Idaho Core Teacher standards

&
Danielson Framework for Teaching
Evaluation Method
By: Madison Pritchard
 Objectives for Today's Lesson

*Explain what teachers are held to in the State of

Idaho.

* Explain the ten Idaho Core teacher

Standards,and what it means.

* Explain the Framework for Teaching Evaluation
we
Instrument and how will use it.

* Framework as an Evaluation Tool
 What are the Idaho Core Teacher Standards?
g et
e t 's d? *TheIdaho core Teacher Standards are 10
L
ar te Standards that apply to all teacher certification
st areas. This holds them accountable for the skills
they need to portray to their students.
*They are grouped into four categories:
1. The Learner to Learning: Deals with studentsand
howthe
teachers get the content to them.

2. Content: What is being taught.

3.Instructional Practice: Assessment, planning, and

instructional strategies to engage learners.

4. Professional Responsibility: Making the

environment comfortable to your children.

Idaho State Board of Education, Nov. 1, 2013 Page 2

 1: * The teacher understands how learners grow and
#
rd er nt develop, recognizing that patterns of learning and
a
a nd arn me development vary individually within and across the
e p
St L elo cognitive, linguistic, social, emotional, and physical
v
De areas, and designs and implements developmentally
appropriate and challenging learning experiences.
What should this look like in the classroom?
* The teacher touches on all learning domains: cognitive,
linguistic, social, emotional, and physical

* The teacher makes sure she understands all content as

well ashis/her students.

Idaho State Board of Education, Nov. 1, 2013 Page 7

 2:
# The teacher uses understanding of individual
a rd ing s
nd arn enc
e differences and diverse cultures and communities
a
St Le fer to ensure inclusive learning environments that
f
Di enable each learner to meet high standards.

What should this look like in the classroom?

* The teacher will use prior knowledge and
experiences to help better guide his/her students in
instructions

* The teacher will understand how to identify

students with individual disabilities or second
languages to guide them to their full
potential.

Idaho State Board of Education, Nov. 1, 2013 Page 8

 3: *The teacher works with others to create
#
a rd ing nt environments that support individual and
d n e
t an ear nm collaborative learning, and that encourage positive
S L iro
v
En social interaction, active engagement in learning, and
self-motivation.
What should this look like in a classroom?
* The teacher will work together with his/her
colleagues, parents, and students to create safe and
smart learning values.

* The teacher knows how to motivate and encourage

students to stride towards achieving their learning
goals.

Idaho State Board of Education, Nov. 1, 2013 Page 9

 4:
# * The teacher understands the central concepts,
rd nt
a
nd nte dg
e tools of inquiry, and structures of the discipline(s)
a o e
St C owl he or she teaches and creates learning experiences
kn that make the discipline accessible and meaningful
for learners to assure mastery of the content.

What should this look like in the classroom?

*The teachers will encourage students to better

understand, question, and analyze the content to
help them master key ideas.

*The teacher will create, modify, and evaluate

instruction based on learner's level of knowledge.

Idaho State Board of Education, Nov. 1, 2013 Page 11

 5:
# of * The teacher understands how to connect concepts
rd on
a i
nd cat ent
and use differing perspectives to engage learners in
a i
St ppl ont critical thinking, creativity, and collaborative
A C
problem solving related to authentic local and global
issues.
What should this look like in the classroom?

* The teacher will challenge the students with question on the

content he/she will be teaching to help them gain better
problem solving strategies.

*The teacher will understand the importance of accessing

and managing information as well as evaluate it so he/she will
be able to relate it back to her students

The teacher understands creative thinking and how to use it.

Idaho State Board of Education, Nov. 1, 2013 Page 12

 6: * The teacher understands and uses multiple
# t
a rd en methods of assessment to engage learners in their
m
nd ess
a
St Ass
own growth, to monitor learner progress, and to
guide the teachers and learners decision making.
What should this look like in the classroom?
* The teacher will always look for new ways to use technology
in the classroom to better help the students engage and
learn.

* The teacher will provide different assessments,

accommodations, and descriptive feedback to further help
students.

* The teacher will effectively use assessmentsto better

demonstrate progress to her students.

Idaho State Board of Education, Nov. 1, 2013 Page 15

 7:
# r *The teacher plans instruction that supports every
rd f o n
a
nd ning ctio
student in meeting rigorous learning goals by drawing
a
St lan tru
P ns
upon knowledge of content areas, curriculum, cross-
I disciplinary skills, and pedagogy, as well as knowledge
of learners and the community context.
What should this look like in the classroom?
* The teacher will collaborate with professionals who is an
expert to help design and deliver fun and unique learning
experiences.

* The teacher will plan and adjust to make sure that the
students learning is effective.

* The teacher will use implement content standards to

maximize learning for the students success.

Idaho State Board of Education, Nov. 1, 2013 Page 17

 8:
# al * The teacher understands and uses a variety of
rd ion s
a t
nd ruc gie
instructional strategies to encourage learners to
a e
St nst rat develop deep understanding of content areas and
I t
S their connections, and to build skills to apply
knowledge in meaningful ways.
What should this look like in the classroom?
* The teacher will use a variety of instructional strategies to
help support and expand my students communications through
many different types of methods; writing, reading, and
listening.

* The teacher notices when to use content to reach out on

different learning goals.

