IDAHO CORE TEACHER STANDARDS

&
THE DANIELSON FRAMEWORK FOR TEACHING EVALUATION
METHOD

BARBARA BLAIR
EDUC – 290
SPRING 2024
  Recognize the Department of Education Teaching
Standards for Idaho and how they apply to the
classroom
 Recognize and understand the Idaho Core Teaching
OBJECTIVES: Standards and expectations
 Recognize and understand the Danielson Framework
for Teaching Evaluation Instrument and how to apply
to the classroom
  The Idaho Core Teacher Standards are broken down into
ten separate standards for the most qualified teachers to
utilize.
 The ten standards act as a guideline for expectations
towards the educator to practice effective and efficient
IDAHO CORE skills to provide their students the best quality of education.
 All teachers in the state of Idaho must be knowledgeable
TEACHER and able to demonstrate what is expected of them prior to
their certification.
STANDARDS:  The ten standards are grouped into four general categories:
 The Learner and Learning
 Content
 Instructional Practice
 Professional Responsibility
STANDARD #1:
LEARNER
DEVELOPMENT  The teacher understands how learning occurs and uses
skills to build on prior learning to further develop and
execute the current learning curriculum.
THE TEACHER  The teacher identifies and prepares appropriate
UNDERSTANDS HOW materials and resources to expand on curriculum and
LEARNERS GROW AND evaluate learner understanding .
DEVELOP AND  The teacher understands that the responsibility of
learner performance reflects on their preparation and
IMPLEMENT AN presentation for each individual learner in the fields of
APPROPRIATE AND cognitive, linguistic, social, emotional and physical
CHALLENGING development.

LEARNING
EXPERIENCE
STANDARD #2:
LEARNING
 The teacher understands and demonstrates differences
DIFFERENCES
in learning and utilizes the learners' strengths for
further development and growth.
THE TEACHER  The teacher recognizes individual experiences,
UNDERSTANDS abilities, talents, prior learning, and social group
interactions to design and adapt instruction and further
INDIVIDUAL growth.
DIFFERENCES,  The teacher recognizes individuals' language, culture,
CULTURES AND family, and community to prepare opportunities for
COMMUNITIES TO students to demonstrate differential learning.

ENSURE INCLUSIVE
LEARNING
ENVIRONMENTS.
STANDARD #3:
LEARNING  The teacher understands and acknowledges the
ENVIRONMENT motivation and engagement for different learning
experiences.
 The teacher plans and encourages productive and
THE TEACHER cooperative interactions between learners to achieve
CREATES A goals.
SUPPORTIVE AND  The teacher engages learners by organizing and
coordinating resources through appropriate, safe and
COLLABORATIVE effective methods.
LEARNING
ENVIRONMENT
STANDARD #4:
CONTENT
KNOWLEDGE
 The teacher engages learners by encouraging critical
thinking by understanding, questioning, and analyzing
THE TEACHER ideas from varying and diverse experiences.
UTILIZES CENTRAL  The teacher provides learners content to further
CONCEPTS, TOOLS OF develop and grow upon prior learning experiences.
INQUIRIES, AND  The teacher develops disciplines to encourage learner
STRUCTURES OF self responsibility by utilizing various resources.
DISCIPLINE TO
CREATE LEARNING
EXPERIENCES.
STANDARD #5:
APPLICATION OF  The teacher recognizes and understands providing
CONTENT ethical and quality information through digital and
physical means to encourage critical thinking and
higher-level questioning.
THE TEACHER  The teacher encourages creative thinking processes
UNDERSTANDS HOW and presents worldly content in relation to current
curriculum.
TO CONNECT
 The teacher identifies and develops learners'
CONCEPTS AND communication skills and creates a collaborative and
DIFFERING TO discussion-based learning environment to expand on
ENGAGE LEARNERS IN prior critical thinking skills.

