Idaho Core Teacher Standards and

the Danielson Framework for

Teaching
Ashley Hunt
EDUC 290
 Objectives
• Explain Idaho Core Teacher Standards
• Explain the Danielson Framework for Teaching and what is considered
unsatisfactory, basic, proficient, and distinguished behavior in teaching
methods.
 Idaho Core Teacher Standards
• 10 standards of expectation all Idaho teachers are required to be familiar
with and know how to implement in their classrooms.
• The standards are grouped into four categories: The Learner and Learning,
Content, Instructional Practice, and Professional Responsibility.
 Standard 1: Learner Development
• The teacher is aware every student has
individual learning styles and
develops at different times cognitively,
physically, and emotionally and has
material based on individual level of
each student’s development.
• The teacher can modify instruction to
make it understandable and accessible
for all students.
• The educator is aware of all levels of
students and has curriculum based on each
level.
• The educator presents materials in different
ways so each student can understand what
is being presented.
• The educator collaborates within their
community and with colleagues to
continue their own growth and
development.
 Standard 2: Learning Differences
• The teacher designs instruction based on
learner’s strengths and understands
exceptional needs including disabilities and
giftedness.
• The teacher provides strategies and resources
to ESL students and can access information
about different cultures and communities.
• The teacher understands the value that each
student’s personal background brings to the
classroom and is inclusive.
• The teacher respects students with different
abilities and backgrounds and makes each
student feel valued and respected.
• The teacher believes each student is capable of
learning and helps them meet their full
potential by building on prior knowledge and
making appropriate provisions on a student-by-
student basis.
• The teacher makes sure learners value each
other and themselves based on their
individualities.
 Standard 3: Learning Environments
• The teacher is familiar with building
learning experiences that are safe,
structured, organized and routine to
promote productivity and cooperation
among students.
• The teacher helps students with
motivation and engagement to help
build an environment of ownership of
learning from the students.
• The teacher provides a safe
environment that engages students and
promotes inquiry and support in the
classroom.
• The teacher recognizes the importance
of peer relationships and collaboration.
• The teacher listens and observes the
classroom environment and is
responsive to feedback.
 Standard 4: Content Knowledge
• The teacher understands multiple ways to
teach the major concepts of the discipline
they teach.
• The teacher uses correct discipline
language and can incorporate different
cultural aspects as well as different
technologies to build on learning.
• The teacher has resources and time
available for student to practice and master
content.
• The teacher knows how ways of knowing
relates to disciplinary approaches.
• The teacher provides multiple
perspectives when teaching.
• The teacher recognizes and addresses
potential biases in representation of the
discipline.
• The teacher is dedicated to each learner’s
mastery of content.
 Standard 5: Application of Content
• The teacher understands different way of
knowing and how to use different perspectives to
encourage critical thinking and problem-solving
skills.
• The teacher uses guided learning and application
of problems to real world situations.
• The teacher implements supports across content
areas and encourages use of different tools and
technologies as well as communications skills to
help challenge and question assumptions.
• The teacher values all knowledge, not just
the knowledge of their own content area.
• The teacher explores how to address local
and global issues within their specific
discipline.
• The teacher encourages students to explore
and discover content in different ways as
well as find ways to express their beliefs
about the content in meaningful way.s
 Standard 6: Assessment
• The teacher understands differences between
summative and formative assessments.
• The teacher understands the purpose of
assessments and how to analyze assessment
outcomes and provide meaningful feedback
and help students set academic goals based
on assessment outcomes.
• The teacher know how to prepare learners
for assessments and make accommodations
if needed.
• The teacher aligns instruction and
assessment with learning goals.
• The teacher provides meaningful and
timely feedback to students on their
progress.
• The teacher uses multiple assessment
methods and accommodations to
identify strengths and promote learner
growth.
 Standard 7: Planning for Instruction
• The teacher understands content standards and
integrates cross-disciplinary skills.
• The teacher understands learning theory,
development, diversity and differences and
adjusts learning experiences based on relevance
to learners depending on developmental and
cultural differences as well as assessment
outcomes, prior knowledge, and learner
interest.
• The teacher provides multiple ways to show
content mastery and knowledge.
• The teacher adjusts learning goals and
plans based on learning needs.
• The teacher takes learners, colleagues,
family and community into consideration
when planning activities.
• The teacher uses short- and long-term
instructional planning.
• The teacher is open to making
adjustments based on learner needs.
 Standard 8: Instructional Strategy
• The teacher is familiar with cognitive
processes and how they can be stimulated.
• The teacher uses multiple appropriate
instructional strategies and differentiates
instruction to engage all learners and
promote higher order questioning skills.
• The teacher uses a wide range of resources,
technologies, and strategies, varies their
role in the instructional process, and asks
questions to stimulate discussion.
• The teacher encourages different way of
communication and using new
technologies to support and promote
student learning.
• The teacher adapts flexibility in instruction
based on learner responses, ideas, and
needs.
• The teacher strives to deepen awareness
and understand strengths and needs of each
individual learner.
Standard 9: Professional Learning and Ethical
Practice
• The teacher uses self assessment along with
feedback from evaluations and observations
to self-reflect on practices and implement
changes where needed.
• The teacher is aware of laws that pertain to
learner’s rights and differentiates instruction
based on learner data.
• The teacher understand personal bias exists
and works to understand learning differences
based on culture, gender, language, etc.
• The teacher is responsible for student learning
as well as seeing themselves as a learner in
order to continue strengthening skills in how
to teach and be inclusive to every student.
• The teacher understands professional
standards of practice, code of ethics, and law
and policy for students and teachers and
conscientiously works to deepen
understanding of their own frames of
reference as is relates to culture, gender,
language, ability and ways of knowing.
 Standard 10: Leadership and
Collaboration
• The teacher collaborates with other staff to support
high expectations for student learners, plan and
facilitate learning, give and receive feedback on
practices and student learning, and build a shared
vision and supportive culture within the school.
• The teacher works collaboratively with learners and
their families and builds connections within the
community and advocates to meet the needs of each
student.
• The teacher participates in professional development,
models good behavior, and takes on leadership roles.
• The teacher is responsible for learner
accountability and success and supports the
mission of their school.
• The teacher respects familial norms and
collaborates with students and their families
to set challenging goals.
• The teacher is dedicated to always keep
learning, evolving, changing, and doing
these things along side colleagues to grow
stronger together in best practices.
 Danielson Framework for Teaching
The Danielson Framework for teaching is another tool that the state of Idaho
uses as a reference for what is expected of teachers. It outlines expectations
in four Domains: Planning and Preparation, The Classroom Environment,
Instruction, and Professional Responsibilities and aligns with the 10 InTASC
Standards. The framework also includes a rubric which can be used for
teachers to self reflect on practices and see at which level they are
performing; unsatisfactory, basic, proficient, or distinguished.
 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
 Domain 2: The 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
 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
Domain 4: Professional Repsponsibilities

