Idaho Core Teacher Standards

&
Danielson Framework for Teaching
Evaluation Method

Education Capstone 209

Spring 2019
By: Morgan Melia
Objectives for this PowerPoint:
Readers will be able to:
• Understand the expectations of teachers in the State of Idaho.
• Understand & identify the ten Idaho Core Teacher Standards.
• Understand the Danielson Framework for Teaching Evaluation
Methods.
• Understand the different expectations for teachers.
Ex: (unsatisfactory, basic, proficient and distinguished)
What are the Idaho Core Teacher Standards?
• Each teacher is responsible for
establishing and promoting a set of
GUIDELINES for the students.

• There are TEN standards

• ALL teachers are expected to meet

these standards

• Teachers should be able to

DEMONSTRATE their knowledge
about Idaho Core Teacher
Standards before they are certified
IDAHO CORE TEACHER
STANDARDS…

Standard #1:
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 learning experiences.
What does this mean for teachers?
• Knowledge:
* Teachers use strategies to help children understand.
* Teachers know that children are cognitive, linguistic, social, emotional, and
physical learners.
* Teachers know how to modify instructions for students who need
curriculum modification.
• Performance:
* Teachers assess each student to make sure each child is getting the
information they need to move on to the next steps.
* Teachers help children learn at their own pace (faster or slower than other
students) but, still keep the student engaged.
* The teachers collaborate with family members, other staff, and any other
professional that works with the child.
• Disposition:
* The teacher takes other people into account for the child's sake.
* The teachers promote and help the child learn so they can grow and
develop.
* The teacher understands that children will learn with their own strengths
and weaknesses all at the child's pace.
 What does this mean for teachers?
• Knowledge:
* Teachers understand that not all children learn the same (students with
disabilities).
* Teachers understand that some children speak different languages than
English.

Standard #2:
* Teachers understand that children do not all have the same background.

• Performance:
Learning Differences. The * The teachers create the curriculum for students with diverse learning
skills.
teacher uses understanding of * Teachers know and understand that children DO NOT learn exactly the
individual differences and diverse same as other students.
* Teachers build off of children's previous experiences.
cultures and communities to * Teachers incorporate different viewpoints of beliefs and perspectives.
ensure inclusive learning
environments that enable each
• Disposition:
* All teachers believe that their students can achieve standards that will help
learner to meet high standards. them reach their full potential.
* Teachers respect and understand that each child comes from different
backgrounds.
* Teachers incorporate values and beliefs when teaching.
* Teachers make their students feel IMPORTANT!

Standard #3:
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.
What does this mean for teachers?
• Knowledge:
* Teachers know the tie between motivation and engagement to get the
children to learn self-direction and ownership of learning.
* Teachers know how to help learners work with each other to help bounce
ideas off of each other.
* Teachers provide a safe environment for the children such as routines,
what teachers expect of the children.
• Performance:
* Teachers build ideas off others to provide a safe and positive learning
environment for each child.
* Teachers find engaging learning expectations for children to help them
become self-directed.
* Teachers want to share values and expectations with children so they can
share it with their peers.
* Teachers use interactive technology to show students learning locally and
also globally so the children can apply it to their learning.
• Disposition:
* Teachers are committed to helping children establish positive learning
environment.
* Teachers support learners as they develop and make choices and decisions
on their own.
* A teacher is a LISTENER and OBSERVER!

Standard #4:
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.
What does this mean for teachers?
• Knowledge:
* Teachers understand major concepts they are trying to portray.
* Teachers understand what might be confusing, but knows different ways
that children may understand.
* Teachers know how to explain advanced concepts in grade level
appropriate ways.
• Performance:
* Teachers know how to use different learning styles that can help children
understand.
* Teachers can explain content and help make connections between prior
content to what they are learning in class.
• Disposition:
* Teachers understand that learning never stops.
* Teachers are always learning themselves on a day to day basis.
* Teachers are open to different perspectives that students may have
regarding the material.

Standard #5:
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.
What does this mean for teachers?
• Knowledge:
* Teachers know how to connect life outside of the classroom to material
that is being taught in class.
* Teachers understand that communication is key to learning.
* The teachers encourage students to do independent research about topics
learned in the class.
• Performance:
* Teachers provide students with critical thinking skills so that students can
challenge existing curriculum.
• Disposition:
* Teachers are always looking for ways children can explore outside of their
classroom.
* Teachers help students connect what they have learned in multiple classes
and extend it to real life problems.

