Idaho Core Teacher Standards

and the
Danielson Framework for Teaching
Evaluation Method

Chenin McConnell
EDUC-290
Objectives
● State of Idaho teacher expectations
● Introduction to Idaho Core Teacher Standards
● Introduction to Danielson Framework for Teaching
● Breakdown of each Idaho Core Teacher Standard
● Breakdown of Danielson Framework for Teaching
● The similarities between the two
● Why they are important to teachers
● Examples of Evaluation rubrics
Idaho Core Teacher Standards
● There are 10 Idaho Core Teacher Standards that all teachers in the state of
Idaho must meet. The standards describe in detail the expectations put in
place in order to be an effective teacher.
● Standards were modeled after the Interstate New Teacher Assessment and
Support Consortium (INTASC).
Idaho Core Teacher Standards
Standard One
“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 actually mean for teachers?
● Be familiar with developmental and growth stages.
● Understand that no two students are the same.
● Each student learns differently, and may be at a different place in their
learning.
● Teachers must be able to recognize where their students are at
developmentally and meet them in that place.
● Provide lessons that are meaningful, challenging, and appropriate for
where each student is at developmentally.
Idaho Core Teacher Standards
Standard Two
“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.”
What does this actually mean for teachers?
● Recognize that your students all come from unique backgrounds.
● Accept the unique backgrounds, differences in culture, and communities
each of your students comes from.
● Be aware of these differences and create a classroom where everyone
feels important and included in what is being taught.
● Hold your students to high standards and ensure that these standards
are met.
Idaho Core Teacher Standards
Standard Three
“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 actually mean for teachers?
● A classroom that allows students to work with one another.
● A classroom that is a place of learning, uplifting one another, supporting
one another, helping one another, and encouraging students to be self-
motivated.
Idaho Core Teacher Standards

Standard Four What does this actually mean for teachers?

“The teacher understands the ● Knows the state requirements, competencies, and skills required by
central concepts, tools of inquiry, their students in their subject area.
and structures of the discipline(s) he ● Teaches lessons that are engaging, meaningful, and ensures that their
or she teaches and creates learning students will master the content.
experiences that make the discipline
accessible and meaningful for
learners to assure mastery of the
content.”
Idaho Core Teacher Standards
Standard Five
“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 actually mean for teachers?
● Teachers are able to adapt and learn new content, especially content
outside of their comfort zone and content areas and teachers recognize
the value in it.
● Teachers are flexible and find value in being flexible.
● Encourage their students to learn and try new things.
● Teachers find meaningful ways to connect learning with current events
at the local and global level.
Idaho Core Teacher Standards
Standard Six
“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 actually mean for teachers?
● Teachers take assessments seriously and find ways for their students to
review, learn, and improve upon the areas they are assessed in.
● Teachers find ways to integrate assessment materials into every day
content, in order to make assessments and their content relevant and
familiar.
● Teachers find ways to give meaningful feedback to their students.
● Teachers will provide accommodations for their students if needed.
Idaho Core Teacher Standards
Standard Seven
“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 actually mean for teachers?
● Teachers are able to plan and present lessons, materials, and activities
for the diverse group of students that will fill their classes.
● These lessons and activities will be meaningful and appropriate for the
grade level.
● Teachers will also be flexible in their teaching and be able to plan and
adjust for various things that may arise.
● Plans will be put into place for each learner in the class and these plans
will be long term and short term to ensure mastery of learning.
Idaho Core Teacher Standards
Standard Eight
“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 actually mean for teachers?
● Teachers provide assessments that are appropriate and coincide with
what is being learned.
● Willingness to adjust teaching based on feedback from meaningful
assessments and feedback given to students.
● Provide ways for students to be self-aware of their strengths and
weaknesses.
● Help students set goals for their learning.
● Reflect on the effectiveness of lessons and their teaching.
● Maintain and keep good records on their students in order to be able to
tell those who ask about student progress correct and proper
information.
● Gather additional information on their students from parents, students,
and fellow teachers in order to use the information to allow for more
student success.
Idaho Core Teacher Standards

Standard Nine What does this actually mean for teachers?

“The teacher engages in ongoing ● Be willing to continually learn.
professional learning and uses ● Self reflect based on feedback and information provided from others.
evidence to continually evaluate ● Collaborate with other educators to be constantly striving for
his/her practice, particularly the improvement.
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.”
Idaho Core Teacher Standards
Standard Ten
“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 actually mean for teachers?
● Collaborate with others.
● Communicate and create relationships with students’ parents which will
support student learning.
● Support your students.
● Do what you can to make a productive learning environment at the
school you work at.
Why are these standards so important for teachers?
● It is important that teachers and educators are aware of these standards as
they are the tools in which your superiors, or administrators, will be evaluating
your performance on. The standards are broken down into two areas within
the standard, the knowledge component and the performance component.
These standards must be met and followed as it is what is expected of
teachers.
Frameworks for Teaching Evaluation Method
● The state of Idaho also uses another method as a way to evaluate educators in
the state. The second method they have chosen to use is Charlotte
Danielson’s Framework for Teaching.
What is the framework for teaching?
● The Charlotte Danielson Framework for Teaching is “an important tool to
assess teacher competency, and serves as a model for exemplary teaching.”
Danielson Framework for Teaching Method
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
Danielson Framework for Teaching Method
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
Danielson Framework for Teaching Method
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
Danielson Framework for Teaching Method
Domain 4: Professional Responsibilities

