IDAHO CORE TEACHER

STANDARDS AND THE

DANIELSON
FRAMEWORK FOR
TEACHING EVALUATION
METHOD

Education 290

Byron Jensen

Objectives
Viewers will be able to:

Identify the expectations that the State of Idaho has

of teachers.
Identify and understand the ten Idaho Core Teacher
Standards.
Become more familiar with the Framework for
Teaching Evaluation Instrument and how it is used.
Understand the differences between unsatisfactory,
basic, proficient and distinguished expectations of a
teacher.

What are the Idaho Core Teacher Standards?

(English Language Arts)

All teacher candidates are expected to meet the Idaho Core

Teacher Standards and the standards specific to their
discipline area(s) at the acceptable level or above.
Teachers ability to demonstrate these standards shall be
collected from a variety of settings. It is the responsibility of a
teacher preparation program to use indicators in a manner that
is consistent with its conceptual framework and that assures
attainment of the standards.
An important component of the teaching profession is a
candidates disposition. Professional dispositions are how the
candidate views the teaching profession, their content area,
and/or students and their learning.

Idaho Core Teacher Standards

(The Learner and Learning)
Standard #1:

Performance

Learner Development1)

The teacher understands how learns

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.

2)

3)

Candidates demonstrate knowledge of

developmental levels in reading, writing,
listening, viewing and speaking and plan
for developmental stages and diverse
ways of learning.
Candidates demonstrate knowledge
about how adolescents read and make
meaning of a wide range of texts.
Candidates demonstrate knowledge
about how adolescents compose texts in
a wide range of genres and formats
including digital media.

Idaho Core Teacher Standards

(The Learner and Learning)
Standards #2:

Performance

Learning Difference-

1)

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.

2)

Candidates demonstrate knowledge of

theories and research needed to plan and
implement instruction responsive to
students local, national and
international histories, individual
identities, and languages/dialects as they
affect students opportunities to learn in
ELA.
Candidates design and/or implement
instruction that incorporates students
linguistic and cultural backgrounds to
enable skillful control over their
rhetorical choices and language
practices for a variety of audiences and
purposes.

Idaho Core Teacher Standards

(The Learner and Learning)
Standard #3:
Performance

Learning Environments
1)

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.

Candidates use various types of

data about their students
individual differences, identities,
and funds of knowledge for
literacy learning to create
inclusive learning environments
that contextualize curriculum
and instruction and help students
participate actively in their own
learning in ELA.

Idaho Core Teacher Standards

(Content Knowledge)
Performance

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.

Candidates demonstrate knowledge and use

print and non-print texts, media texts, classic
texts and contemporary texts, including
young adult that represent a range of world
literatures, historical traditions, genres, and
the experiences of different genders,
ethnicities, and social classes; they are able to
use literary theories to interpret and critique a
range of texts.
2) Candidates demonstrate knowledge and use
the conventions of English language as they
relate to various rhetorical situations; they
apply the concept of dialect and relevant
grammar systems.
1)

Idaho Core Teacher Standards

(Content Knowledge)
Performance

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.

Candidates design and/or implement

instruction related to the strategic
use of language conventions in the
context of students writing for
different audiences, purposes, and
modalities.
2) Candidates design and/or implement
English language arts and literacy
instruction that promotes social
justice and critical engagement with
complex issues related to
maintaining a diverse, inclusive,
equitable society.
1)

Idaho Core Teacher Standards

(Instructional Practice)
Standard #6:
Performance

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
teachers and learners
decision making.

1)

2)

Candidates design a range of authentic

assessments of reading and literature
that demonstrate an understanding of
how learners develop and that address
interpretive, critical, and evaluative
abilities in reading, writing, speaking,
listening, viewing, and presenting.
Candidates design or knowledgeably
select appropriate reading assessments
in response to student interests, reading
proficiencies, and/or reading strategies.

Idaho Core Teacher Standards

(Instructional Practice)
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.

Performance
1)

2)

Candidates plan instruction which, when

appropriate, reflects curriculum
integration and incorporates
interdisciplinary teaching methods and
materials which includes reading, writing,
speaking, listening, and language.
Candidates plan standards-based, coherent
and relevant learning experiences in
reading that reflect knowledge of current
theory and research about the teaching
and learning of reading and that utilize
individual and collaborative approaches
and a variety of reading strategies.