Standard #6:
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.
What does this mean for teachers?
• Knowledge:
* Teachers test in different ways to make sure the students understand
concepts taught in class.
* Teachers know how to prepare assessments for each students including
children with disabilities and language learning needs.
• Performance:
* Teachers make assessments that correlate to what the children are
learning in class.
* Teachers are always finding new ways to incorporate technology in their
classroom.
* Teachers model and guide learners in their classroom.
• Disposition:
* Teachers take responsibility in helping children understand their
lessons so they can complete their learning goals.
* Teachers are committed to providing feedback on their progress in their
class.
* Teachers are held to using different assessments and helping
accommodate children with disabilities and language learning needs.

Standard #7:
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.
What does this mean for teachers?
• Knowledge:
* Teachers understand how to incorporate curriculum into their teaching.
* Teachers understand that children all learn differently based on their
cultures, development, and different learning styles.
* Teachers explain different strategies for children to understand.
* Teachers know how to collaborate with others to help support the student
• Performance:
* The teacher creates fun and exciting learning experiences for their
students to engage them
* Teachers are able to demonstrate different strategies to children so they
can grasp it the way that works best for them
* Teachers plan and collaborate with others for the child’s sake
* Teachers help children reach their personal goals so each child will meet
their learning needs
• Disposition:
* The teachers respect children's diverse cultures and helps the child
understand effective instruction
* The teachers must be flexible when writing a lesson plan
* Teachers accept input from others to help the child succeed in their
learning

Standard #8:
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.
What does this mean for teachers?
• Knowledge:
* Teachers understand different kinds of learning styles
* Teachers know different strategies children can use to learn
* Teachers have a big variety of resources they can use to help children
explore
• Performance:
* The teacher uses different resources to help children learn individually as
well as in a group setting
* The teacher can engage learners by asking the students questions
* Teachers use different techniques to help children learn and expand their
knowledge
• Disposition:
* The teachers are trying new technologies that can help children learn
* Teachers are flexible in their classroom lesson plans
* When teaching instructions, teachers make sure they use diverse
strategies so each child can learn

Standard #9:
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
professionals, and the
community), and adapts practice
to meet the needs of each learner.
What does this mean for teachers?
• Knowledge:
* Teachers understand how to solve problems and reflect on their teaching
skills
* Teachers know how to analyze themselves so they can improve
* Teachers understand laws that explain their responsibilities as teachers
• Performance:
* Teachers engage from different learning opportunities that can help them
become better teachers
* Teachers know how to work and collaborate with other staff to help them
find new/different ways to teach
* Teachers keep the classroom neutral by keeping their personal bias to
themselves
* They have access to resources so they can understand learning differences
• Disposition:
* The teachers take responsibility for what the children learn in their
classroom
* Teachers see themselves as learners/ learning something new each day
* Teachers understand their expectations as educators

Standard #10:
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.
What does this mean for teachers?
• Knowledge:
* Teachers know how to work with others
* Teachers are aware that there are many influences a child has that help
them learn
* Teachers know how to support children and hold them to high
expectations
• Performance:
* Teachers collaborate and talk about how to meet the needs of each student
* Teachers use technology tools that help them learn global issues around
the world
* Teachers meet needs of their students
* Teachers take different leadership roles
• Disposition:
* Teachers share responsibilities at the school
* Teachers respect children (families’, expectations, beliefs, etc.)
* Teachers grow and collaborate with other teachers to grasp different
viewpoints
* Teachers are always improving and changing their styles
 • Standard 1  Teachers understand that students grow and develop differently in cognitive, linguistic, social,
emotional, and physical areas. In doing so teachers develop appropriate teaching material.

• Standard 2  The teacher understands that students come from diverse cultures and communities to provide a
rich learning environment to enable students to reach high standards.

• Standard 3  Teachers create environments that students can excel in individual and collaborative learning as
well as encourage peer to peer interaction and self-motivational learning.

Standards • Standard 4  The teacher understands the main concept and teaches in a variety of learning styles to help
students master the content.
In my own
• Standard 5  The teacher relates concepts in easy to understand ways as well as exposes students to different
words perspectives to encourage critical thinking and problem solving skills.

• Standard 6  The teacher uses various types of assessment to verify understanding of the content and uses
assessments to monitor growth and progression.

• Standard 7  The teacher plans instructions based on the curriculum, current students knowledge, and other
areas of knowledge to meet high expectation goals.

• Standard 8  The teacher understands that all students learn differently and uses various methods to help
students develop a deep understanding of the content.

• Standard 9  Teachers constantly attend professional learning classes to increase their knowledge and use new
ideas to evaluate their own teaching style in the classroom.

