Idaho Core Teaching Standards

and the

Danielson Framework for Teaching Evaluation

Method

Educ. 290
Rebekah Dahlin

OBJECTIVES
You will be able to:
Identify the expectations the State
of Idaho has for Teachers
Identify and understand the ten
Idaho Core Standards
Get more familiar with the
Framework for Teaching Evaluation
and learn how it is used
Understand the differences between
unsatisfactory, basic, proficient and
distinguished expectations for a
teacher

What are the Idaho Core

Teacher Standards?
The Idaho Core Teacher Standards are
ten standards that highlight what the
State of Idaho expects all of their
qualified teachers to possess. These
standards outline the skills that are
necessary for you to become a
successful educator.
These standards are based upon the
Interstate New Teacher Assessment
and Support Consortium (INTASC).
All new teachers must know what is
expected of them as teachers before
they become certified with the State

Idaho Core Teacher Standards

Standard 1

What This Means for an Educator

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.

The teacher has developed an

understanding of the central concepts
and tools of his or her discipline.
The teacher can evaluate the
appropriate explanations and
representations to use in the
curriculum based on prior learning and
knowledge.
The teacher decides what resources
best represent the material in the
curriculum and can be used for
instructional delivery.
The teacher engages students in
interpreting ideas from the given
subject matter in the curriculum.

Idaho Core Teacher Standards

Standard 2

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 This Means for an Educator

The teacher evaluates student

performance to design instruction that best
meets the students intellectual, social and
personal developmental needs.
The teacher creates relevance for student
by linking their prior experiences with their
current learning developmental stage and
gives students the chance to be
responsible for and actively engaged in
their learning.
The teacher creates instructional activities
for students based on the way the child
learns and thinks. These activities include
monitored group or individual interactions
and written works (i.e. listening,
encouraging discussion, as this will provide
samples of their learning orally and
through writing).

Idaho Core Teacher Standards

Standard 3
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 This Means for an Educator

The teacher is aware not all students learn
in the same manner and knows how to
design instruction that integrates the
students strengths and needs as a basis
for growth.
The teacher has approaches that for
different performance modes and
appropriate services or resources that
meet the needs of exceptional learners.
The teacher adjusts instruction and lesson
material as needed to accommodate the
different learning requirements of
students.
The teacher connects with the students by
incorporating activities that draw on the
differing family backgrounds, cultures, and
communities or socioeconomics
conditions that students may be a part of.

Idaho Core Teacher Standards

Standard 4
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.

What This Means for an Educator

The teacher realizes the importance
behind knowing multiple instructional
strategies (i.e. cooperative learning,
direct instruction, discovery learning,
whole group discussion, independent
study, interdisciplinary instruction and
more).
The teacher encourages critical thinking
and uses a variety of teaching and
learning strategies to encourage
students with problem solving.
The teacher evaluates what methods
are needed for achieving learning goals
and uses a variety of instructional tools
and materials, teaching strategies, and
technologies to meet the students
needs.

Idaho Core Teacher Standards

Classroom 5
Standard
Motivation and
Management
Skills

What This Means for an Educator

The teacher

understands
individual and group
motivation and
behavior and creates
a learning
environment that

encourages positive
social interaction,
active engagement in
learning, and selfmotivation.

The teacher outlines expectations to ensure

that students take on responsibilities for
themselves and others to work
collaboratively and independently so they
may engage in purposeful learning and
classroom activities.
The teacher designs and implements a
classroom management plan that organizes
the classroom space and time into one that
encourages conductive learning. The
classroom environment is periodically
analyzed to best encourage the students
engagement and participation.
The teacher is the leader in organizing,
monitoring, and preparing students for
independent and group work so there will
be varied participation among all the
individuals

Idaho Core Teacher Standards

Standard 6

What This Means for an Educator

The teacher models effective and

appropriate communication strategies for
his or her students.
The teacher provides support for learning
The teacher uses
expression through a variety of speaking
knowledge of
orally, writing, and other media.
effective verbal,
The teacher understands there can be
nonverbal, and media
differences in culture or gender
communication. Teachers also understand
communication
how to use appropriate eye contact, oral
techniques to foster
communication, and interpretation of
active inquiry,
differing body language when interacting
collaboration, and
with peers and students.
supportive interaction
The teacher has multiple communication
in the classroom.
tools to enrich the students learning
oppertunities.

