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IDAHO CORE STANDARDS AND THE

DANIELSON FRAMEWORK FOR TEACHING Bryton Bogart


EDUC 290

EVALUATION METHOD
OBJECTIVES
Reader will be able to:
Identify what the Idaho standards are
Identify the 10 core standards for teachers
Understand and explain the Danielson framework for teaching
Identify the differences and understand the concept of basic,
proficient, and distinguished expectations for a teacher.
THE IDAHO CORE STANDARDS
WHAT ARE THE IDAHO CORE STANDARDS FOR
TEACHERS?
Each teaching career in the state of Idaho has to follow the standards and the
certifications that are underlined in the Idaho core standards.
The Idaho core standards are a set of higher expectations that are set in particularly
set in the reading and mathematics department.
 Each standard is broken down to help teachers base their teaching curriculum on

Teaching and learning focus on critical thinking, strong writing skills, and problem
solving-real world skills to be used for the rest of the students life.
STANDARD #1: KNOWLEDGE OF SUBJECT MATTER
The teacher understands the central concepts, tools of inquiry, and structures of the
content area(s) taught and creates learning experiences that make these aspects of
subject matter meaningful for learners.
What is the teachers role?
Evaluates resources and curriculum materials for appropriateness to the delivery
Engages students in interpreting ideas from a variety of perspectives
Uses explanations and representations that link curriculum to prior learning
Demonstrates an understanding of the central concepts of their discipline
Use methods of inquiry that are central to the disciplinary plans
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 is the teachers role?
Access student thinking as a basis for instructional activities though group/individual
interaction and other written work
Creates relevance for students by linking to prior experiences
Evaluates student performance to design instruction appropriate for school
Provides opportunities for students to be responsible for their own learning
Encourages student reflection from the past and connects it to new information
STANDARD #3: MODIFYING INSTRUCTION FOR
INDIVIDUAL NEEDS
The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to learners with diverse needs
What is a teachers role?
Creates a learning community that respects differences
Adjusts instruction to accommodate the learning differences and needs of the students
Selects approaches that provide opportunities for all learning types
Uses knowledge of different cultural contexts around them and connects with the students
through activities and assignments
Designs instruction that is appropriate to students stages of development, learning styles,
strengths, and needs
STANDARD #4: MULTIPLE INSTRUCTIONAL
STRATEGIES
The teacher understands and uses a variety of instructional strategies to develop
students' critical thinking, problem solving, and performance skills.
What is the teachers role?
Encourages students to assume responsibility for using learning resources
Selects and uses multiple teaching and learning strategies to encourage students in
critical thinking and problem solving
Assumes different roles in the instruction process to accommodate content, purpose,
and learner needs
STANDARD #5: CLASSROOM MOTIVATION AND
MANAGEMENT SKILLS
The teacher understands individual and group motivation and behavior and creates a learning
environment that encourages positive social interaction, active engagement in learning, and
self-motivation.
What is the teachers role?
 analyzes classroom environment and interactions and makes adjustments to create different
relationships inside the classroom
Engages students by relating lessons to students personal interests giving students
responsibility leading them to solve problems that are meaningful to them
Organizes, prepare students for, and monitors independent and group work that allows
participation for all students
Encourages clear procedures and expectations that ensure students to assume responsibility
for themselves and other students to engage in purposeful learning activities
Organizes and manages time, space, and activities in a way that is easy for their learning
STANDARD #6: COMMUNICATION SKILLS
The teacher uses a variety of communication techniques including verbal, nonverbal,
and media to foster inquiry, collaboration, and supportive interaction in and beyond
the classroom.
What is a teachers role?
uses media to connect learning activities
Models effective communication strategies in conveying ideas and information and
uses visuals and connects what the students are doing in cues
Provides support for learner expression in speaking, writing, and other forms of
communication
Demonstrates that communication can be a sensitive topic and uses appropriate
forms of communication that is professional
STANDARD #7: INSTRUCTIONAL PLANNING
SKILLS
The teacher plans and prepares instruction based upon knowledge of subject matter,
students, the community, and curriculum goals.
What is a teachers role?
Develop short-term and long-term lesson plans
Plans lessons and activities to address multiple learning types and styles
Adjusts plans to respond to unanticipated sources of input and student
Develop plans that are appropriate for curriculum goals and are based on effective
instruction
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 is a teacher role?
Maintains useful records of student work and performance and can communicate student
progress knowledgeable and responsibly
Selects, constructs, and uses assessment strategies to the appropriate learning outcomes
Evaluates the effects of class activities on individuals and groups in the classroom through
student work and teacher questioning
Uses assessment strategies to involves students in self assessment activities to show them
where they are in their learning
Solicits information about students and progress from parents and the students themselves
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 mastery of the art
and science of teaching.
What is a teachers role?
Consults with colleagues within the school and other professional area as support
and sharing ideas and experiences
Uses professional literature and other resources to support self development as a
teacher
Uses classroom observation and information about the students and research as
sources for evaluating the outcomes of teaching and learning
STANDARD #10: 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.
What's a teachers role?
Participates in college activities designed to make the school a productive learning
environment
 seeks to establish cooperative partnerships with parents to support student learning
Talks with counselors, other teachers, and other activities within the school and in the
community to support students learning and well-being
THE DANIELSON FRAMEWORK FOR
EVALUATION
WHAT IS THE DANIELSON FRAMEWORK?
“The Framework for Teaching is a research-based set of components of instruction,
aligned to the INTASC standards, and grounded in a constructivist view of learning
and teaching” (The Framework).
The Danielson Framework was established as a method for showing teachers what
sources they need to be evaluated on and where they could improve.
This framework helps teachers in the 4 domains to be evaluated by multiple areas of
experience when it comes to teaching in a classroom so that they can be
tested on their skills as a teacher not just on student performance.
DOMAIN 1: PLANNING AND PREPARATION
Demonstrating knowledge of content and pedagogy
Understand subject matter, structure of lesson plan, disciplinary outcomes etc.

