GET STUDENTS TO COME UP WITH NEW IDEAS AND NOVEL APPROACHES TO SOLVE PROBLEMS
7. DEVELOP LEARNERS’ DIVERSE SOCIAL AND CULTURAL PERSPECTIVES TO EXPAND THEIR KNOWLEDGE OF LOCAL AND
GLOBAL ISSUES
8. CREATE SUPPORTS FOR LEARNER LITERACY IN SUBJECT AREAS
“ EFFECTIVE INSTRUCTIONAL PRACTICE REQUIRES THAT
TEACHERS UNDERSTAND AND INTEGRATE
ASSESSMENT, PLANNING, AND INSTRUCTIONAL
STRATEGIES IN COORDINATED AND ENGAGING
WAYS.
”
CATEGORY 3:
INSTRUCTIONAL PRACTICE
STANDARD 6:
ASSESSMENT
THE TEACHER UNDERSTANDS
AND USES MULTIPLE METHODS
OF ASSESSMENT TO ENGAGE
LEARNERS IN THEIR OWN
GROWTH, TO MONITOR
LEARNER PROGRESS, AND TO
GUIDE THE TEACHER’S AND
LEARNER’S DECISION MAKING.
 WHAT’S A TEACHER TO DO?
1. USE BOTH FORMATIVE AND SUMMATIVE ASSESSMENT
2. CREATE ASSESSMENTS THAT MATCH LEARNING OBJECTIVES AND MINIMIZES BIAS

3. EXAMINE TEST/PERFORMANCE DATA TO UNDERSTAND LEARNERS’ PROGRESS

4. ENGAGE LEARNERS IN IDENTIFYING QUALITY WORK AND PROVIDE EFFECTIVE FEEDBACK TO GUIDE THEIR PROGRESS
5. DEMONSTRATE KNOWLEDGE AND SKILL TO ENGAGE LEARNERS AS PART OF ASSESSMENT PROCESS

6. MODEL AND STRUCTURE HOW LEARNERS CAN EXAMINE THEIR OWN THINKING AND LEARNING
7. USE MULTIPLE TYPES OF ASSESSMENT DATA TO IDENTIFY LEARNING NEEDS AND CREATE DIFFERENTIATED LEARNING
EXPERIENCES
8. PREPARE LEARNERS FOR ASSESSMENTS AND MAKE APPROPRIATE ACCOMMODATIONS WHEN NECESSARY

