IDAHO CORE TEACHER STANDARDS/DANIELSON

FRAMEWORK FOR TEACHING

EDUC-290-001W EDUCATION CAPSTONE

MARTIN VARGAS
 • Teachers Will Be Able To understand how the Idaho
Core Teacher Standards are divided.
• Teachers Will Be Able To Know what the Idaho Core
Teacher Standards are.
OBJECTIVES • Teachers Will Be Able To Learn what the Danielson
Framework for Teaching Is.
• Teachers Will Be Able To Know how the Danielson
Framework For Teaching is used.
 • There are 10 Idaho Core Teacher Standards.
• Standards are divided into 4 general categories.
• Each Standard is broken down into 3 sections.
IDAHO CORE Knowledge, Performance, and Disposition
TEACHER • Learner and Learning – Contains 3 Standards
STANDARDS
• Content – Contains 2 Standards
• Instructional Practice – Contains 3 Standards
• Professional Responsibility – Contains 2 Standards
 Learner Development. The teacher understands how learners
grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive,
linguistic, social, emotional, and physical areas, and designs
and implements developmentally appropriate and challenging
LEARNER AND learning experiences.
LEARNING • The teacher can understand their role in the development on the
STANDARD #1 students.
• The teacher is constantly assessing students and developing
lessons that will challenge the learners’ needs.
• Teacher can communicate with learners’ families to further
help develop the students needs.
 Learning Differences. The teacher uses understanding of
individual differences and diverse cultures and
communities to ensure inclusive learning environments
that enable each learner to meet high standards.
• A teacher understands that every student is an individual
STANDARD #2 being. They understand that students learn in different
ways and that they all have experienced life differently.
• A teacher adapts to the differences and is able to create
lessons that can help students reach their full potential.
• Students will learn to value each other. they will as feel
valued by the teacher.
 Learning Environments. The teacher works with others to
create environments that support individual and
collaborative learning, and that encourage positive social
interaction, active engagement in learning, and self-
motivation.
STANDARD #3 • To allow students to be as productive as possible a
teacher must create a great setting.
• Students feel safe and respected. There is a structure in
the classroom that works towards success.
• Teachers works with the community to promote positive
learning environments.
 Content Knowledge. The teacher understands the central
concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make
the discipline accessible and meaningful for learners to
assure mastery of the content.
CONTENT • The teacher has a deep understanding of the content they are
STANDARD #4 teaching. They can keep students engaged with the material.
• Teachers can take prior knowledge learn and expand the
knowledge as well as being able to put it into practice.
• Teachers push their students to being able to master the
content being taught.
 Application of Content. The teacher understands how to
connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
• Teacher teaches students to be able to view different
STANDARD #5 perspectives of material. Students are taught questioning to
grasp a deeper understanding of the material
• Students explore and connect material taught to the real
world.
• Teacher respects knowledge from outside sources and
encourages students to gather different opinions.
 Assessment. The teacher understands and uses multiple
methods of assessment to engage learners in their own
growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making.
INSTRUCTIONAL • Teacher learns to use different ways to test students and
PRACTICE teaches them to analyze their assessments.
STANDARD #6 • Teacher prepare students for the assessments and is able
to adapt the assessment for students with diaslbilities.
• Teacher provides detailed feedback for students. They
allow students to be able to take feedback and further
develop their learning.
 Planning for Instruction. The teacher plans instruction that
supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-
disciplinary skills, and pedagogy, as well as knowledge of
learners and the community context.
• Teacher can plan detailed lessons with a deep understanding
STANDARD #7 of the standards. They will plan according to their students
needs and strengths.
• Teacher is open to changes in planning and is can adapt their
lessons.
• Teachers value input of colleagues, families, and the
community.
 Instructional Strategies. The teacher understands and
uses a variety of instructional strategies to encourage
learners to develop deep understanding of content areas
and their connections, and to build skills to apply
knowledge in meaningful ways.
STANDARD #8 • Teachers can keep students’ engagement by using
different resources.
• Teachers are open to exploring new technology and is
can incorporate them to help students.
 Professional Learning and Ethical Practice. The teacher
engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of
his/her choices and actions on others (learners, families, other
PROFESSIONAL professionals, and the community), and adapts practice to meet
RESPONSIBILITY the needs of each learner.