VARIOUS WAYS OF
THINKING
STANDARD #6:
ASSESSMENT  The teacher understands various types of assessment to
recognize learner’s strengths and weaknesses in
learning objectives and to adapt curriculum and
THE TEACHER lessons accordingly.
UNDERSTANDS  The teacher identifies patterns and gaps in assessment
data to adapt curriculum and provide feedback to
AND USES VARIOUS learners.
METHODS OF  The teacher identifies assessment goals and prepares
ASSESSMENT TO learners accordingly, providing resources, materials,
and accommodations as necessary.
MONITOR GROWTH
AND PROGRESS
STANDARD #7:
PLANNING FOR
 The teacher identifies and understand each
INSTRUCTION
independent learning style for individual learners and
prepares content to match the strengths of the learner.
THE TEACHER  The teacher identifies patterns and gaps from
UNDERSTANDS THE assessments to plan content and curriculum to meet
learning objectives.
LEARNING GOALS
 The teacher utilizes strategies, resources and materials
AND PREPARES to provide in-depth, multifaceted learning of content to
INSTRUCTION USING learners and adjusts content as necessary.
VARIOUS RESOURCES
AND METHODS
STANDARD #8:
INSTRUCTIONAL
STRATEGIES  The teacher practices appropriate strategies that
broadens learners developmental, cultural, and
linguistic goals.
THE TEACHER
 The teachers identifies when to use digital technology
UNDERSTANDS THE and interpersonal resources to communicate and
USE OF VARIOUS engage students in a lesson.
INSTRUCTIONAL  The teacher identifies when to collaborate with
learners on instructional material and encourages
STRATEGIES TO
higher level, critical thinking within a lesson.
DEVELOP AND
CONNECT LEARNERS
UNDERSTANDING OF
CONTENT
STANDARD #9:
PROFESSIONAL
LEARNING AND
ETHICAL PRACTICE
 The teacher analyses learner progress and assessments
and adjusts practices accordingly.
THE TEACHER
 The teacher recognizes and understand learners' rights
MODELS and teacher responsibility relating to law.
PROFESSIONAL  The teacher understands and implements professional,
LEARNING BY cultural, community, and technological resources to
EVALUATING THE better support learners.

EFFECT OF CHOICES
AND ACTIONS TO
ADAPT PRACTICES
ACCORDING TO EACH
LEARNER
STANDARD #10:
LEADERSHIP AND
COLLABORATION  The teacher recognizes and understands organizations
such as family, community and school that influence
learning in the historical, cultural, political and social
THE TEACHER ASSUMES
context.
LEADERSHIP ROLES AND
 The teacher identifies the need to work with other
TAKES RESPONSIBILITY
education professionals to collaborate and develop
FOR LEARNERS, skills necessary to further education practices and
COLLABORATES WITH learner growth.
VARIOUS GROUPS WITHIN  The teacher actively takes responsibility to provide
THE LEARNING learner feedback, analyze learner work, and takes
ENVIRONMENT TO accountability for learners growth and development.
ENSURE GROWTH AND
DEVELOPMENT
THE
DANIELSON
GROUP
FRAMEWORK
FOR TEACHING:

AN EVOLVING
INSTRUCTIONAL
RESOURCE THAT
PROVIDES A ROADMAP
FOR EFFECTIVE
TEACHING
THE FRAMEWORK

 Comprised of 22 components and 76 elements, the

Framework for Teaching enhances teacher growth,
improves student outcomes, and creates a more
sustainable learning environment.
 Similar to the Idaho Core Teacher Standards, the
Framework for Teaching is compromised into four
domains
 Planning and Preparation
 Learning Environments
 Learning Experiences
 Principled Teaching
CHARLOTTE
DANIELSON: A
COMMON
UNDERSTANDING
OF GOOD
TEACHING VIDEO
DOMAIN 1: PLANNING AND PREPARATION

1a Applying
1c Setting
Knowledge of 1b Knowing and
Instructional
Content and Valuing Students
Outcomes
Pedagogy

1d Using 1e Planning 1f Designing and

Resources Coherent Analyzing
Effectively Instruction Assessments
DOMAIN 2: LEARNING ENVIRONMENTS