9. LOOK FOR WAYS TO USE TECHNOLOGY TO HELP IN ASSESSMENT PRACTICE

STANDARD 7:
PLANNING FOR
INSTRUCTION
• THE TEACHER PLANS
INSTRUCTION THAT SUPPORTS
EVERY STUDENT IN MEETING
RIGOROUS LEARNING GOALS BY
DRAWING UPON KNOWLEDGE
OF CONTENT AREAS,
CURRICULUM, CROSS-
DISCIPLINARY SKILLS, AND
PEDAGOGY, AS WELL AS
KNOWLEDGE OF LEARNERS AND
THE COMMUNITY CONTEXT.
 WHAT’S A TEACHER TO DO?
1. SELECT AND CREATE LESSONS THAT ARE APPROPRIATE FOR CURRICULUM GOALS AND CONTENT
STANDARDS
2. PLAN HOW TO REACH EACH STUDENT’S LEARNING GOALS, CHOOSING APPROPRIATE
STRATEGIES/ACCOMMODATIONS
3. CREATE APPROPRIATE SEQUENCING OF LESSONS TO SHOW MULTIPLE WAYS OF LEARNING KNOWLEDGE
AND SKILL
4. PLAN INSTRUCTION BASED ON ASSESSMENTS, PRIOR LEARNER KNOWLEDGE, AND LEARNER INTEREST
5. COLLABORATE WITH PROFESSIONALS TO DELIVER LEARNING EXPERIENCES TO MEET UNIQUE NEEDS
6. LOOK AT SHORT- AND LONG-RANGE GOALS AND ADJUST PLANS TO MEET EACH STUDENTS NEEDS
STANDARD 8:
INSTRUCTIONAL
STRATEGIES
THE TEACHER UNDERSTANDS
AND USES A VARIETY OF
INSTRUCTIONAL STRATEGIES TO
ENCOURAGE LEARNERS TO
DEVELOP DEEP UNDERSTANDING
OF CONTENT AREAS AND THEIR
CONNECTIONS, AND TO BUILD
SKILLS TO APPLY KNOWLEDGE IN
MEANINGFUL WAYS.
 WHAT’S A TEACHER TO DO?
1. USE APPROPRIATE STRATEGIES/RESOURCES TO ADAPT LESSONS WHEN NEEDED
2. CONTINUALLY MONITOR STUDENT LEARNING AND GET STUDENTS TO ASSESS THEIR PROGRESS, MAKING ADJUSTMENTS TO
INSTRUCTION AS NEEDED
3. WORK WITH STUDENTS TO CREATE RELEVANT LEARNING EXPERIENCES
4. VARY ROLE IN THE INSTRUCTIONAL PROCESS (INSTRUCTOR, COACH, AUDIENCE, ETC) IN RELATION TO THE CONTENT AND PURPOSE
OF INSTRUCTION
5. PROVIDE MULTIPLE MODELS OF CONCEPTS/SKILLS AND GIVE LEARNERS OPPORTUNITIES TO DEMONSTRATE THEIR KNOWLEDGE
6. ENGAGE LEARNERS IN HIGHER ORDER THINKING
7. GET STUDENTS TO USE A RANGE OF LEARNING SKILLS AND TECHNOLOGY TO ASSESS, INTERPRET, EVALUATE, AND APPLY
INFORMATION
8. USE A VARIETY OF TEACHING STRATEGIES TO SUPPORT AND EXPAND LEARNERS’ COMMUNICATION SKILLS
9. ASK QUESTIONS TO STIMULATE DISCUSSIONS WITH STUDENTS
“ CREATING AND SUPPORTING SAFE, PRODUCTIVE
LEARNING ENVIRONMENTS THAT RESULT IN LEARNERS
ACHIEVING AT THE HIGHEST LEVELS IS A TEACHER’S
PRIMARY RESPONSIBILITY.
”
CATEGORY 4:
PROFESSIONAL RESPONSIBILITY
STANDARD 9:
PROFESSIONAL
LEARNING AND ETHICAL
PRACTICE
THE TEACHER ENGAGES IN
ONGOING PROFESSIONAL
LEARNING AND USES EVIDENCE TO
CONTINUALLY EVALUATE HIS/HER
PRACTICE, PARTICULARLY THE EFFECTS
OF HIS/HER CHOICES AND ACTIONS
ON OTHERS (LEARNERS, FAMILIES,
OTHER PROFESSIONALS, AND THE
COMMUNITY), AND ADAPTS
PRACTICE TO MEET THE NEEDS OF
EACH LEARNER.
 WHAT’S A TEACHER TO DO?
1. ENGAGE IN ONGOING LEARNING OPPORTUNITIES TO DEVELOP KNOWLEDGE AND SKILL IN ORDER TO
PROVIDE ALL LEARNERS WITH ENGAGING CURRICULUM BASED ON LOCAL AND STATE STANDARDS
2. TAKE PART IN MEANINGFUL AND APPROPRIATE PROFESSIONAL LEARNING EXPERIENCES
3. USE A VARIETY OF DATA TO EVALUATE THE OUTCOMES OF TEACHING AND ADAPT LESSONS AS NEEDED
4. ACTIVELY LOOK FOR PROFESSIONAL, COMMUNITY, AND TECHNOLOGICAL RESOURCES AS SUPPORTS
FOR DATA ANALYSIS AND PROBLEM-SOLVING
5. REFLECT ON PERSONAL BIASES AND LOOK FOR WAYS TO DEEPEN UNDERSTANDING OF
CULTURAL/ETHNIC/GENDER/LEARNING DIFFERENCES IN ORDER TO BUILD STRONGER RELATIONSHIPS
6. USE INFORMATION AND TECHNOLOGY LEGALLY AND ETHICALLY; RESPECT OTHERS IN THE USE OF SOCIAL
MEDIA
STANDARD 10:
LEADERSHIP AND
COLLABORATION
THE TEACHER SEEKS APPROPRIATE
LEADERSHIP ROLES AND
OPPORTUNITIES TO TAKE
RESPONSIBILITY FOR STUDENT
LEARNING, TO COLLABORATE
WITH LEARNERS, FAMILIES,
COLLEAGUES, OTHER SCHOOL
PROFESSIONALS, AND
COMMUNITY MEMBERS TO
ENSURE LEARNER GROWTH, AND
TO ADVANCE THE PROFESSION.
 WHAT’S A TEACHER TO DO?
1. TAKE AN ACTIVE ROLE ON LEADERSHIP TEAM AND SHARE RESPONSIBILITY FOR DECISION MAKING

