Idaho Teaching Standards

By Ashley Clark
2019
Standard #1
Knowledge
• Learning for everyone
• Web of learning – performance
in one area affects others
• Learning for everyone –
changing approach if not
working, being able to modify
instruction
Performance
• Regular assessment
• Individualized learning plans
• Constant feedback and
working with family, teachers,
community, etc
Disposition
• Respects learning differences
• Focusing on strengths,
misconceptions as opportunity
for growth and learning
• Uses community, family and
colleagues as resources for
development of students, but
takes responsibility for growth
Standard #2
Knowledge
• Learning for Understanding
learning style differences and
how they affect students ability
to learn
• Recognizes students with
special needs and can help
them utilize resources
• Understands second language
acquisition and how to modify
instruction to support
• Values differences in cultures
and can incorporate in the
classroom
• Each learner brings different
experiences to the learning
table
Performance
• Adapts instruction to each
learner’s needs
• Makes provisions for learners
that are struggling in a timely
manner
• Builds instruction on previous
learning
• Includes different
perspectives, ties into
learner’s personal experience
• Language development
• Accesses and provides
resources
Disposition
• Believes and supports high
potential in all learners
• Respects differing perspectives
• Values each learner and in
turn helps them to value each
other
• Respects different languages
and cultures and incorporates
them into intruction
Standard #3
Knowledge
• Motivation directly influences
engagement, ownership in
learning
• Demonstrates and teaches
cooperation
• Works with learners to design a
successful learning
environment
• Communicate effectively with
many different learning styles
and learners
• Using technology to promote
and assist learning
Performance
• Mutual respect, security,
communication and
understanding throughout all
relationships
• Instruction that encourages
self-driven engagement and
encompasses local and global
• Shared values
• Organize resources
• Respect all cultures (verbally
and non-verbally)
• Builds communication skills
both face-to-face and virtually
Disposition
• Works with family, learners,
community, etc to create
thriving and supportive
environments
• Importance of peer
relationships and learning
• Support learners
• Sets standards of respectful
communication
• Listens and responds
respectfully and thoughtfully
Standard #4
Knowledge
• Understands their discipline
and is well-informed about
current and relevant facts
pertaining
• Knows the common
misconceptions and has
strategies for addressing and
avoiding
• Familiar with academic
language but able to make
accessible
• Can incorporate culturally
relevant information
• Deep understanding of
standards and where students
should be
Performance
• Various different examples and
strategies
• Various perspectives, engaging
• Methods of inquiry and
analyzation
• Links old concepts to new,
builds upon past knowledge
• Modifies instructions for
comprehension and
appropriateness
• Opportunities for use of
academic language
Disposition
• Content is not fixed, but
fluid with culture and new
info
• Multiple perspectives,
learners analyze
perspectives
• Understands and is aware of
bias and strives to be
subjective
• Desires mastery of subject
for each learner
Standard #5
Knowledge
• One subject is relevant to and
influenced by many others
• Core subjects relate to more
specialized ones (global
awareness, etc)
• Accessing knowledge and the
responsibility and ethics
behind it
• Utilizes digital resources and
technology
• Can foster critical thinking as
well as creative thinking
• Provides resources for global
awareness
Performance Disposition
• Utilizes instruction and • Values and respects other
projects that engage critical information and disciplines
thinking from multiple outside of own content area
perspectives and cross- • Flexible learning
disciplinary skills environments, values self led
• Applies to real world problems discovery and exploration
• Use of current and relevant
tools and resources
• Originality, novel approaches,
ingenuity
• Encourages diverse
perspectives
• Supports learner literacy
development
Standard #6
Knowledge
• Formulative vs. summative
• Appropriate assessment – able
to adapt when necessary
• Assessment not just for
teachers – learners analyze and
apply as well
• Feedback – thorough and
helpful
• Can help learners successfully
prepare for assessment and
standards
Performance
• Creates appropriate
assessments and understands
and removes bias
• Analyzes data and collaborates
to understand and apply
results
• Uses technology to support
assessment
Disposition
• Invested in learner
development through
assessment
• Responsible for preparation
and alignment with learning
standards
• Thorough and helpful
feedback
• Multiple types of assessment
• Readily makes
accommodations for different
learner needs
Standard #7
Knowledge
• Thoroughly understands
content and discipline
• Importance of cross-
disciplinary instruction
• Understands and take into
account learner strengths and
needs
• Flexibility in instruction
according to feedback and
learner assessment
• Uses resources successfully
Performance Disposition
• Creates learning opportunities • Respects each learner and the
that engage learners in diverse strengths they bring
• Collaborates and collects imput
successful ways
from family, colleagues,
• Organizes strategies to
community
develop learner goals and
• Flexibility within lesson plans,
plans to achieve them adjusts according to input and
• Collaborates with multiple feedback
resources, especially
specialists in particular fields
• Creates plans in relation to
long- and short-term goals
Standard #8
Knowledge
• Understanding of the various
cognitive processes and how to
encourage them
• Applies different, relevant
teaching strategies
• Understands when to use
appropriate strategies
• Multiple forms of
communication
• Engages with multiple (quality,
relevant) resources
Performance
• Adapts to learner needs
• Consistent monitoring of
learner development,
adaptability
• Works with learners to create
useful instruction
• Values continual discussion to
casually assess learning
development
Disposition
• Continual investigation of
learner strengths and needs,
commitment to understanding
• Understands, values, and
respects all different forms of
communication
• Flexibility in use of new
technologies, strategies, and
resources
• Constant feedback loop in
instruction
Standard #9
Knowledge
• Continual self-assessment and
improvement
• Understands how own bias and
perspectives affect teaching
and seeks to mitigate effect
• Understands learners’ rights
and teacher responsibilities
and the implications
• Strives for consistent
professional growth
Performance
• Engages in learning
opportunities of all level,
across all fields, throughout
career
• Constant evaluation of
teaching outcomes and
results, independently and
with others
• Resources for self
• Reflection on personal biases
• Demonstrates and expects
respectful and safe use of
technology and information
Disposition
• Responsible for student
learning outcomes
• Understands, reflects on, and
seeks to improve the biases
that stem from personal
context
• Understands and respects
professional expectations
• Views self as learner as well as
teacher and continuously
seeks to learn and grow
Standard #10
Knowledge
• Understands context and
importance of schools as
organizations
• Understands bioecological
model of development and
how family, society,
community, etc relate to and
effect one another
• Can work successfully with
adults
• High expectations
Performance Disposition
• Consistently gives and receives • Respects families cultures and
thoughtful, helpful feedback beliefs
• Collaborates with school, • Seeks to grow, develop, and
professionals, and colleagues challenge self
to address diverse learner • Embraces challenges as
needs opportunities to improve
• Connects and values families
and communities and the
feedback they provide
• Models effective teaching
practices
 The Danielson Framework is a way to break down what good teaching is, so that it is
easier to measure, without bias, opinion, and experience differences.

• There are many different ways that you can be measured, and it isn’t always fair.
• Your measurement could depend on the students, the time of the class, and many other variables.
• Good learning depends heavily on a good learning environment. The classroom culture that you
create will either help or hurt your students. However, this is very difficult to observe and measure,
which is why the Danielson Framework is helpful. This is covered in domain 2.
• Classroom management, classroom management, classroom management!! It is going to be very
difficult for students to be productive and learn if it is chaotic in the classroom. And you as the
teacher are going to have a hard time trying to teach well if you are fighting with your students all
day long.
• The language you use is so important for effective communication. This is covered in domain 3