STANDARD #9 • Teacher continues learning, they seeks ways to further their

knowledge on material.
• Teachers understand their own bias and know how that may
affect students.
• Teachers understand the expectations that come with being a
teacher and has a deep understanding of codes of ethics.
 Leadership and Collaboration. The teacher seeks appropriate
leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families,
colleagues, other school professionals, and community
members to ensure learner growth, and to advance the
profession.
STANDARD #10 • Teachers work with colleagues to improve and agree on
materials being taught.
• Teachers take on the responsibility for advocating for the
profession.
• Teachers understand that changes in the profession are
always happening and is able to take them head on.
 • The Danielson Framework for teaching was developed
in 1996 by Charlotte Danielson. It is also a non-profit
organizations that promotes educational policies and
works to elevate the professional practice of teachers. It
DANIELSON is a tool used to evaluate teachers.
FRAMEWORK • The Framework for teaching is divided into 4 Main
FOR TEACHING domains.
• Each Domain contains components and each
component containing a rubric used to evaluate a
teacher’s performance.
 Understanding the importance of preparing to teach a lesson.
Understanding the material being taught as well as the needs
of each student and the ability to adapt.
Doman 1 Components
DOMAIN 1: • 1a – Applying knowledge of Content and Pedagogy
PLANNING AND • 1b – Knowing and Valuing Students
PREPARATION • 1c – Setting instructional Outcomes
• 1d – Using Resources Effectively
• 1e – Planning Coherent Instruction
• 1f – Designing and Analyzing Assessments
DOMAIN 1: PLANNING
AND PREPARATION

DOMAIN 1 COMPONENT
RUBRIC EXAMPLE
 Domain 2 focuses on the environment of the classrooms.
Respect in the classroom is important as well as creating
a safe place for students. Identities such as race and
culture require extra attention.
Domain 2 components
DOMAIN 2:
• 2a – Cultivating Respectful and Affirming Environments
LEARNING
ENVIRONMENTS • 2b – Fostering a Culture for Learning
• 2c – Maintaining Purposeful Environments
• 2d – Supporting Positive Student Behavior
• 2e – Organizing Spaces for Learning
DOMAIN 2: LEARNING
ENVIRONMENTS

DOMAIN 2 COMPONENT
RUBRIC EXAMPLE
 Domain 3 is the area where students are being challenged as
well as making them responsible for their own learning. Are
students asking questions? Are they engaging in the lessons?
Teachers must be able to create a learning experience that
students can connect with.
DOMAIN 3:
Domain 3 Components
LEARNING
3a – Communicating About Purpose and Content
EXPERIENCES
3b – Using Questioning and Discussion Techniques
3 – Engaging Students in Learning
3d – Using Assessment for Learning
3e – Responding Flexible to Student Needs
DOMAIN 3: LEARNING
EXPERIENCE

DOMAIN 3 COMPONENT
RUBRIC EXAMPLE
 Domain 4 focuses on the dedication of the teacher and their
profession. It places an importance of the willingness to be
ablet to keep learning and improving. It also take a look at the
connections to the community and the families of the students.

DOMAIN 4: Domain 4 Components

• 4a – Engaging in Reflective Practice
PRINCIPLED
• 4b – Documenting Student Progress
TEACHING • 4c – Engaging Families and Communities
• 4d – Contributing to School Community and Culture
• 4e – Growing and Developing Professionally
• 4f – Acting in Service of Students
DOMAIN 4:
PRINCIPLED
TEACHING

DOMAIN 4 COMPONENT
RUBRIC EXAMPLE
CORRELATION
BETWEEN THE
STANDARDS AND
THE FRAMEWORK
FOR TEACHING
STANDARDS FOR
ASSESSING
TEACHER
PERFORMANCE IN
IDAHO - RUBRIC
CONCLUSION

• Idaho Core Teaching Standards - Help develop more detailed lesson plans. Elevating the level of
material being taught will not only challenge students, but it will also help them stay engaged.
• The Framework For Teaching – Holds teachers accountable. It is a way to make sure teachers are
taking their time with creating lesson plans. It also makes sure that teachers are creating
connections not only with their students but with the community as well. It helps teachers care
about their profession.
• Together – When followed correctly both tools are used to guarantee a higher level of education for
the future generations. Teachers are very important part of the development of a child and these
tools make sure that there is a plan in place to make sure that development in an appropriate one.
SOURCES

• The framework for teaching. Danielson Group. (2022, August 9). https://danielsongroup.org/the-
framework-for-teaching/
• 2013 standards for initial certification (2013 SBOE approval 2016 accountability)(2).pdf. Personal
Cloud Storage – Microsoft OneDrive. (2013, November 1). https://onedrive.live.com/view?
id=F83A00A19D1F7564%211830&resid=F83A00A19D1F7564%211830&authkey=
%21AAy2cUsXM2kmFqQ&wdEmbedFS=1&wdo=2&cid=f83a00a19d1f7564
• Standards for assessing teacher performance - idaho state ... (n.d.). https://www.sde.idaho.gov/cert-
psc/shared/mentor/Observation-Standards-Assessing-Performance.pdf