Idaho Core Teacher Standards

(Instructional Practice)
Standard #8:

Performance

Instructional Strategies
1)

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.

Candidates plan and implement

instruction based on ELA curricular
requirements and standards, school
and community contexts by
selecting, creating, and using a
variety of instructional strategies and
resources specific to effective
literacy instruction, including
contemporary technologies and
digital media, and knowledge about
students linguistic and cultural
backgrounds.

Idaho Core Teacher Standards

(Professional Responsibility)

Performance

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, and adapts practice to
meet the needs of each learner.

1)

Candidates model literate

and ethical practices in
ELA teaching, and engage
in a variety of experiences
related to ELA and reflect
on their own professional
practices.

Idaho Core Teacher Standards

(Professional Responsibility)
Standard #10:

Performance

Leadership and Collaboration

1)

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.

Candidates engage in and

reflect on a variety of
experiences related to ELA
that demonstrate
understanding of and
readiness for leadership,
collaboration, ongoing
professional development,
and community engagement.

How do these Standards Affect Me?

The standards will require teachers to change

their technique in educating. Since the
standards have set expectations, instructors
will need to ensure every student is prepared
for the curriculum in the following year.
The impact to teachers will also relate to
continuing education and any further degrees
a teacher might pursue throughout the school
year.

The Frameworks for Teaching Evaluation Method

As minimum standards for teacher

evaluation in all Idaho public schools and
districts, the state has adopted the
Charlotte Danielson Framework for
Teaching Second Edition domains and
components of instruction.

The Framework for Teaching is a set of research-based

components of instructions.

Danielson explains that in the

Framework for Teaching, the complex
activity of teaching is divided into 22
components clustered into four domains.

Framework for Teaching

Domain 1 - Planning and Preparation

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students
1c: Setting Instructional Goals
1d: Demonstrating Knowledge of Resources
1e: Designing Coherent Instruction
1f: Assessing Student Learning

Framework for Teaching

Domain 2 - Learning 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 and Use of Assessment

3a: Communicating Clearly and Accurately

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Providing Feedback to Students

3e: Demonstrating Flexibility and Responsiveness

3f: Use Assessment to Inform Instruction and Improve Student Achievement

Framework for Teaching

Domain 4 - Professional Responsibilities

4a: Reflecting on Teaching

4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Contributing to the School and District
4e: Growing and Developing Professionally
4f: Showing Professionalism

How Do They Measure Up?

The Idaho Core
Teacher Standards
and the Danielson
Framework for Teaching
Method both align with
the
Interstate New Teacher
Assessment and Support
Consortium.
This table displays how
Idaho Teaching
Standards
and the Frameworks
Model align together.

Frameworks

Idaho Teaching Standards

Domain 1
Planning and Preparation

Standard 1: Knowledge of Subject Matter

Standard 2: Knowledge of Human
Development and Learning
Standard 7: Instructional Planning Skills

Domain 2
The Classroom
Environment

Standard 5: Classroom Motivation and

Management Skills

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

Domain 4
Professional
Responsibilities

Standard 9: Professional Commitment

and Responsibility
Standard 10: Partnerships

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 their
evaluation.
Teachers are graded on their performance with the following
labels:
Unsatisfactory-Level 1
Basic-Level 2
Proficient-Level 3
Distinguished-Level 4
Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition ed. Princeton, NJ: Danielson Group, 2013.

Frameworks for Teaching

(Evaluation Rubric)
Unsatisfactory
Level 1

Domain 1a:
Demonstrating
Knowledge of
Content and
Pedagogy

In planning and
practice, teacher makes
content errors or does
not correct errors made
by students. Teachers
plans and practice
display little
understanding of
prerequisite
relationships important
to student learning of
the content. Teacher
displays little or no
understanding of the
range of pedagogical
approaches suitable to
student learning of the
content.