● 4a: Reflecting on Teaching

● 4b: Maintaining Accurate Records
● 4c: Communicating with Families
● 4d: Participating in the Professional Community
● 4e: Growing and Developing Professionally
● 4f: Showing Professionalism
How do the two connect?
● The following slides will display tables that show how the Idaho Core Teaching
Standards and the Charlotte Danielson Framework for Teaching Methods align
with one another.
Danielson Framework
Domain 1: Planning and Preparation
1b. Demonstrating Knowledge of Students
1c. Setting Instructional Outcomes
Idaho Core Teacher Standard
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.
Standard #2: Learning Differences.
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.
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.
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.
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.
Danielson Framework
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
Idaho Core Teacher Standard
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.
Danielson Framework
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
Idaho Core Teacher Standards
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.
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.
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
Danielson Framework
Domain 4: Professional Responsibilities
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Participating in the Professional Community
4e: Growing and Developing Professionally
4f: Showing Professionalism
Idaho Core Teacher Standards
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.
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.
Rubric for Evaluation
● In the prior slides you have been exposed to what teachers are evaluated on.
In the following slides you will find an example of the rubric in which teachers
are given a ranking of either Unsatisfactory, Basic, Proficient, or Distinguished.
These are the four options for evaluating a teachers Level of Performance.
Danielson Levels of Performance
● Level 1- Unsatisfactory
● Level 2- Basic
● Level 3- Proficient
● Level 4-Distinguished
Danielson Level of Performance Rubrics Example
Domain 1: Planning
and Preparation Level 1
Demonstrating Unsatisfactory
Knowledge of
Students
● Teacher sees no value in
Examples understanding how students
learn and does not seek
such information.
● Teacher displays little or no
knowledge of students’
skills, knowledge, and
language proficiency and
does not indicate that such
knowledge is valuable.
● Teacher displays little or no
knowledge of students’
interests or cultural heritage
and does not indicate that
such knowledge is valuable.
● Teacher displays little or no
understanding of students’
special learning or medical
needs or why such
knowledge is important.
Level 2
Basic
● Teacher recognizes the
value of knowing how
students learn, but this
knowledge is limited or
outdated.
● Teacher recognizes the
value of understanding
students’ skills, knowledge,
and language proficiency
but displays this knowledge
only for the class a a whole.
● Teacher recognizes the
value of understanding
students’ interests and
cultural heritage but displays
this knowledge only for the
class as a whole.
● Teacher displays awareness
of the importance of
knowing students’ special
learning or medical needs,
but such knowledge may be
incomplete or inaccurate.
Level 3
Proficient
● Teacher’s knowledge of how
students learn is accurate
and current. Teacher applies
this knowledge to the class
as a while and to groups of
students.
● Teacher recognizes the
value of understanding
students’ skills, knowledge,
and language proficiency
and displays this knowledge
for groups of students.
● Teacher recognizes the
value of understanding
students’ interests and
cultural heritage and
displays this knowledge for
groups of students.
● Teacher is aware of
students’ special learning
and medical needs.
Level 4
Distinguished
● Teacher displays extensive
and subtle understanding of
how students learn and
applies this knowledge to
individual students.
● Teacher displays
understanding of individual
students’ skills, knowledge,
and language proficiency
and has a strategy for
maintaining such
information.
● Teacher recognizes the
value of understanding
students’ interests and
cultural heritage and
displays this knowledge for
individual students.
● Teacher possesses
information about each
student’s learning and
medical needs, collecting
such information from a
variety of sources.
Conclusion
Throughout this presentation you have been exposed to the following:

● How teachers are evaluated in the state of Idaho.

● The Idaho Core Teacher Standards
● Danielson Framework for Teaching
● What the state standards mean for teachers.
● How the two (State Standards & Danielson Framework) coincide with one
another.
● A brief overview on the Levels of Performance.
● Example of a scoring rubric an administrator would use on a teacher.
 Works Cited

Danielsongroup.org, www.danielsongroup.org/framework/.

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onedrive.live.com/View.aspx?resid=F83A00A19D1F7564!1830&app=WordPdf&authkey=!AAy2cUsXM2kmFqQ.

“Danielson-Framework-Correlation-with-InTASC.pdf.” Microsoft OneDrive - Access Files Anywhere. Create Docs with Free Office

Online., onedrive.live.com/View.aspx?resid=F83A00A19D1F7564!1692&app=WordPdf&authkey=!AHxJSkmOwUSbQMs.

Idaho State Board of Education. “Home.” Idaho State Board of Education ICal, Idaho State Board of Education, 12 Oct. 2017,

boardofed.idaho.gov/resources/a-framework-for-teaching-charlotte-danielson-rubrics-for-enhancing-professional-

practice/.