IDAHO CORE TEACHER STANDARDS

AND DANIELSON FRAMEWORK FOR

TEACHING EVALUATION METHOD

Josiah M. Dixon
Educ-290
Professor Rapley
OBJECTIVES
• Identify the expectations that the State of Idaho has
of Teacher.
• Identify and explain the ten Idaho Core Teacher
Standards.
• Become more familiar with the framework for
Teaching Evolution instrument and distinguished
expectations of an educator.
Presentation title 3

INTRODUCTION
“You can become an even more excellent
person by constantly setting higher and higher
standards for yourself and then by doing
everything possible to live up to those
standards.” –Unknown
 WHAT ARE THE
IDAHO CORE
TEACHER
STANDARDS?
• The Idaho Core Teaching Standards consist of 10 standards
set by the State of Idaho addressing their expectations for
educator who teach within the State of Idaho.
• Idaho's Core Standards are created upon the idea, New
Teacher Assessment and Support Consortium model.
• All new teachers will be expected to be able to successful
demonstrate that they understand what will be expected of
them as an educator, be for their initial certification from
the State of Idaho Education Department.
 5

IDAHO CORE TEACHING

STANDARDS
Standard One: What does this mean for an educator?
• The teacher demonstrates an understanding of the central concepts of his or
her discipline.

Knowledge of
Subject Matter • The teacher uses explanations and representations that link curriculum to
prior learning.
Teachers must
understand the
central concepts, tools • The teacher evaluates resources and curriculum materials for
of inquiry, and the appropriateness to the curriculum and instructional delivery.
structure of the
discipline being • The teacher engages students in interpreting ideas from a variety of
taught, and creates a perspectives.
learning experience
that makes these
aspects of matter
more meaningful for
students
 6

IDAHO CORE TEACHER

STANDARDS

What does this mean for an educator?

Standard two:
• The teacher evaluates student performance to design instruction appropriate for
Knowledge of Human cognitive, social and emotional development.
Development and
Learning • The teacher creates relevance for students by linking with their prior
The teacher understands experiences and provides opportunities for students to assume responsibility for
how students learn and and be actively engaged in their learning.
develop, and provides
opportunities that support
their intellectual, social and • The teacher encourages students to reflect upon their prior knowledge and make
connections to new information.
personal development.

• 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).
 7

IDAHO CORE TEACHER

STANDARDS
What does this mean for an educator?
• The teacher creates a learning environment that
Standard Three: respects individual differences and designs
instruction appropriate to students’ learning styles,
Adapting stages of development, needs and strengths.
Instruction for • The teacher selects approaches that provide

f
Individual Needs opportunities for different performance modes and
The teacher accesses appropriate services or resources to meet
understands how the needs of exceptional learners.
students differ in
their approaches • The teacher adjusts instruction to accommodate
to learning and the differing learning requirements of students and
creates differentiates instruction as needed.

g
instructional
opportunities that
are adapted to • The teacher connects with students through a
students with variety of types of interactions / assignments
diverse needs. drawing on the different ethnic, cultural or
socioeconomic conditions that students may be
apart of.
IDAHO CORE TEACHER
8

STANDARDS

STANDARD FOUR:

Multiple Instructional What does this mean for an educator?

Strategies
The teacher • The teacher encourages critical thinking and uses a variety of teaching and
understands and uses learning to encourage students with problem solving.
a variety of
instructional
• The teacher encourages students to take responsibility for their learning by
strategies to
helping them identify and use various learning resources.
encourage students'
development of
critical thinking, • The teacher takes on different roles in the classroom. Depending on the lesson,
problem solving, and they can be a coach, facilitator, instructor or part of the audience to accommodate
performance skills. different lessons and student needs.

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.
9
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.
10
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.
11
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 SEVEN:
Instructional Planning Skills
The teacher plans instruction based upon
knowledge of subject matter, students, the
community, and curriculum goals.
12
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.
 13

IDAHO CORE TEACHER

STANDARDS
STANDARD EIGHT:
Assessment of Student Learning

The teacher understands, uses and interprets What does this mean for an educator?
formal and informal assessment strategies to
evaluate and advance student performance and • The teacher selects, constructs, and uses assessment strategies appropriate to
to determine program effectiveness. 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.).
 14

IDAHO CORE TEACHER

STANDARDS
What does this mean for an educator?