Basic
Level 2

Proficient
Level 3

Teacher is familiar with

the important concepts
in the discipline but
displays lack of
awareness of how these
concepts relate to one
another. Teachers plans
and practice indicate
some awareness of
prerequisite
relationships, although
such knowledge may be
inaccurate or
incomplete. Teachers
plans and practice
reflect a limited range
of pedagogical
approaches to the
discipline or to the
students.

Teacher displays solid

knowledge of the
important concepts in
the discipline and how
these relate to one
another. Teachers plans
and practice reflect
accurate understanding
of prerequisite
relationships among
topics and concepts.
Teachers plans and
practice reflect
familiarity with a wide
range of effective
pedagogical approaches
in the discipline.

Distinguished
Level 4
Teacher displays
extensive knowledge of
the important concepts
in the discipline and
how these relate both to
one another and to
other disciplines.
Teachers plans and
practice reflect
understanding of
prerequisite
relationships among
topics and concepts and
a link to necessary
cognitive structures by
students to ensure
understanding.
Teachers plans and
practice reflect
familiarity with a wide
range of effective
pedagogical approaches
in the discipline,

Frameworks for Teaching

(Evaluation of Rubric)
Domain 1
Subdomain a:
Demonstrating
Knowledge of
Content and
Pedagogy

Critical
Attributes

Unsatisfactory
Level 1

Basic
Level 2

Proficient
Level 3

Distinguished
Level 4

Teacher makes content

errors.
Teacher does not
consider prerequisite
relationships when
planning.
Teachers plans use
inappropriate strategies
for the discipline.

Teacher is familiar with

the discipline but does
not see conceptual
relationships.
Teachers knowledge of
prerequisite
relationships is
inaccurate or
incomplete.
Lesson and unit plans
use limited instructional
strategies and some are
not be suitable to the
content.

The teacher can identify

important concepts of
the discipline, and their
relationships to one
another.
The teacher consistently
provides clear
explanations of the
content.
The teacher answers
student questions
accurately and provides
feedback that furthers
their learning.
The teacher seeks out
content related
professional
development.

Teacher cites intra- and

interdisciplinary
content relationships.
Teacher is proactive in
uncovering student
misconceptions and
addressing them before
proceeding.

Frameworks for Teaching

(Evaluation of Rubric)
Domain 1
Subdomain a:
Demonstrating
Knowledge of
Content and
Pedagogy

Possible
Examples

Unsatisfactory
Level 1

The teacher says, The

official language of
Brazil is Spanish, just
like other South
American countries.
The teacher says, I
dont understand why
the math book has
decimals in the same
unit as fractions.
The teacher has students
copy dictionary
definitions each week to
help his students learn
to spell difficult words.

Basic
Level 2

The teacher plans

lessons on area and
perimeter independently
of one another, without
linking the concepts
together.
The teacher plans to
forge ahead with a
lesson on addition with
regrouping, even though
some students have not
fully grasped place
value.
The teacher always
plans the same routine
to study spelling: pretest on Monday, copy
the words 5 times each

Proficient
Level 3

The teachers plan for

area and perimeter
invites students to
determine the shape that
will yield the largest
area for a given
perimeter.
The teacher realized her
students are not sure
how to use a compass,
so she plans to practice
that before introducing
the activity on angle
measurement.
The teacher plans to
expand a unit on civics
by having students
simulate a court trial.

Distinguished
Level 4

In a unit on 19th
century literature, the
teacher incorporates
information about the
history of the same
period.
Before beginning a
unit on the solar
system, the teacher
surveys the class on
their beliefs as to why
it is hotter in the
summer than in the
winter.

Conclusion
(Idaho Core Teaching Standards and Frameworks Evaluation Method )

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 Interstate New Teacher Assessment and Support
Consortium.
The Danielson Framework Method evaluates and scores teachers using the
following terms: unsatisfactory, basic, proficient and distinguished.

Sources

State Department of Education. 2013. Web. 15 Oct.

2015. <https://onedrive.live.com>.
Concordia Online Education. 2015. Web. 15 Oct.
2015. <http://education.cu-portland.edu>.
State Board of Education. Web. 15 Oct. 2015.
<https://www.sde.idaho.gov>.
Rochester City School District. Web. 15 Oct. 2015.
<http://www.rcsdk12.org>.