• 4a Reflecting on Teaching
• 4b Maintaining Accurate Records
• 4c Communicating with Families
• 4d Participating in a Professional Community
• 4e Growing and Developing Professionally
• 4f Showing Professionalism
 Alignment of InTASC Standards and Danielson Framework
InTASC Standard Framework for Teaching
1. Learner Development: The teacher understands how learning styles and Domain 1: Planning and Preparation
development are unique to each individual student and designs appropriate 1b. Demonstrating knowledge of students
content based on individual student needs. 1c. Setting instructional outcomes
1e. Designing coherent instructions
Domain 3: Instruction
3c. Engaging students in learning
2. Learning Differences: The teacher understands differences in cultures and Domain 1: Planning and Preparation
communities and creates a learning environment that promotes inclusiveness to 1b. Demonstrating knowledge of students
all students.

3. Learning Environment: The teacher collaborates with others and Domain 2: Classroom Environment
independently to encourage social interaction and active engagement among 2a. Creating an environment of respect and rapport
students. Domain 3: Instruction
3c. Engaging students in learning

4. Content Knowledge: The teacher ensures mastery of content by having full Domain 1: Planning and Preparation
knowledge of concepts and meaningful content to engage learners. 1a. Demonstrating Knowledge of Content and Pedagogy
1e: Designing coherent instruction
Domain 3: Instruction
3c. Engaging students in learning
5. Application of Content: The teacher connects concepts with differing Domain 3: Instruction
perspectives to encourage critical thinking, problem solving skills, 3a. Communicating with Students
collaboration and creativity. 3c. Engaging Students in Learning
3f. Demonstrating Flexibility and Responsiveness
 Alignment of InTASC Standards and Danielson Framework
InTASC Standard Framework for Teaching
6. Assessment: The teacher has multiple forms of assessments and uses Domain 1: Planning and Preparation
outcomes to monitor progress and make decisions about future lessons. 1f: Designing student assessments
Domain 3: Instruction
3d: Using assessment in instruction

7. Planning for Instruction: The teacher plans instruction to meet individual Domain 1: Planning and Preparation
learning goals based on each student’s knowledge of content. 1b. Demonstrating knowledge of students
1e. Designing coherent instruction

8. Instructional Strategies: The teachers uses many strategies to help Domain 3: Instruction
learners gain a deep understanding of content and apply knowledge in 3b. Using questioning and discussion techniques
meaningful ways. 3c. Engaging students in learning

9. Professional Learning and Ethical Practice: The teacher uses evidence to Domain 4: Professional Responsibilities
evaluate their practice and adapts to meet the needs of each learner. 4a. Reflecting on teaching
4e. Growing and developing professionally
4f. Showing professionalism

10: Leadership and Collaboration: The teacher seeks leadership roles to Domain 4: Professional Responsibilities
ensure learner growth and advance profession. 4c. Communicating with families
4d. Participating in a professional community
4f. Showing professionalism
 Conclusion
The implementation of the InTASC standards and Danielson Framework for
Teaching helps teachers understand what is expected of them. It provides a
strong foundation that promotes continuous learning and development
among teachers to ensure each student is having their needs met so they can
learn and absorb content and information in a way that makes sense for
them.
 Sources
Danielson, Charlotte. "The Danielson Group." Promoting Teacher
Effectiveness and Professional Learning. Danielson Group, 2011. Web.
1 Oct. 2021. Danielson, Charlotte. The Framework for Teaching:
Evaluation Instrument. 2013 Edition ed. Princeton, NJ: Danielson
Group, 2013. Print.
"Teacher Certification." Idaho State Department of Education. Ed. Idaho
State Department of Education. N.p., 2014. Web. 1 Oct. 2021.