Idaho Core Teacher Standards

and the
Danielson Framework for Teaching Evaluation Method

Chris Dixon
Educ 290
 Objectives

Teacher will learn to:

1. Identify the expectations that the State of Idaho has of teachers.
2. Identify and understand the ten Idaho Core Teacher Standards.
3. Become more familiar with the Framework for Teaching Evaluation
Instrument and how it is used.
4. Understand the differences between unsatisfactory, basic, proficient
and distinguished expectations of a teacher.
 What are the Idaho Core Teacher
Standards?
1. There are ten Idaho Core Teacher Standards that the State of Idaho expects all highly
qualified teachers to possess. These standards outline the skills that are necessary for
each teacher to be an effective and successful educator.

2. The standards are based upon the Interstate New Teacher Assessment and Support
Consortium model.

3. All new teachers are expected to be able to demonstrate that they know what will be,
and is, expected of them as a teacher before their initial certification with the State of
Idaho.
 IDAHO CORE TEACHER STANDARDS
STANDARD ONE
Knowledge of Subject Matter

The teacher understands the central concepts, tools of inquiry, and structure of the discipline taught, and creates
learning experiences that make these aspects of subject matter meaningful for students.

What does this mean for an educator?

• The teacher demonstrates an understanding of the central concepts of his or her discipline.

• The teacher uses explanations and representations that link curriculum to prior learning.

• The teacher evaluates resources and curriculum materials for appropriateness to the curriculum and instructional delivery.

• The teacher engages students in interpreting ideas from a variety of perspectives.

 IDAHO CORE TEACHER STANDARDS
STANDARD TWO
Knowledge of Human Development and Learning

The teacher understands how students learn and develop, and provides opportunities that support their
intellectual, social and personal development.
What does this mean for an educator?
• The teacher evaluates student performance to design instruction appropriate for cognitive, social and emotional development.

• The teacher creates relevance for students by linking with their prior experiences and provides opportunities for students to
assume responsibility for and be actively engaged in their learning.

• The teacher encourages students to reflect upon their prior knowledge and make connections to new information.

• The teacher creates instructional activities by accessing the way a student thinks. Activities are created by monitoring
group/individual interaction and written work (listening, encouraging discussion, eliciting samples of student thinking orally and in
writing).
 IDAHO CORE TEACHER STANDARDS
STANDARD THREE
Adapting Instruction for Individual Needs

The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to students with diverse needs.

What does this mean for an educator?

• The teacher creates a learning environment that respects individual differences and designs instruction appropriate to students’
learning styles, stages of development, needs and strengths.

• The teacher selects approaches that provide opportunities for different performance modes and accesses appropriate services or
resources to meet the needs of exceptional learners.

• The teacher adjusts instruction to accommodate the differing learning requirements of students and differentiates instruction as
needed.

• The teacher connects with students through a variety of types of interactions / assignments drawing on the different ethnic,
cultural or socioeconomic conditions that students may be apart of.
IDAHO CORE TEACHER STANDARDS
STANDARD FOUR
Multiple Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage students'
development of critical thinking, problem solving, and performance skills.

Multiple Instructional Strategies

The teacher understands and uses a variety of instructional strategies to

encourage students' development of critical thinking, problem solving, and
performance skills.
 IDAHO CORE TEACHER STANDARDS
STANDARD FIVE
Classroom Motivation and Management Skills

The teacher understands individual and group motivation and behavior and creates a learning
environment that encourages positive social interaction, active engagement in learning, and self-
motivation.

What does this mean for an educator?

• The teacher outlines expectations that ensure students take on responsibility for themselves and others to work collaboratively and independently so
that they may engage in purposeful learning activities.

• The teacher draws upon students’ personal interests to create better engagement in lessons. Students are allowed to solve problems and ask questions
that are meaningful to them and have choices in their learning.

• The teacher organizes the classroom space and time into one that is conducive to learning. The classroom environment is periodically analyzed to best
encourage student engagement and participation.