• The teacher uses research, classroom observation, and information about

STANDARD NINE: 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
Professional Commitment and Responsibility needed.
The teacher is a reflective practitioner who demonstrates a
commitment to professional standards and is continuously engaged in • The teacher is aware that they are both a teacher and a learner. The make use of
purposeful mentoring of the art and science of teaching. 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.
 15

IDAHO CORE TEACHER

STANDARDS

STANDARD TEN:
Partnerships

What does this mean for an educator?

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

 16

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.
Presentation title 17

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 18

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.
Presentation title 19

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
Presentation title 20

FRAMEWORK FOR
TEACHING
• 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
Presentation title 21

FRAMEWORK FOR
TEACHING
Presentation title 22

FRAMEWORK FOR
TEACHING
• 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
Presentation title 23

FRAMEWORK FOR
TEACHING
•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
Presentation title
FRAMEWORKS FOR 24

TEACHING

WHEN USED AS AN
EVALUATION TOOL
When a teacher’s teachers' 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
 Unsatisfacto
ry
Level 1
Basic
Level 2
Proficient
Level 3
Distinguished
Level 4 EXAMPLE OF
EVALUATION
25

Domain 1a: • In planning • Teacher is familiar • Teacher displays • Teacher displays

RUBRIC
and practice, with the important solid knowledge extensive
teacher concepts in the of the important • knowledge of
Demonstrating makes discipline but concepts in the the important
content displays lack of discipline and concepts in the
Knowledge of errors or awareness of how how these relate discipline and
Content and does not these to one how these relate
Pedagogy correct • concepts relate to • another. both to one
errors made one another. Teacher’s plans another and to
by students. Teacher’s plans and practice other
Teacher’s and practice reflect accurate • disciplines.
plans and indicate some understanding of Teacher’s plans
practice awareness of • prerequisite and practice
display little prerequisite relationships reflect
understandin • relationships, among topics understanding of
g of although such and concepts. prerequisite
prerequisite • knowledge may be Teacher’s plans relationships
relationships inaccurate or • and practice among topics
important to incomplete. reflect and concepts and
student Teacher’s plans familiarity with a link to
learning of and a wide range of necessary
the content. • practice reflect a effective cognitive
• Teacher limited range of pedagogical structures by
displays little pedagogical • approaches in students to
or no approaches to the the discipline. ensure
• understandin discipline or to the understanding.
g of the students. Teacher’s plans
range of and practice
• pedagogical reflect
approaches familiarity with
suitable to a wide range of
student effective
learning of pedagogical
the content. approaches in
the discipline,
anticipating
student
misconceptions.
Presentation title 26
Domain 1 Unsatisfactory Basic Proficient Distinguished
Subdomain a: Level 1 Level 2 Level 3 Level 4

Demonstrating
Knowledge of
Content and
Pedagogy

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

EXAMPLE OF EVALUATION
RUBRIC (CONTI)
Presentation title EXAMPLE OF EVALUATION RUBRIC 27
(CONTINUED)

Domain 1
Subdomain a:

Demonstrating Unsatisfactory Basic Proficient Distinguished

Knowledge of Level 1 Level 2 Level 3 Level 4
Content and
Pedagogy

• The teacher says, “The official
Possible language of Brazil is Spanish,
Examples just like other South American
countries.”
• The teacher says, “I don’t
understand why the math book
has decimals in the same unit
as fractions.”
• The teacher has students copy
dictionary definitions each
week to help his students learn
to spell difficult words.
• 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.
• 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.
• 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.
Presentation title 28

SUMMARY
The Idaho Core Teacher Standards are ten standards that the State of Idaho expects all 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 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 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.
THANK YOU
Josiah M. Dixon
Sources:
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/>.