Communication
Skills

Idaho Core Teacher Standards

Standard 7
Instructional
Planning Skills
The teacher plans
instruction based
upon knowledge of
subject matter,
students, the
community, and
curriculum goals.

What This Means for an Educator

The teacher plans instructional lesson

plans and activities to accommodate
the different learning and
developmental levels of the students.
The teacher creates lesson plans and
assessments that align with curriculum
goals and objectives.
The teacher develops lesson plans
based on student assessment and
performance data.
The teacher remains flexible to change
adjust plans as needed to meet
unanticipated problems and students
needs.
The teacher creates long and shortrange goals that meet the diverse
needs of the students.

Idaho Core Teacher Standards

Standard 8
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 This Means for an Educator

The teacher selects, constructs, and uses

assessment strategies that are appropriate
for students and their learning outcomes.
The teacher uses a variety of formal (i.e.
standardized tests) and informal (i.e.
observations and peer assessments)
techniques to make informed choices
about students progress and to adjust
instruction where it is needed.
The teacher uses accessible technology
resources to direct a variety of effective
assessment and evaluation strategies.
The teacher maintains records of students
growth and progression in the classroom
and communicates this progress to the
appropriate individuals (i.e. parents,
administrators, colleagues, etc.)

Idaho Core Teacher Standards

Standard 9

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 This Means for an Educator

The teacher adheres to local, state, and federal

laws and practices behavior that aligns with The
Code of Ethics for Idaho Professional Educators.
The teacher uses research, classroom
observation and student achievements as a
basis for evaluating the outcomes of his or her
teaching. A teacher uses this information as a
means to self-reflect, experiment or revise their
lesson delivery when needed.
The teacher is aware of being a continual
learner and draws on the feedback and
observations of colleagues, the use of
professional literature and other resources to
continue their self-development as an educator.
The teacher takes part in professional
discussions with colleagues to share classroom
experiences, reflect upon these experiences
and collaborate on new ideas to enhance a
more effective classroom environment.

Idaho Core Teacher Standards

Standard 10

What This Means for an Educator

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.

The teacher recognizes the importance

of integrating school and community to
help support student learning and wellbeing.
The teacher collaborates with other
teachers, volunteers,
paraprofessionals, counselors, tutors,
and other professionals in various
community agencies to accommodate
students needs and promote student
learning.
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
needs.

How These Standards

Affect Me
These standards are one
of the tools your
administrators will use
to evaluate your
effectiveness and
progress in your
instruction. These
standards are also what
your administrator will
use as a basis for the
requirements expected
of you in order to
continue your
employment as an
educator.

The Framework for Teaching

Evaluation Methods
In addition to the Idaho
Core Teacher
Standards, many
school administrators
(as well as the State of
Idaho) incorporate
Charlotte Danielsons
Framework for
Teaching as an
additional tool for
evaluating the
competency and
effectiveness of a
classroom educator.

The Framework for Teaching is a set of

research-based components of instruction
for educators.
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
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

Framework for Teaching

Domain 2: Classroom Environment
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

Framework for Teaching

Domain 3: Instruction
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

Framework for Teaching

Domain 4: Professional Responsibilities

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

How Do They Blend?

The Idaho Core
Teacher
Standards and
the Danielson
Framework for
Teaching Method
both align with
the Interstate
New Teacher
Assessment and
Support
Consortium
(INTASC).
This table here
is an example of

Frameworks

Danielson Domain
1
Planning and
Preparation
Danielson Domain
2
The Classroom
Environment

Idaho Teaching
Standards
Standard 1: Knowledge of
Subject Matter
Standard 2: Knowledge of
Human Development and
Learning
Standard 7: Instructional
Planning Skills
Standard 5: Classroom
Motivation and Management Skills

Danielson Domain
3
Instruction and
Assessment

Standard 3: Adapting
Instruction for Individual Needs
Standard 4: Multiple
Instructional Strategies
Standard 6: Communication
Skills
Standard 8: Assessment of
Student Learning

Danielson Domain
4

Standard 9: Professional

Frameworks for Teaching

When Used as an Evaluation Tool
When a teachers teachers performance is being
evaluated using the Frameworks method, the
administrator follows a rubric for each of the
domains and subdomains in his or her evaluation.
Teachers are graded on their performance as
follows:
Failing Level 1
Needs Improvement Level 2
Proficient Level 3
Distinguished Level 4