* The teacher values flexibility in the teaching process as

necessary for the best learning environment for the students

Idaho State Board of Education, Nov. 1, 2013 Page 18

 9: * The teacher engages in ongoing professional
# l
a
a rd ion nd e learning and uses evidence to continually evaluate
d s a ic
t an fes ing act his/her practice, particularly the effects of his/her
S ro rn Pr
P a l
Le ica choices and actions on others (learners, families,
h
Et other professionals, and the community), and adapts
practice to meet the needs of each learner.
What should this look like in the classroom?
* The teacher will always seek professional, community, and
technological resources.

* The teacher will use learning data to better analyze

practice and differentiate instruction accordingly.

*The teacher will always reflect and improve his/her

expectation, to better the teaching strategies.

Idaho State Board of Education, Nov. 1, 2013 Page 20

 :
10 d * The teacher seeks appropriate leadership roles and
# n
r d p a on opportunities to take responsibility for student
i
nda rsh ati
a e or learning, to collaborate with learners, families,
St ead lab
L ol
C colleagues, other school professionals, and community
members to ensure learner growth, and to advance
the profession.

What should this look like in the classroom?

* The teacher is the leader by connecting with you colleagues
to build an ongoing connection that will better his/her
teaching and the students understanding.

*The teacher takes responsibility for contributing to and

advancing his/her profession.

Idaho State Board of Education, Nov. 1, 2013 Page 21

How Do These Standards Affect Me?

All of these standards are important because

one day you will be evaluated on these
specific items. Going over and understanding
the 10 standards I will understand what is
expected of me and why. I will use and
demonstrate many strategies when it comes
to teaching and use the connection with my
colleagues, parents, and students to help me.
 Danielson Framework for Teaching

* The Framework for Teaching is a set of

research-based components of instruction.

* These components have been aligned to the

Interstate New Teacher Assessment and
Support Consortium (INTASC) standards and
they have been broken down into 22n
components and grouped into four domain of
teaching responsibility.

"Danielson Group, The Framework," 2013

 *1a Demonstrating Knowledge of Content and
1 : nd
n
ai g a i o n Pedagogy
m in t
Do nn ara
a
Pl rep
P *1b Demonstrating Knowledge of Students

*1c Setting Instructional Outcomes

*1d Demonstrating Knowledge of Resources

*1e Designing Coherent Instruction

*1f Designing Student Assessments

"Danielson Group, The Framework," 2013

 2:
n
ai oom nt *2a Creating an Environment of Respect
m r e
Do lass onm and Rapport
C vir
En
*2b Establishing a Culture for Learning

*2c Managing Classroom Procedures

*2d Managing Student Behavior

*2e Organizing Physical Space

"Danielson Group, The Framework," 2013

 3: n *3a Communicating with Students
n o
ai cti
m u
Do str
In *3b Using Questioning and Discussion
Techniques

*3c Engaging Students in Learning

*3d Using Assessment in Instruction

*3e DemonstratingFlexibilityAnd
Responsiveness

"Danielson Group, The Framework," 2013

 4 : al
s
*4a Reflecting on Teaching
n
ai sion itie
m s il
Do ofe sib
Pr pon *4b Maintaining Accurate Records
s
Re
*4c Communicating with Families

*4d Participating in the Professional

Community

*4e Growing and Developing

Professionally

*4f Showing Professionalism

Domain: 1 Domain: 2 This Table shows
how Idaho
-Standard 1 -Standard 5 Teaching
-Standard 2 Standards and
-Standard 7 the Frameworks
Model align
Domain: 3 together.
Domain: 4
-Standard 3
-Standard 9
-Standard 4
-Standard 10
-Standard 6
*Standard 1: Learner Development
-Standard 8
*Standard 2: Learning Differences
*Standard 3: Learning Environment
*Standard 4: Content Knowledge
*Standard 5: Application of
Content
*Standard 6: Assessment
*Standard 7: Planning for
Instruction
*Standard 8: Instructional
Strategies
*Standard 9: Professional Learning
and Ethical Practice
 The Framework as an Evaluation Tool

*When a teacher's teachers performance is being

evaluated using the Framework 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:
*Ineffective -Level 1
*Developing - Level 2
*Effective - Level 3
*Highly Effective level 4
 The Framework as a Evaluation Tool

*Here is an example of what your

principle/boss would be observing you on
while you were teaching.

http://www.rcsdk12.org/cms/lib04/NY01001156/Centri
city/Domain/6365/Teacher_Eval_Guide_Supplement_A_D
anielson_teachscape_rubric_condensed.pdf
 "Danielson-Framework-correlation-with-InTASC.pdf."Microsoft OneDrive -
es
nc
Access files anywhere. Create docs with free Office Online.N.p., n.d. Web. 15 Mar.

r e 2017.
"Danielson Group The Framework."Danielson Group The Framework
f e
Re
Comments. N.p., n.d. Web. 15 Mar. 2017.
"RCSD Teacher Evaluation Guide Supplement ." N.p., Oct. 2011. Web.
"2013 Standards for Initial Certification (2013 SBOE Approval 2016
Accountability)(2).pdf."Microsoft OneDrive - Access files anywhere. Create
docs with free Office Online.N.p., n.d. Web. 15 Mar. 2017.

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