Idaho Core Teaching Standards and

Danielson Framework for Teaching

Danyal Smoldon
 Objectives
• Identify and understand the Idaho Core Standards
• Understand the 4 domains of the Danielson’s Framework
• See and Understand the overlaps between the Idaho Core Standards and
the Danielson Framework
• Recognize the different categories of Danielson’s Framework evaluation
rubric and how they affect the school atmosphere.
 What are the Idaho Core Standards
• The Idaho Core Standards is a set of 10 standards that the State of Idaho
expects all their teachers to hold. Each standard outlines what is to be
expected from the teacher and how they should apply each standard in the
classroom.
• Teachers are expected to demonstrate their knowledge of each standard
and how to apply them as a teacher before the are certified as a teacher.
 Standard One:
Learner
Development
• The teacher needs to
understand how learners
grow and develop by
recognizing patterns from
different areas such as
cognitive, linguistic,
social, emotional, and
physical areas, and
making designs that are
developmentally
appropriate for students.

(Idaho State Board of Education)

 Standard two:
Learning
Differences
• The Teacher understands
the individual differences,
diverse cultures, and
communities to ensure
inclusivity that aids each
student to meet high
goals.

(Idaho State Board of Education)

 Standard Three:
Learning
Environments
• The teacher works with
peers to create a safe and
positive social
environment that helps
individuals, collaborative
learning, and encourages
active engagements and
self-motivation.

(Idaho State Board of Education)

 Standard Four:
Content
Knowledge
• The teacher understands
and applies the central
concepts, tools of
inquiry, and structures of
disciplines in their
lessons to create
experiences meaningful
for learners to guarantee
proficiency in the
content.

(Idaho State Board of Education)

 Standard Five:
Application of
Content
• Teacher understands and
applies different concepts
and connects them using
different perspectives to
engage students in
critical thinking,
creativity, and
collaborative problem-
solving.

(Idaho State Board of Education)

 Standard Six:
Assessment
• The teacher understands
and uses multiple methods
of assessments to engage
the students in their
progress and to guide both
the teacher’s and student’s
decision-making.

(Idaho State Board of Education)

 Standard Seven:
Planning for
Instruction
• The teacher plans lessons
that support each student
in meeting their
individual learning goals
by applying knowledge
of content areas,
curriculum, cross-
disciplinary skills, and
training.

(Idaho State Board of Education)

 Standard Eight:
Instructional
Strategies
• The teacher understands
and applies various
instructional strategies
that encourage students
to develop a deep
understanding of
different content areas
and build skills to use in
meaningful ways.

(Idaho State Board of Education)

 Standard Nine:
Professional Learning
and Ethical Practice

• The teacher interacts in

ongoing professional
learning and uses
evidence to frequently
evaluate their practice,
particularly the effects of
their choices and actions
on others and adapts
practice to meet the
needs of each learner.

(Idaho State Board of Education)