Demonstrating knowledge of students


Child development, special needs, student skillset, culture etc.
Setting instructional outcomes
Disciplinary actions, sustainable goals, balance etc.
Demonstrating knowledge of resources
Extend content knowledge, use outside resources etc.
Designing coherent instruction
Clear instructions, instructional resources, structured groups etc.
Designing student assessments
Criteria and standards, formative assessments, check for understanding etc.
DOMAIN 2: CLASSROOM ENVIRONMENT
Creating an environment of respect and support
Teacher interaction, student interaction

Establishing a culture for learning


Importance of content, pride in student work, expectations

Managing classroom procedures


Transitions, instructional groups, materials and supplies etc.

Managing student behavior


Monitoring behavior, response to misbehavior etc.

Organizing physical space


Safe, accessible, proper furniture arrangement etc.
DOMAIN 3: INSTRUCTION
Communicating with students
Directional procedures, approaches that meet students needs, oral and written language etc.

Using questioning and discussion techniques


Quality of questions, student participation, using different cultural contexts etc.

Engaging students in learning


Activities, assignments, student groups, structure etc.

Using assessment in instruction


Appropriate criteria, student feedback, student self-assessment etc.

Demonstrating flexibility and responsiveness


Lesson adjustment, response to students, persistence etc.
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
Reflecting on teaching
Accuracy, questioning, use in future lessons etc.
Maintaining accurate records
Student completion, student progress of learning, non-instructional record etc.
Communicating with families
Weekly information, engaging families, about the program etc.
Participating in a professional community
Relationships with colleagues, participation in school activities, service in school etc.
Growing and developing professionally
Enhancement of content knowledge, service to the profession, further education etc.
Showing professionalism
Integrity/ethics, decision-making, compliance with school regulation etc.
HOW DO THEY RELATE?
Danielson Framework Idaho Teaching Standard
Danielson Domain #1 Standard #1: Knowledge of subject matter
Planning and Preparation Standard #2: Knowledge of human
development and learning
Standard #7: Instructional Planning Skills
Danielson Domain #2 The Classroom Standard #5: Classroom motivation and
Environment management skills
Danielson Domain #3 Instruction and Standard #3: Adapting instruction for
Assessment individual needs
Standard #4: Multiple instructional
strategies
Standard #6: Communication skills
Standard #8: Assessment of student
Danielson Domain #4 Professional Standard #9: Professional commitment and
Responsibilities responsibility
Standard #10: Partnerships
WHAT DOES AN EVALUATION LOOK LIKE?
When teachers are being evaluated, they are being evaluated based on a framework scale with a rubric to
follow. At the end of their evaluations they will receive a rating of numbers:

Unsatisfactory-level 1
Basic-level 2
Proficient-level 3
Distinguished-level

Average teachers will fall between level 2 and 3, but there are circumstances where it varies. Once the
teacher has receive they evaluations, they can determine where they can improve in their teaching career and
where they are doing well.
The next slide exemplifies what the teacher evaluation rubric looks like. Proficient and distinguished are where
most teachers aim towards during their evaluation.
WHAT DOES AN EVALUATION LOOK LIKE? CONTD..
CONCLUSION
The Danielson Framework and the Idaho Standards for teachers are the baseline of
what teachers are evaluated on. These two guideline help teachers to become highly
effective and give them knowledge to know how to effectively teach in a way that is
approving to the state of Idaho.
Regardless of what opinions are there of the Danielson Framework or the Idaho Core
Standards, they are set in place for the idea that teachers can be successful. They
give an outline of what teachers can become from their evaluations and their
teaching standards.
WORKS CITED:
The Framework. (2017). Retrieved from
https://www.danielsongroup.org/framework/
The Idaho Common Core for Idaho Kids. (2018). Retrieved from
http://idahocorestandards.org/
U.S. Cong. (2000). Idaho standards for initial certification of professional
school personnel[Cong.]. Boise, ID: Idaho State Board of Education,
Idaho State Dept. of Education.
 Marketing, E. (2017, July 05). Tag: Danielson Framework. Retrieved from
https://www.rethinked.com/blog/blog/tag/danielson-framework/