• The teacher organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.
 IDAHO CORE TEACHER STANDARDS
STANDARD SIX
Communication Skills

The teacher uses knowledge of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the
classroom.
What does this mean for an educator?
• The teacher models effective communication strategies for students.

• The teacher provides support for learner expression in speaking, writing, and other media.

• The teacher is aware that communication techniques can have both gender and cultural differences. They understand how to use
appropriate eye contact, verbal statements, and can interpret differing body language when interacting with peers and students.

• The teacher uses multiple tools for communication so that they may better foster various learning opportunities.
 IDAHO CORE TEACHER STANDARDS
STANDARD SEVEN
Instructional Planning Skills

The teacher plans instruction based upon knowledge of subject matter, students, the
community, and curriculum goals.

What does this mean for an educator?

• The teacher plans lessons and activities to accommodate the various learning styles of the students and the differing
developmental levels of their diverse classroom.

• The teacher develops lesson plans based upon effective instruction and that are appropriate for curriculum goals.

• The teacher is flexible and is able to adjust plans to accommodate unanticipated problems or student needs.

• The teacher creates learning goals that incorporate both long and short range plans.
 IDAHO CORE TEACHER STANDARDS
STANDARD EIGHT
Assessment of Student Learning

The teacher understands, uses and interprets formal and informal assessment strategies to
evaluate and advance student performance and to determine program effectiveness.

What does this mean for an educator?

• The teacher selects, constructs, and uses assessment strategies appropriate to the learning outcomes.

• The teacher uses a variety of formal (i.e. standardized tests) and informal (i.e. observations and surveys) techniques to make
informed choices about student progress and to adjust instruction.

• The teacher involves classroom learners in evaluating their own learning to help them become more self-aware of their own
strengths and needs and to be help them to set their own personal learning goals.

• The teacher maintains records of student work and growth in the classroom, and knowledgeably communicates student’s
academic growth to the appropriates resources (i.e. parents, administrators, colleagues, etc.).
 IDAHO CORE TEACHER STANDARDS
STANDARD NINE
Professional Commitment and Responsibility

The teacher is a reflective practitioner who demonstrates a commitment to professional standards and
is continuously engaged in purposeful mentoring of the art and science of teaching.

What does this mean for an educator?

• The teacher uses research, classroom observation, and information about students as a means for evaluating the outcomes of their
teaching. They use this information as a basis to reflect, experiment or revise their lesson delivery when needed.

• The teacher is aware that they are both a teacher and a learner. The make use of colleagues, professional literature and other
resources to support their continuing self-development as an educator.

• The teacher collaborates with their colleagues within the school to actively share classroom experiences, reflect upon those
experiences, problem solve, and create new ideas to support an effective classroom learning environment.
 IDAHO CORE TEACHER STANDARDS
STANDARD TEN
Partnerships

The teacher interacts in a professional, effective manner with colleagues, parents, and other members
of the community to support students' learning and well being.

What does this mean for an educator?

• The teacher continually participates in collegial opportunities which are designed to make the entire school an effective and
productive learning environment.

• To better support student’s learning and well-being, the teacher collaborates with teachers of other classes within the school,
counselors, and professionals in various community agencies.

• The teacher actively seeks to create a collaborative partnership with students’ parents and guardians to better support student
learning.

• The teacher is an advocate for students and their educational needs.

 How Do These Standards Affect Me?

These standards are one of the tools that your

administrators will use to evaluate the effectiveness
of your instruction, as well as a basis of the
requirements expected of you for continued
employment as an educator.
 The Frameworks for Teaching Evaluation
Method

In addition to the Idaho Core Teacher Standards,

many school administrators,
as well as the State of Idaho,
have chosen to utilize
Charlotte Danielson’s
“Framework for Teaching”
as an additional tool to evaluate the competency and effectiveness
of a classroom educator.
 The Framework for Teaching is a set of
research-based components of instruction.