2a Cultivating 2b Fostering a 2c Maintaining 2d Supporting 2e Organizing

Respectful and Culture for Purposeful Positive Student Spaces for
Affirming Learning Environments Behavior Learning
Environments
DOMAIN 3: LEARNING EXPERIENCES

3A COMMUNICATI 3B USING 3C ENGAGING 3D USING 3E RESPONDING

NG ABOUT QUESTIONING STUDENTS IN ASSESSMENT FOR FLEXIBLY TO
PURPOSE AND AND DISCUSSION LEARNING LEARNING STUDENT NEEDS
CONTENT TECHNIQUES
DOMAIN 4: PRINCIPLED TEACHING

4c Engaging
4a Engaging in 4b Documenting
Families and
Reflective Practice Student Progress
Communities

4d Contributing to
4e Growing and 4f Acting in
School
Developing Service of
Community and
Professionally Students
Culture
  The Evaluation Tool is used to grade a teacher’s performance using the following rubric:

THE FRAMEWORK 

Unsatisfactory
Basic
FOR TEACHING  Proficient

EVALUATION  Distinguished
 Below are examples of how the components within a domain could be graded accordingly:
RUBRIC
Domain 2:

Domain 4:
 THE COMPARISON

Core Standards The Framework

Domain 1: • 1b. Demonstrating Knowledge of Students
• Learner Planning and • 1c. Setting Instructional Outcomes
• 1e: Designing coherent instruction
The Preparation:
Development
Learner • Learning Domain 2: • 2a: Creating an Environment of
and Differences Classroom Respect and Rapport
Learning • Learning Environment
: Environments Domain 3: • 3c: Engaging Students in Learning
Instruction
 THE COMPARISON

Core Standards The Framework

Domain 1: • 1a. Demonstrating Knowledge of
Planning Content and Pedagogy
• Content and • 1e: Designing Coherent
Instruction
Knowledge Preparation:
Content • Application of
• 3a. Communicating with Students
Content • 3c. Engaging Students in
Domain 3: Learning
Instruction • 3f. Demonstrating Flexibility and
Responsiveness
 THE COMPARISON

Core Standards The Framework

• Assessment Domain 1: • 1b: Demonstrating Knowledge of

Planning Students
• Planning for and • 1e: Designing Coherent Instruction
• 1f: Designing Student Assessments
Instruction Preparation:
Instructional
Practice • Instructional
Strategy • 3b. Using Questioning and
Domain 3: Discussion Techniques
• 3c. Engaging Students in Learning
Instruction • 3d: Using Assessment in Instruction
 THE COMPARISON

Core Standards The Framework

• 4a. Reflecting on
• Professional Teaching
• 4d. Participating in a
Professional
Learning and Professional Community
Domain 4:
Responsibilit Ethical Practices Professional • 4e. Growing and
y • Leadership and Responsibilities Developing
Professionally
Collaboration • 4f. Showing
Professionalism
 ME AND THE
IDAHO CORE
STANDARDS +
FRAMEWORK FOR
TEACHING

Both the Idaho Core Standards and the Danielson

Framework for Teaching are main tools to set
expectations and evaluate my teaching instruction
and its effectiveness on my students. They are also
the main required guidelines for me, as an
educator to adhere to.
 TO WRAP UP
 The 10 Idaho Core Standards act as a guideline for expectations
towards the educator to practice effective and efficient skills to
provide their students the best quality of education
 New educators are expected to demonstrate and understand each
standard within their classroom.
 The Danielson Framework for Teaching Method expands on the 10
standards to aide in evaluating efficient instruction and classroom
development.
 Both the Core Standards and the Framework are established
rightfully into four categories (or domains) and align with each
other to define the expectations and requirements educators are
upheld to
RESOURCES

 Danielson, C. (2022). Teacher evaluation guide . danielsongroup.org.

https://rochesterteachers.org/wp-content/uploads/2021/08/2021-2022-TEACHER-EVALUATION-GUIDE-
DRAFT.pdf
 "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/>.
 Youtube video: https://youtu.be/MHdtldDMHcA?si=vmvPXWsRzjDnldwu