Idaho Core Teacher

Standards and the

Danielson Framework
for Teaching
EDUC-290
Hailee Stotts
 Idaho Core Teacher Standards
• What Are They?
– 10 basic standards that must
be followed by all teachers
– Ensures all Idaho teachers
are qualified and held to the
same standards in teaching
Idaho’s youth

• Who do they pertain to?

– All Idaho teachers in every
certification area no matter
the subject
 Idaho Core Teacher Standards
Standard 1: Learner Development
• Teachers understand that all
students grow and develop using
many different learning and
developmental patterns
What it Means for the Teacher
• Understand how learning occurs &
know how to use instructional
strategies to promote learning
• Create instruction that takes into
account students’ strengths,
interests, and needs
• Take responsibility for promoting
students’ growth and development
• Value input and collaboration from
families, colleagues, and other
professionals to support students’
development
Idaho Core Teacher Standards
Standard 2: Learning
Differences
• Teachers understand individual
difference as well as diverse
cultures and communities to ensure
all students are in an environment
to best foster learning and to meet
high standards
What it Means for the Teacher
• Understand and identify differences
in approaches to learning and
performance
• Understand students with
exceptional needs and know how
to use strategies and resources to
address these needs
• Design instruction to build on
learners’ prior knowledge and
experiences
• Make students feel valued and
help them value each other
 Idaho Core Teacher Standards
Standard 3: Learning Environments
• Each teacher works with others to
create experiences that support
individual and collaborative
learning, encourage positive social
interaction, active learning
engagement, and self-motivation
What it Means for the Teacher
• Know how to help students work
productively and cooperatively with
each other to achieve goals
• Understand how learner diversity can
affect communication and know
how to communication effectively
• Use a variety of methods to engage
students in evaluating the
environment and collaborate with
other students
• Seek to foster respectful
communication
 Idaho Core Teacher Standards
Standard 4: Content Knowledge
• The teacher fully understands
central concepts, tools of inquiry
and structure of their taught
discipline and creates learning
experiences that make the
discipline accessible and
meaningful for students to learn
material
What it Means for the Teacher
• Know and use academic language
and make it accessible for students
• Know how to integrate culturally
relevant content to build on
students’ background knowledge
• Effectively use multiple
representations and explanations
that capture key ideas
• Commitment to work toward each
student’s mastery of disciplinary
content
 Idaho Core Teacher Standards
Standard 5: Application of Content
• The teacher knows how to engage
students in critical thinking,
creativity, and collaborative
problem solving by connecting
concepts and using differing
perspectives on global and local
issues
What it Means for the Teacher
• Understand how to use digital and
interactive technology for
effectively achieving learning goals
• Understand communication modes
and skills as vehicles for learning
• Facilitate learners’ use of current
tools and resources to maximize
learning
• Constantly exploring how to use
disciplinary knowledge as a lens to
address different issues
 Idaho Core Teacher Standards
Standard 6: Assessment
• The teacher uses multiple methods
of assessment to foster learners
growth, to monitor their progress,
and to guide decision making
What it Means for the Teacher
• Know when and how to engage
students in analyzing test results and
help set future goals
• Know when and how to evaluate
and report student progress against
standards
• Design assessments that match
learning objectives with assessment
methods
• Committed to using multiple types
of assessment processes to support,
verify, and document learning
 Idaho Core Teacher Standards
Standard 7: Planning for Instruction
• The teacher plans instruction that is
supportive of every student
meeting rigorous learning goals by
drawing upon knowledge of
content areas, curriculum, cross-
disciplinary skills, pedagogy, and
the community context
What it Means for the Teacher
• Understand content and content
standards
• Know when and how to adjust
plans based on assessment
information and student responses
• Plan for instruction based on
formative and summative test data
• Take responsibility to use short and
long-term planning to foster student
learning
 Idaho Core Teacher Standards
Standard 8: Instructional Strategies
• The teacher understands and uses
a variety of strategies to encourage
students to develop a deep
understanding of content areas
and their connections, and to build
skills to apply knowledge in
meaningful ways
What it Means for the Teacher
• Know how to apply a range of
developmentally, culturally, and
linguistically appropriate teaching
strategies to achieve goals
• Know how to use a variety of
resources to engage students
• Continuously monitor student
learning
• Value the variety of ways people
communicate and encourage use
of multiple forms of communication
 Idaho Core Teacher Standards
Standard 9: Professional Learning
and Ethical Practice
• The teacher engages in continuous
professional learning and uses
evidence to continually evaluate
their practice (especially the
effects of their choices and actions
on others), and adapts practices to
meet the needs of each student
What it Means for the Teacher
• Know how to use learner data to
analyze practice
• Understand and know how to use a
variety of self-assessment and
problem-solving strategies to
analyze and reflect on teaching
• Actively seek outside resources as
support for analysis, reflection, and
problem-solving
• Take responsibility for student
learning and use ongoing analysis
and reflection to improve teaching
 Idaho Core Teacher Standards
Standard 10: Leadership and
Collaboration
• The teacher seeks appropriate
leadership roles and opportunities
to take responsibility for student
learning, to collaborate with
students, families, colleagues, other
school professionals, and the
community to ensure student
growth and to advance their
profession
What it Means for the Teacher
• Know how to contribute to a common
culture that supports high expectations for
student learning
• Work with other school professionals to
plan and facilitate learning on how to
meet diverse needs of learners
• Work collaboratively with learners and
their families to form mutual expectations
and ongoing communication to support
student development and achievement
• Embrace the challenge of continuous
improvement and change
 The Danielson Framework for
Teaching
• The Framework for Teaching is
a set of research-based
components of instruction
developed by Charlotte
Danielson
– Complex activity of teaching
divided into 22 components
that is divided into four domains
of teaching responsibility
 Framework for Teaching
Domain 1: Planning and
Preparation
– 1a: Demonstrating Knowledge of
Content and Pedagogy
– 1b: Demonstrating Knowledge of
Students
– 1c: Setting Instructional Outcomes
– 1d: Demonstrating Knowledge of
Resources
– 1e: Designing Coherent Instruction
– 1f: Designing Student Assessments
 Framework for Teaching
Domain 2: Classroom Environment
– 2a: Creating an Environment of
Respect and Rapport
– 2b: Establishing a Culture for
Learning
– 2c: Managing Classroom
Procedures
– 2d: Managing Student Behavior
– 2e: Organizing Physical Space
 Framework for Teaching
Domain 3: Instruction
– 3a: Communicating with Students
– 3b: Using Questioning and
Discussion Techniques
– 3c: Engaging Students in Learning
– 3d: Using Assessment in Instruction
– 3e: Demonstrating Flexibility and
Responsiveness
 Framework for Teaching
Domain 4: Professional
Responsibilities
– 4a: Reflecting on Teaching
– 4b: Maintaining Accurate Records
– 4c: Communicating with Families
– 4d: Participating in the Professional
Community
– 4e: Growing and Developing
Professionally
– 4f: Showing Professionalism
 Framework for Teaching
How Teachers are Measured
– In each of the 4 domains, teachers are evaluated on each of the 5-6
components
– Evaluated on a scale
– Unsatisfactory
– Basic
– Proficient
– Distinguished
Framework for Teaching
Example Rubric For Domain 2
 Standards and Framework

• Both the Idaho Core Teacher

Standards and Danielson
Framework are used to
evaluate teachers and shape
how Idaho’s teachers teach.
All teachers are held to the
same standards and
expected to possess the
same skills and tools to foster
each student’s learning.