 Standard Ten:
Leadership and
Collaboration
• The teacher contacts the
appropriate leadership
roles and opportunities to
take responsibility for
student learning,
collaborating with
students, families,
colleagues, and other
professionals in the
school/community to
ensure student growth.
(Idaho State Board of Education)
 How State Standards Affect Teachers
• The State Standards are how administrators evaluate teachers on the
effectiveness of their lessons/instruction.
• It also gives a base of requirements that are expected of a teacher while
continuing their role as an educator
 What is the Danielson Framework for
Teaching
• The Framework for Teachers (FFT) was first designed to improve
professional practice for teachers.
• FFT provides feedback for continuous improvement for specific and
individualized goals for not only professional growth but also
improvement in supporting schools
• The outcomes of this framework are how quickly there have been
improvements for teachers and students.
 Domain 1: Planning and Preparation
• Teachers use Domain 1 to help them understand the curriculum and know how to teach/ adapt
a lesson plan to meet students’ individual needs. There are also four subsets of this domain.
• 1a Applying Knowledge of Content and Pedagogy
• 1b Knowing and Valuing Students
• 1c Setting Instructional Outcomes
• 1d Using Resources Effectively
• 1e Planning Coherent Instruction
• 1f Designing and Analyzing Assessments
(https://danielsongroup.org/the-framework-for-teaching/)
 Domain 2: Learning Environments
• Teachers using domain 2 should be thinking and making their classroom an
environmentally safe place for the students. Making sure that they feel comfortable
while also providing support for instructional learning.
• 2a Cultivation Respectful and Affirming Environments
• 2b Fostering a Culture for Learning
• 2c Maintaining Purposeful Environments
• 2d Supporting Positive Student Behavior
• 2e Organizing Spaces for Learning
(https://danielsongroup.org/the-framework-for-teaching/)
 Domain 3 Learning Experiences
• As a product of Domain 1 and 2, Domain 3 prepares experiences for the students
that will help them engage and understand the content/appropriate standards.
• 3a Communicating About Purpose and Content
• 3b Using Questioning and Discussion Techniques
• 3c Engaging Students in Learning
• 3d Using Assessment for Learning
• 3e Responding Flexibly to Student Needs
(https://danielsongroup.org/the-framework-for-teaching/)
 Domain 4: Principled Teaching
• Teachers using Domain 4 help students with more than academic knowledge it helps students
flourish in society. “For teachers, success relies on an ability to reflect, recognize, and analyze
strengths and opportunities.”
• 4a Engaging in Reflective Practice
• 4b Documenting Student Progress
• 4c Engaging Families and Communities
• 4d Contributing to School Community and Culture
• 4e Growing and Developing Professionally
• 4f Acting in Service if Students
• (https://danielsongroup.org/the-framework-for-
teaching/)
 How Idaho Core
Standards and the
Danielson
Framework Relate
• The Idaho State Core Standards and
the Danielson Framework work
together to ensure teachers are held
up to the state curriculum while also
making improvements for teachers’
individual goals to help them grow
as an educator
• In the next few slides, you can see
directly how the Idaho State Core
Standards and The Danielson
Framework overlap
How they compare 2
How they compare 3
How they compare 4
 Teachers Evaluation Rubric
• Last updated in 2022, The Danielson evaluation rubric for teachers has
four different categories, Unsatisfactory, Basic, Proficient, and
Distinguished. Every teacher is measured on this scale to see how
efficiently they are contributing to the school community and culture
• The rubric also measures the proficiency of teachers in different areas
such as Relational Trust and Collaborative Spirit, Culture of Inquiry and
Innovation, and Service to the School
 Unsatisfactory
• For a teacher to receive an Unsatisfactory in contributing to the school community and
culture means that they as a teacher are not participating with the school’s community.
They may have a negative view of the school’s rules and values.
• Relational Trust and Collaborative Spirit: “The Teacher’s relationships with colleagues are
characterized by negativity or combativeness”
• Culture of Inquiry and Innovation: “The teacher avoids activities promoting professional
inquiry or only participates when required making few or negative contributions”
• Service to the School: “The teacher avoids involvement in school events, projects, and
initiatives
(danielsongroup.org/component-4d-rubric/)
 Basic
• For a teacher to receive a Basic in contributing to the school community and culture means
that the teacher does contribute to the school functions and supports the values of the school.
• Relational Trust and Collaborative Spirit: “ The teacher has cordial relationships with
colleagues but may not have established many trusting or collaborative relationships with
colleagues”
• Culture of Inquiry and Innovation: “The teacher participates in professional inquiry with
colleagues when invited to do so and occasionally contributes to their success”
• Service to the School: “teacher participates in school event projects and initiatives as
expected”
(danielsongroup.org/component-4d-rubric/)
 Proficient
• For a teacher to receive proficiency in contributing to the school community and culture means
the teacher contributes to school activities, programs, and events that help bring the values of
the school to others’ attention by modeling what is expected.
• Relational Trust and Collaborative Spirit: “The teacher has supportive and collaborative
relationships with colleagues that are built on mutual respect and trust.”
• Culture of Inquiry and Innovation: “The teacher regularly and actively participates in and
contributes thoughtfully to professional inquiry.”
• Service to the School: “The teacher makes a substantial contribution to school events projects,
and initiatives.”
(danielsongroup.org/component-4d-rubric/)
 Distinguished
• For a teacher to receive a Distinguished for contributing to the school community and culture means
that the teacher takes on the leadership role, modeling for others and holding not only peers but
themselves accountable to the school’s values. They make sure that they are meeting students’ needs.
• Relational Trust and Collaborative Spirit: “The teacher actively builds relational trust with
colleagues and models collaboration focuses on student success.”
• Culture of Inquiry and Innovation: “The teacher takes a leadership role in promoting and ensuring
the success of professional inquiry, modeling and supporting a culture of inquiry across the school.”
• Service to the School: “The teacher takes a leadership role in events, projects, and initiatives that
contribute to the overall success of the school.”
(danielsongroup.org/component-4d-rubric/)
 Conclusion
• There are 10 Core standards provided by the State that teachers must follow can pass an
evaluation to become educators.
• Each domain is there to help not only become better educators but also partake in
professional growth and improvement in supporting schools
• the Idaho Core Standards and the Danielson Framework ensure teachers are held up to the
state curriculum while also making improvements for teachers’ individual goals to help
them grow as an educator
• Every teacher is measured on a rubric to see how efficiently they are contributing to the
school community and culture. Where they are also examined on how proficient they are
as educators.
 Sources
Framework For Teaching, “Kentucky Adapted Danielson 2011 Framework for
Teaching.” Kentucky Department of Education, Feb. 2014,

education.ky.gov/teachers/PGES/TPGES/Documents/Kentucky
Framework for Teaching.pdf.
The Danielson Group “Component 4D Rubric.” Danielson Group,, 2 May
2022, danielsongroup.org/component-4d-rubric/.
The Danielson Group “Danielson Framework for Teaching and the Interstate
Teacher Assessment and Support” 2014.
 Sources
The Danielson Group “Idaho Standards For Initial Certification of
Professional School Personnel” November 1, 2013
The Danielson Group “The Framework for Teaching.” Danielson Group, 9
Aug. 2022, danielsongroup.org/the-framework-for-
teaching/.