These components have been aligned to the

INTASC standards and they have been broken
down into 22 components and grouped into four
domains of teaching responsibility.
 Framework for Teaching

Domain 1: Planning and Preparation

1. Demonstrating Knowledge of Content and Pedagogy

2. Demonstrating Knowledge of Students
3. Setting Instructional Outcomes
4. Demonstrating Knowledge of Resources
5. Designing Coherent Instruction
6. Designing Student Assessments
 Framework for Teaching

Domain 2: Classroom Environment

1. Creating an Environment of Respect and Rapport

2. Establishing a Culture for Learning
3. Managing Classroom Procedures
4. Managing Student Behavior
5. Organizing Physical Space
 Framework for Teaching

Domain 3: Instruction

1. Communicating With Students

2. Using Questioning and Discussion Techniques
3. Engaging Students in Learning
4. Using Assessment in Instruction
5. Demonstrating Flexibility and Responsiveness
 Framework for Teaching

Domain 4: Professional Responsibilities

1. Reflecting on Teaching
2. Maintaining Accurate Records
3. Communicating with Families
4. Participating in a Professional Community
5. Growing and Developing Professionally
6. Showing Professionalism
 Framework for Teaching
The Idaho Core Frameworks Idaho Teaching Standards
Teacher Standards Standard 1: Knowledge of Subject Matter
Danielson Domain 1 Standard 2: Knowledge of Human Development and
and the Danielson Planning and Preparation Learning
Framework for Teaching Standard 7: Instructional Planning Skills

Method both align with the Danielson Domain 2

Standard 5: Classroom Motivation and Management
Skills
Interstate New Teacher The Classroom Environment

Assessment and Support

Consortium (INTASC). Standard 3: Adapting Instruction for Individual Needs
Danielson Domain 3 Standard 4: Multiple Instructional Strategies
Instruction and Assessment Standard 6: Communication Skills
This table displays how Standard 8: Assessment of Student Learning

Idaho Teaching Standards Standard 9: Professional Commitment and

and the Frameworks Danielson Domain 4
Professional Responsibilities
Responsibility
Standard 10: Partnerships
Model align together.
 Frameworks for Teaching

When a teacher’s performance is being evaluated using the Frameworks method,

the administrator follows a rubric for each of the domains and subdomains in their
evaluation.

Teachers are graded on their performance with the following labels:

Unsatisfactory-Level 1
Basic-Level 2
Proficient-Level 3
Distinguished-Level 4
 Frameworks for Teaching
Example of Evaluation Rubric
Unsatisfactory
Level 1
In planning and practice, teacher makes
content errors or does not correct errors
made by students. Teacher’s plans and
practice display little understanding of
prerequisite relationships important to
student learning of the content.
Domain 1a: Teacher displays little or no
understanding of the range of
pedagogical approaches suitable to
Demonstrating student learning of the content.
Knowledge of
Content and
Pedagogy
Basic
Level 2
Teacher is familiar with the
important concepts in the discipline
but displays lack of awareness of
how these
concepts relate to one another.
Teacher’s plans and practice indicate
some awareness of prerequisite
relationships, although such
knowledge may be inaccurate or
incomplete. Teacher’s plans and
practice reflect a limited range of
pedagogical approaches to the
discipline or to the students.
Proficient
Level 3
Teacher displays solid knowledge of
the important concepts in the
discipline and how these relate to
one
another. Teacher’s plans and practice
reflect accurate understanding of
prerequisite relationships among
topics and concepts. Teacher’s plans
and practice reflect familiarity with a
wide range of effective pedagogical
approaches in the discipline.
Distinguished
Level 4
Teacher displays extensive
knowledge of the important concepts
in the discipline and how these relate
both to one another and to other
disciplines. Teacher’s plans and
practice reflect understanding of
prerequisite relationships among
topics and concepts and a link to
necessary cognitive structures by
students to ensure understanding.
Teacher’s plans and practice reflect
familiarity with a wide range of
effective pedagogical approaches in
the discipline, anticipating student
misconceptions.
 Frameworks for Teaching
Example of Evaluation Rubric
Domain 1
Subdomain a:

Demonstrating
Unsatisfactory Basic Proficient Distinguished
Knowledge of Level 1 Level 2 Level 3 Level 4
Content and
Pedagogy

• Teacher makes content • Teacher is familiar with the • The teacher can identify • The teacher cites intra-and
errors. discipline but does not see important concepts of the interdisciplinary content
• Teacher does not conceptual relationships. discipline, and their relationships.
• Teacher’s knowledge of relationships to one another. • The teacher’s plans
consider prerequisite prerequisite relationships is • The teacher consistently demonstrate awareness of
relationships when inaccurate or incomplete. provides clear explanations of possible student
planning. • Lesson and unit plans use the content. misconceptions and how
Critical • Teacher’s plans use limited instructional strategies, • The teacher answers student they can be addressed.
Attributes inappropriate strategies and some are not be suitable to questions accurately and • The teacher’s plans reflect
for the discipline. the content. provides feedback that furthers recent developments in
their learning. content-related pedagogy.
 Frameworks for Teaching
Example of Evaluation Rubric

Domain 1
Subdomain a:

Demonstrating
Unsatisfactory
Knowledge of Level 1
Content and
Pedagogy
• The teacher says, “The official
language of Brazil is Spanish,
just like other South American
countries.”
• The teacher says, “I don’t
understand why the math book
has decimals in the same unit as
Possible fractions.”
• The teacher has students copy
Examples dictionary definitions each week
to help his students learn to
spell difficult words.
Basic
Level 2
• The teacher plans lessons on area and
perimeter independently of one another,
without linking the concepts together.
• The teacher plans to forge ahead with a
lesson on addition with regrouping,
even though some students have not
fully grasped place value.
• The teacher always plans the same
routine to study spelling: pre-test on
Monday, copy the words 5 times each
on Tuesday and Wednesday, test on
Friday.
Proficient
Level 3
• The teacher’s plan for area and
perimeter invites students to
determine the shape that will yield the
largest area for a given perimeter.
• The teacher realized her students are
not sure how to use a compass, so she
plans to practice that before
introducing the activity on angle
measurement.
• The teacher plans to expand a unit on
civics by having students simulate a
court trial.
Distinguished
Level 4
• In a unit on 19th century
literature, the teacher
incorporates information
about the history of the same
period.
• Before beginning a unit on the
solar system, the teacher
surveys the class on their
beliefs as to why it is hotter in
the summer than in the winter.
 Conclusion
Idaho Core Teaching Standards and Frameworks Evaluation Method

• The Idaho Core Teacher Standards are ten standards that the State of Idaho expects all of their highly qualified
teachers to possess. New teachers are expected to demonstrate they know and understand them before their
initial certification.

• The Danielson Framework for Teaching Evaluation Method is an additional component that the State and some
administrators use when they are evaluating the effectiveness of an educator’s instruction.

• The Framework Method is composed of 4 Domains that are thought to be essential components of teaching.
Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities.

• The Idaho Core Teaching Standards and the Frameworks Evaluation Method both align to each other and to the
Interstate New Teacher Assessment and Support Consortium (INTASC).

• The Danielson Framework Method evaluates and scores teachers using the following terms: unsatisfactory,
basic, proficient and distinguished.
 REFERENCES

Danielson, Charlotte. "The Danielson Group." Promoting Teacher Effectiveness and Professional Learning.
Danielson Group, 2011. Web. 24 Feb. 2014. <http://www.danielsongroup.org/Default.aspx>.
Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition ed. Princeton, NJ:
Danielson Group, 2013. Print.
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. 20 Feb.
2014.
<https://www.sde.idaho.gov/site/teacher_certification/alt_routes.htm>.
"Teacher Certification." Idaho State Department of Education. Ed. Idaho State Department of Education. N.p.,
2014. Web. 21 Feb. 2014. <https://www.sde.idaho.gov/site/teacher_certification/>.