Teaching Standards KH

Complimentary
Curriculum:
INTASC and the
Danielson
Framework
KASPER HERDT
Roadmap
•The ten standards of the Interstate New Teacher Assessment and Support Consortium (INTASC)
•Charlotte Danielson’s “Framework for Teaching” evaluation method
•Relations between the two frameworks
•Grading a teacher: a rubric
•Conclusion
What are Idaho’s Core Teacher Standards?
•The Idaho Core Teacher Standards are ten
expectations set for all educators of Idaho.
They define what is expected of teachers, and
explain what the state deems necessary to be Next, we’re going over what these ten standards
an effective educator. are, and how a teacher can implement them.
•They are derived from the INTASC model,

and are measured by the Danielson
Framework for Teaching.
•Understanding of these standards is required
in order to be a certified teacher in Idaho.
How is this standard implemented?
STANDARD ONE
• By demonstrating an understanding of the central concepts of
their discipline.
Knowledge of Subject
Matter • By using explanations and representations that link
curriculum to prior learning.
The teacher understands the
central concepts, tools of
• By engaging students in interpreting ideas from a variety of
inquiry, and structure of the
perspectives.
discipline taught, and creates
learning experiences that
• By using interdisciplinary approaches to teaching and
make these aspects of subject
learning.
matter meaningful for
students.
• By using methods of inquiry that are central to the discipline.
Idaho State Department of Education, ed. "Performance Assessment Portfolio Guidance & Performance Assessment Rubric." (2011): 1-13. Idaho State Department of Education. 18 Jan. 2011. Web. 8 Mar. 2022.
STANDARD TWO
• By evaluating student performance to design instruction appropriate
for cognitive, social and emotional development.
Knowledge of Human
• By creating relevance for students by linking with their prior Development and
experiences.
Learning
• By providing opportunities for students to assume responsibility for
and be actively engaged in their learning. The teacher understands how
students learn and develop,
• By encouraging students to reflect upon their prior knowledge and and provides opportunities
make connections to new information. that support their intellectual,
social and personal
• By creating instructional activities and accessing the way a student
development.
thinks. Activities are created by monitoring group/individual interaction
and written work (listening, encouraging discussion, eliciting samples of
student thinking orally and in writing).
STANDARD THREE
• By designing instructions appropriate to students’ stages of
development, learning styles, strengths and needs.
Adapting Instruction for
Individual Needs • By selecting approaches that provide opportunities for different
performance modes.
The teacher understands how • By accessing appropriate services or resources to meet exceptional
students differ in their learning needs when needed.
approaches to learning and
creates instructional • By adjusting instruction to accommodate the learning differences or
opportunities that are adapted needs of students (time and circumstance of work, tasks assigned,
to students with diverse communication and response modes).
needs.
• By using knowledge of different cultural contexts within the
community (socioeconomic, ethnic, cultural) and connects with the
learner through types of interaction and assignments.
STANDARD FOUR
• By selecting and using multiple teaching and learning
strategies (a variety of presentations/explanations) to encourage
Multiple Instructional
students in critical thinking and problem solving.
Strategies
• By encouraging students to assume responsibility for
identifying and using learning resources. The teacher understands and
uses a variety of instructional
• By assuming different roles in the instructional process strategies to encourage
(instructor, facilitator, coach, audience) to accommodate students' development of
content, purpose, and learner needs. critical thinking, problem
solving, and performance
skills.
STANDARD FIVE
• By encouraging clear procedures and expectations that ensure students
assume responsibility for themselves and others, works collaboratively and
Classroom Motivation and independently, and engages in purposeful learning activities.
Management Skills
• By engaging students by relating lessons to students’ personal interests,
allowing students to have choices in their learning, and leading students to ask
The teacher understands questions and solve problems that are meaningful to them. • organizes,
individual and group allocates, and manages time, space and activities in a way that is conducive to
motivation and behavior and learning.
creates a learning • By organizing, preparing students for, and monitoring independent and group
environment that encourages work that allows for full and varied participation of all individuals.
positive social interaction,
active engagement in • By analyzing classroom environment and interactions and making
adjustments to enhance social relationships, student motivation/engagement
learning, and self-motivation.
and productive work.
STANDARD SIX
• By modelling effective communication strategies for conveying ideas
and information and when asking questions (e.g., monitoring the effects
of messages, restating ideas and drawing connection, using visual, aural, Communication Skills
and kinesthetic cues, being sensitive to nonverbal cues both given and
received). The teacher uses knowledge
of effective verbal, nonverbal,
• By providing support for learner expression in speaking, writing, and
other media. and media communication
techniques to foster active
• By demonstrating that communication is sensitive to gender and inquiry, collaboration, and
cultural differences (e.g., appropriate use of eye contact, interpretation supportive interaction in the
of body language and verbal statements, acknowledgment of and classroom.
responsiveness to different modes of communication and participation).
• By using a variety of media communication tools to enrich learning