Frameworks for Teaching

Example of Evaluation Rubric

Domain 2d:
Managing
Student
Behavior

Failing
Level 1

Needs
Improvement
Level 2

Proficient
Level 3

Distinguished
Level 4

The teacher
negatively
influences learning
by neglecting to
communicate
expectations for
student behavior or
creates a classroom
climate that is
socially,
emotionally, and
physically unsafe.
There is either no
written or verbal
process to address
student misconduct,
or a process exists
but is neither
communicated nor
enforced. Response
to student
misbehavior is nonexistent and
negatively impacts
student learning.

The teacher
establishes minimal
expectations for
student behavior or
a classroom climate
that is socially,
emotionally, and
physically safe. A
written or verbal
process to address
student misconduct
is communicated,
but is loosely
monitored and
enforced. Response
to student
misbehavior is either
delayed or disrupts
the quality of
student learning.

The teacher
enforces a
specific process to
address any
student
misconduct and
maintains a
classroom climate
that is socially,
emotionally, and
physically safe.
Responses to
student
misbehavior are
prompt with
modest impact on
student learning.
The classroom
environment is
conducive to
student learning.

The teachers
well-established
procedures for
students to selfmonitor their own
classroom
behavior are
evident and
responses to
student
misbehavior are
immediate with
negligible impact
on student
learning. Students
re-direct
questionable
behaviors from
peers and openly
flourish in a
learning
environment that
is socially,
emotionally, and
physically safe.

Frameworks for Teaching

Example of Evaluation Rubric (Cont.)
Failing
Level 1

Domain
2d:
Managing
Student
Behavior

There is no
evidence of any
assertive
discipline plan or
plan of action to
address student
misconduct even
though half of
the students are
texting their
friends.
Students are
rude to one
another with no
repercussions
from the teacher.
Students are
running around
the room
throwing paper
balls at one
another while the
teacher just
continues on with
her lesson.

Needs
Improvement
Level 2

The teachers
assertive
discipline plan is
posted on the
wall, but is
seldom followed
by the teacher.
The teacher has
a delayed
response to
addressing
outward
disrespect
between two
students.
The teacher
repeatedly asks
students to
quiet down, but
they often
ignore him.

Satisfactory
Level 3
The teacher asks
students to
reiterate the
behavior
expectations for
each segment of
the learning
experience before
transitioning to that
activity (e.g., Turn
to your partner and
think-pair-share the
strategies we have
found to be the
most effective in a
literacy circle.)
The teacher has a
clearly defined 3Step Assertive
Discipline Plan for
dealing with
disruptive behavior
and monitors it
closely.
As the teacher
moves closer to a

Distinguished
Level 4

During a
student
presentation,
one student
comments,
Come on
everyone. Lets
listen to
Kevins
speech.
A student
reminds
another
student of the
campus rule
about bringing
cell phones to
class.
The teacher
requests that a
student see
him after class
as a way of
avoiding a
confrontation

CONCLUSION
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 educators 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
INTASC.
The Danielson Framework Method evaluates and scores
teachers using the following terms: failing, needs
improvement , proficient and distinguished.

Sources:
"Danielson Group The Framework."Danielson Group
The
Framework Comments. Web. 21 Feb. 2015.
<http://danielsongroup.org/framework/>
"Idaho Core Teacher Standards: How Do You Measure
Up?"Webpages.uidaho.edu. Web. 21 Feb. 2015.
<http://www.webpages.uidaho.edu/fcsed/FCS471/Id
ahoCoreStandards.pdf>
InTASC Model Core Teaching Standards: A Resource for
State
Dialogue. Washington, D.C.: Council of Chief State
School Officers, 2011. Print.
Loticonnection.com. LoTi, 1 Jan. 2014. Web. 21 Feb.
2015.
<http://loticonnection.cachefly.net/global_document
s/HDTE-WDescriptors.pdf>.
http://galleryhip.com/office-backgrounds-clipart.html

Images:

http://lifeinsynergy.com/a-few-thoughts-2/
http://stacycarpenterportfolio.wikispaces.com/Danielson%27s+
Framework+for+Teaching