2. WORK WELL WITH OTHER SCHOOL PROFESSIONALS TO PLAN HOW TO MEET DIVERSE LEARNING NEEDS

3. COLLABORATE SCHOOLWIDE TO COME UP WITH A VISION AND BUILD A SUPPORTIVE CULTURE

4. COLLABORATE WITH STUDENTS AND FAMILIES TO ESTABLISH EXPECTATIONS AND COMMUNICATION

5. WITH SCHOOL COLLEAGUES BUILD CONNECTIONS WITH COMMUNITY RESOURCES TO ENHANCE STUDENT LEARNING AND WELLBEING

6. TAKE PART IN PROFESSIONAL LEARNING OPPORTUNITIES

7. USE TECHNOLOGY AND A VARIETY OF COMMUNICATION STRATEGIES TO BUILD LOCAL AND GLOBAL COMMUNITIES

8. USE AND GENERATE MEANINGFUL RESEARCH ON EDUCATION ISSUES AND POLICIES

9. LOOK FOR APPROPRIATE OPPORTUNITIES TO BE AN EXAMPLE TO COLLEAGUES

10. ADVOCATE FOR LEARNERS

11. TAKE ON LEADERSHIP ROLES AT SCHOOL/DISTRICT/STATE/NATIONAL LEVEL

 THE DANIELSON
FRAMEWORK FOR
TEACHING
 DOMAIN 1:
PLANNING AND PREPARATION
• DEMONSTRATING KNOWLEDGE OF
CONTENT AND PEDAGOGY
• DEMONSTRATING KNOWLEDGE OF
STUDENTS
• SETTING INSTRUCTIONAL
OUTCOMES
• DEMONSTRATING KNOWLEDGE OF
RESOURCES
• DESIGNING COHERENT
INSTRUCTION
• DESIGNING STUDENT ASSESSMENTS
 DOMAIN 2:
CLASSROOM ENVIRONMENT
• CREATING AN ENVIRONMENT
OF RESPECT AND RAPPORT
• ESTABLISHING A CULTURE FOR
LEARNING

• MANAGING CLASSROOM
PROCEDURES
• MANAGING STUDENT
BEHAVIOR
• ORGANIZING PHYSICAL SPACE
 DOMAIN 3:
INSTRUCTION
• COMMUNICATING WITH
STUDENTS
• USING QUESTIONING AND
DISCUSSION TECHNIQUES

• ENGAGING STUDENTS IN
LEARNING
• USING ASSESSMENT IN
INSTRUCTION
• DEMONSTRATING FLEXIBILITY
AND RESPONSIVENESS
 DOMAIN 4:
PROFESSIONAL RESPONSIBILITES
• REFLECTING ON TEACHING
• MAINTAINING ACCURATE
RECORDS
• COMMUNICATING WITH
FAMILIES
• PARTICIPATING IN THE
PROFESSIONAL COMMUNITY
• GROWING AND DEVELOPING
PROFESSIONALLY
• SHOWING PROFESSIONALISM
BOTH THE IDAHO CORE TEACHING
STANDARDS AND THE DANIELSON
FRAMEWORK FOR TEACHING ARE
USED TO ASSESS TEACHERS.
ALTHOUGH DIFFERENT FORMATS,
THEY MATCH.
 HOW DO THEY MATCH UP?
DANIELSON FRAMEWORK IDAHO CORE
STANDARD #1:

DOMAIN 1: LEARNER DEVELOPMENT

STANDARD #2:

PLANNING AND LEARNING DIFFERENCE

STANDARD #4:
PREPARATION CONTENT KNOWLEDGE
STANDARD #6:
ASSESSMENT
STANDARD #7:
PLANNING FOR INSTRUCTION
 HOW DO THEY MATCH UP?
DANIELSON FRAMEWORK IDAHO CORE

DOMAIN 2: STANDARD #3:

CLASSROOM LEARNING
ENVIRONMENT ENVIRONMENT
 HOW DO THEY MATCH UP?
DANIELSON FRAMEWORK IDAHO CORE
STANDARD #1:

DOMAIN 3: LEARNER DEVELOPMENT

STANDARD #3:
LEARNING ENVIRONMENT
INSTRUCTION STANDARD #4:
CONTENT KNOWLEDGE
STANDARD #5:
APPLICATION OF CONTENT
STANDARD #6:
ASSESSMENT
STANDARD #8:
INSTRUCTIONAL STRATEGIES
 HOW DO THEY MATCH UP?
DANIELSON FRAMEWORK IDAHO CORE
STANDARD #9:

DOMAIN 4: PROFESSIONAL LEARNING

AND ETHICAL PRACTICE

PROFESSIONAL STANDARD #10:

LEADERSHIP AND
RESPONSIBILITIES COLLABORATION
SOURCES
Idaho State Board of Education, Professional Standards Commission, & Idaho State Department of Education. (2020, July).

Idaho Standards for Initial Certification of Professional School Personnel. Idaho State Department of Education.

https://www.sde.idaho.gov/cert-psc/psc/standards/files/standards-initial/Standards-for-Initial-Certification-for-Program-

Reviews-after-July-1-2020.pdf

The Danielson Group. (2021). The Framework for Teaching. https://danielsongroup.org/what-we-do/framework-teaching-0

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