opportunities.
STANDARD SEVEN
• By planning lessons and activities to address variation in
learning styles and performance modes, multiple development
Instructional Planning
levels of diverse learners, and problem solving and exploration.
Skills
• By developing plans that are appropriate for curriculum goals
The teacher plans instruction and are based on effective instruction.
based upon knowledge of
subject matter, students, the • By adjusting plans to respond to unanticipated sources of
community, and curriculum input and/or student needs.
goals.
• By developing short-range and long-range plans.
STANDARD EIGHT
• By using a variety of informal and formal strategies to make informed
choices about student progress and to adjust instruction (e.g.,
standardized test data, peer and student self-assessment, informal Assessment of Student
assessments such as observation, surveys, interviews, student work, Learning
performance tasks, portfolio, and teacher made tests).
The teacher understands, uses
• By using assessment strategies to involve learners in self-assessment
activities to help them become aware of their strengths and needs, and to and interprets formal and
encourage them to set personal goals for learning. informal assessment strategies
to evaluate and advance
• By evaluating the effects of class activities on individuals and on student performance and to
groups through observation of classroom interaction, questioning and determine program
analyzing student work. effectiveness.
• By maintaining useful records of student work and performance and
can communicate student progress knowledgeably and responsibly.
STANDARD NINE
• By using classroom observation, information about students and
research as sources for evaluating the outcomes of teaching and learning
Professional Commitment and as a basis for experimenting with, reflecting on and revising
and Responsibility practice.
The teacher is a reflective • By using professional literature, colleagues and other resources to
practitioner who demonstrates a support self development as a learner and as a teacher.
commitment to professional
• By consulting with professional colleagues within the school and other
standards and is continuously
professional arenas as support for reflection, problem-solving and new
engaged in purposeful ideas, actively sharing experiences and seeking and giving feedback.
mentoring of the art and science
of teaching.
STANDARD TEN
• By participating in collegial activities designed to make the entire
school a productive learning environment.
Partnerships
• By linking with counselors, teachers of other classes and activities
within the school, professionals in community agencies, and others in The teacher interacts in a
the community to support students’ learning and well-being.
professional, effective manner
• By seeking to establish cooperative partnerships with with colleagues, parents, and
parents/guardians to support student learning. other members of the
community to support
• By advocating for students and their wellbeing. students' learning and well
being.
Charlotte Danielson’s Framework for Teaching
Developed in 1996, and regularly revised since then, the Framework for Teaching is a set of
instructional elements used to evaluate the effectiveness of teachers. These elements are specifically
designed to align with the INTASC standards. They are broken down into 22 components, under four
domains of teaching responsibility.
These domains are:

•Planning and preparation
•Classroom environment These 22 components are

displayed on the following
•Instruction slides.
•Professional responsibilities
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
Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2011 Edition ed. Princeton, NJ: Danielson Group, 2011 Web. 8 Mar. 2022
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
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 Responsibilities
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
Frameworks Idaho Teaching Standards
The Idaho Core
Teacher Standards Standard 1: Knowledge of Subject Matter
Danielson Domain 1 Standard 2: Knowledge of Human
and the Danielson Planning and Preparation Development and Learning
Framework for Teaching Standard 7: Instructional Planning Skills
are compatible by design, Standard 5: Classroom Motivation and
Danielson Domain 2
and align with the The Classroom Environment
Management Skills
INTASC framework to form
a standardized curriculum Standard 3: Adapting Instruction for Individual
Needs
for educators to learn and Danielson Domain 3
Standard 4: Multiple Instructional Strategies
adhere to. Instruction and Assessment
Standard 6: Communication Skills
Standard 8: Assessment of Student Learning
This table displays how Danielson Domain 4
Standard 9: Professional Commitment and
Idaho Teaching Standards Responsibility
Professional Responsibilities
Standard 10: Partnerships
and the Frameworks
Model align together.
The resulting grades fall into one of four categories
The Framework • Level 1: Unsatisfactory
for Teaching as an • Level 2: Basic
evaluation tool • Level 3: Proficient
• Level 4: Distinguished
Each of the listed domains and
subdomains has its own rubric
which an administrator uses to
measure the efficacy of a teacher.
Example of Evaluation Rubric
Unsatisfactory Basic Proficient Distinguished
Level 1 Level 2 Level 3 Level 4
In planning and practice, teacher Teacher is familiar with the Teacher displays solid Teacher displays extensive
makes content errors or does not important concepts in the knowledge of the important knowledge of the important
correct errors made by students. discipline but displays lack of concepts in the discipline and concepts in the discipline and
Teacher’s plans and practice awareness of how these how these relate to one how these relate both to one
display little understanding of concepts relate to one another. another. Teacher’s plans and another and to other
prerequisite relationships Teacher’s plans and practice practice reflect accurate disciplines. Teacher’s plans and
Domain 1a: important to student learning of indicate some awareness of understanding of practice reflect understanding of
the content. prerequisite prerequisite relationships prerequisite relationships among
Teacher displays little or no relationships, although such among topics and concepts. topics and concepts and a link to
Demonstrating understanding of the range of knowledge may be inaccurate Teacher’s plans necessary cognitive structures by
Knowledge of pedagogical approaches suitable to or incomplete. Teacher’s plans and practice reflect familiarity students to ensure understanding.
Content and student learning of the content. and with a wide range of effective Teacher’s plans and practice
Pedagogy practice reflect a limited range pedagogical reflect familiarity with a wide
of pedagogical approaches to approaches in the discipline. range of effective pedagogical
the discipline or to the students. approaches in the discipline,
anticipating student
misconceptions.
Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2011 Edition ed. Princeton, NJ: Danielson Group, 2011. Web. 8 Mar. 2022
Example of Evaluation Rubric (continued)
Domain 1
Subdomain a:
Demonstrating
Knowledge of Level 1 Level 2 Level 3 Level 4
Content and
Pedagogy
• Teacher makes content • Teacher is familiar with • The teacher can identify • The teacher cites intra-
errors. the discipline but does not important concepts of and interdisciplinary
• Teacher does not see conceptual the discipline, and their content relationships.
consider prerequisite relationships. relationships to one • The teacher’s plans
relationships when • Teacher’s knowledge of another. demonstrate awareness
planning. prerequisite relationships • The teacher consistently of possible student
• Teacher’s plans use is inaccurate or provides clear misconceptions and
Critical inappropriate incomplete. explanations of the how they can be
Attributes strategies for the • Lesson and unit plans use content. addressed.
discipline. limited instructional • The teacher answers • The teacher’s plans
strategies and some are student questions reflect recent
not be suitable to the accurately and provides developments in
content. feedback that furthers content-related
their learning. pedagogy.
Example of Evaluation Rubric (continued)
Domain 1
Subdomain a:
Demonstrating
Knowledge of Level 1 Level 2 Level 3 Level 4
Content and
Pedagogy
• The teacher says, “The • The teacher plans lessons on • The teacher’s plan for area • In a unit on 19th century
official language of area and perimeter and perimeter invites literature, the teacher
Brazil is Spanish, just independently of one students to determine the incorporates information
like other South another, without linking the shape that will yield the about the history of the
American countries.” concepts together. largest area for a given same period.
• The teacher says, “I • The teacher plans to forge perimeter. • Before beginning a unit on
don’t understand why ahead with a lesson on • The teacher realized her the solar system, the
the math book has addition with regrouping, students are not sure how teacher surveys the class
Possible decimals in the same even though some students to use a compass, so she on their beliefs as to why it
Examples unit as fractions.”
• The teacher has students
have not fully grasped place
value.
plans to practice that
before introducing the
is hotter in the summer
than in the winter.
copy dictionary • The teacher always plans the activity on angle
definitions each week to same routine to study measurement.
help his students learn spelling: pre-test on • The teacher plans to
to spell difficult words. Monday, copy the words 5 expand a unit on civics by
times each on Tuesday and having students simulate a
Wednesday, test on Friday. court trial.
Conclusion
• The Idaho Core Teacher Standards are ten expectations set for all educators of Idaho. They define
what is expected of teachers, and explain what the state deems necessary to be an effective educator.
• They are derived from the INTASC model, and are measured by the Danielson Framework for
Teaching.
•Danielson’s framework for teaching has 22 components, under four domains of teaching
responsibility. These align with the INTASC standards and work in tandem with the Idaho Core
Teacher Standards.
•Together, these two frameworks define and evaluate what is necessary to be an effective educator.
Sources
Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2011 Edition ed. Princeton, NJ:
Danielson Group, 2011. Web. 8 Mar 2022
Idaho State Department of Education, ed. "Performance Assessment Portfolio Guidance & Performance
Assessment Rubric." (2011): 1-13. Idaho State Department of Education. 18 Jan. 2011. Web. 8 Mar 2022
<https://www.sde.idaho.gov/site/teacher_certification/alt_routes.htm>.

Teaching Standards KH

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Teaching Standards KH

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Complimentary

•Charlotte Danielson’s “Framework for Teaching” evaluation method

•Relations between the two frameworks

•Grading a teacher: a rubric

•They are derived from the INTASC model,

• By using a variety of media communication tools to enrich learning

These domains are:

•Classroom environment These 22 components are

1a Demonstrating Knowledge of Content and

1b Demonstrating Knowledge of Students

1c Setting Instructional Outcomes

1d Demonstrating Knowledge of Resources

1e Designing Coherent Instruction

1f Designing Student Assessments

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

3a Communicating With Students

3b Using Questioning and Discussion

3c Engaging Students in Learning

3d Using Assessment in Instruction

3e Demonstrating Flexibility and Responsiveness

4b Maintaining Accurate Records

4c Communicating with Families

4d Participating in a Professional Community

4e Growing and Developing Professionally

The Framework • Level 1: Unsatisfactory

for Teaching as an • Level 2: Basic

evaluation tool • Level 3: Proficient

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