• Standard 10  Teachers look for opportunities to collaborate with others to help students grow to their fullest
potential.
Why Do These Standards Matter to ME?
• We will be implementing these rules and
standards in our classrooms

• We need to help children understand and

grow to reach their fullest potential

• We need to be role models for our students

• Administrators will be evaluating teachers

based upon these requirements

• You must follow these rules in order to be

employed in the school districts
Charlotte Danielson’s
“Framework for Teaching”
• A foundation for teachers to provide students
with quality education

• Framework for teachers are based on INTASC

standards

• There are 22 components

 grouped into 4 Domains

• Domains include:
* Domain 1: Planning and Preparation
* Domain 2: Classroom Environment
* Domain 3: Instruction
* Domain 4: Professional Responsibilities
MORE ABOUT THE
FRAMWORK FOR TEACHING
• Teachers can use the Framework to self
reflect on improving areas of the
classroom such as:
* material preparation
* classroom activities
* physical organization of the classroom
* assessing students
* Professional communication
 Framework for Teaching Domains:
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
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
Domain 3: Instruction Domain 4: Professional Responsibilities

• 3a Communicating With Students

• 4a Reflecting on Teaching
• 3b Using Questioning and Discussion
• 4b Maintaining Accurate Records
Techniques
• 4c Communicating with Families
• 3c Engaging Students in Learning
• 4d Participating in a Professional
• 3d Using Assessment in Instruction
Community
• 3e Demonstrating Flexibility and
• 4e Growing and Developing
Responsiveness
Professionally
• 4f Showing Professionalism
How Do They Compare?
FRAMEWORKS
Danielson Domain 1
Planning and Preparation
Danielson Domain 2
The Classroom Environment
Danielson Domain 3
Instruction and Assessment
Danielson Domain 4
Professional Responsibilities
IDAHO TEACHING STANDARDS
Standard 1: Learner Development
Standard 2: Learning Differences
Standard 4: Content Knowledge
Standard 6: Assessment
Standard 7: Planning for instruction
Standard 3: Learning Environments
Standard 1: Learner Development
Standard 3: Learning Environments
Standard 4: Content Knowledge
Standard 6: Assessment
Standard 5: Application of Content
Standard 8: Instructional Strategies
Standard 9: Professional Learning and
Ethical Practice
Standard 10: Leadership and Collaboration
Evaluation Methods:
• Teachers are evaluated based on their performances using a rubric that follows
each of the domains and subdomains

• The labels below are how teachers are evaluated on their performance
 Domain 1a:
Demonstrating Knowledge of Content and Pedagogy

This is a way to evaluate teachers mastery

of the subjects they are teaching in a
classroom.
 Domain 1a:
Critical Attributes

These are attributes the

teacher must exhibit for them
to be evaluated appropriately
 Domain 1a:
Possible Examples:

These are possible examples

you would find in a classroom
and on an evaluation form.
CONCLUSION:
• You should have learned about the Ten Standards in the State of Idaho and what expectations
teachers have to follow.

• You will understand the Ten Idaho Core Teacher Standards.

• You should be able to identify and understand the Danielson Framework for Teaching
Evaluation Methods.

• You should be able to compare the Ten Standards of Idaho to The Framework Method.

• You should be able to identify that the Danielson Framework has 4 different Domains.

• You should know that the Danielson Method has 22 different Components.

• You should be able to understand the different expectations for teachers.

Ex: (unsatisfactory, basic, proficient and distinguished)

• You will see what a rubric would look like if you were to evaluate someone teaching
 References
Danielson, Charlotte. "The Danielson Group." The Framework. Danielson Group, 2017. Web. 6 Feb. 2019.
< http://www.danielsongroup.org/framework/>.

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. 6 Feb. 2019.
<https://www.sde.idaho.gov/cert-psc/shared/mentor/Performance-Assessment-Portfolio.pdf>.

"Teacher Certification." Idaho State Department of Education. Ed. Idaho State Department of Education. N.p., 2015.
Web. 6 Feb. 2019. <https://www.sde.idaho.gov/site/teacher_certification/>.

Images
https://www.homesforheroes.com/heroes/teachers/
http://www.ednewsdaily.com/alternatives-to-teaching-20-companies-that-hire-teachers/
https://www.procon.org/view.resource.php?resourceID=005938
https://www.danielsongroup.org/charlotte-danielson/
https://i.pinimg.com/originals/90/b7/e1/90b7e1ac3a8e745cf426546eb64a966c.png
https://edu.glogster.com/glog/charlotte-danielson/25nnfb3juh6?=glogpedia-source
Thank You!