IDAHO CORE

TEACHER
STANDARDS
H E AT H E R C O O P E R
WHAT ARE THE IDAHO CORE TEACHER
STANDARDS?
o A set of 10 standards that applies to all teacher certification
areas
o There are four general categories the 10 standards are
broken down into
o The Learner and Learning
o Content
o Instructional Practice
o Professional Responsibility
o Each standard has 3 categories
o Knowledge (what a teacher needs to know)
o Performance (what a teacher can do)
o Disposition (qualities of mind and character)
 S TA N D A R D 1 :
• Knowledge LEARNER
– Understanding the basics of how learning occurs DEVELOPMENT
– Using effective instructional strategies
– Identifying a student’s level of motivation to learn Understands that students
• Performance have varying patterns of
– Individual and group assessments to track current learning in developmental
educational levels in areas of development areas like cognitive, social,
(cognitive, social, linguistic, emotional, and physical
and linguistics. The teacher
– Appropriate instruction based on student’s
individual strengths, interests, and needs, in order is able to create appropriate
to help advance learning learning experiences for the
• Disposition individual student.
– Responsibility for student’s developmental progress
– Commitment to understanding and supporting
student’s strengths, and helping overcome
weakness areas

• Knowledge
– Understanding those with exceptional needs
– Understanding second language acquisition, helps
support ESL learners
– Student’s from different cultural and educational
backgrounds have their own experiences and
abilities
• Performance
– Designs instruction that helps address diverse
learning strategies
– Instructional focus on prior knowledge and
experiences
• Disposition
– Belief in all student’s ability to learn
– Respect for cultural differences
– Engages students in learning by valuing diverse
languages and dialects
S TA N D A R D 2 :
LEARNING
DIFFERENCES
Respect and understanding of
individual differences, especially
relating to cultural and
community diversity. Promotion
of inclusive learning environments
beneficial to student differences,
with a goal of maintaining high
standards.
 S TA N D A R D 3 :
• Knowledge LEARNING
ENVIRONMENTS
– Designing learning strategies that fosters the
relationship between motivation and engagement
– Help students with productive collaboration
Promoting an environment that
– Provides a safe and productive learning
environment encourages and supports individual
and collaborative learning, as well as
• Performance
positive social interaction with peers
– Collaborate to promote student interaction with
ideas and people locally and globally and adults, while addressing a
– Organize and allocate resources (time, space, and student’s self-motivational needs.
attention)
– Usage of interactive technologies
• Disposition
– Values that student’s play a distinctive role in
promoting their peer’s learning
– Fosters respectful communication
 S TA N D A R D 4 :
• Knowledge CONTENT
K N OW L E D G E
– Mastery of major concepts, assumptions, and
inquiries that relate to area of discipline
– Understands and uses academic language and
knows how to make it accessible to students Understanding of central
– Knowledge of core standards concepts and tools of
• Performance what they are teaching,
– Ability to use more than one representation and as well as making
explanation of key ideas
– Ability to help students connect current concepts learning accessible and
with prior knowledge meaningful for students.
• Disposition
– Appreciation of multiple perspectives of current
discipline
– Attempts to avoid personal bias in current
discipline
• Knowledge
– Strengths and limitations of approaches to S TA N D A R D 5 :
addressing problems and issues A P P L I C AT I O N O F
CONTENT
– Understanding of the connection between
interdisciplinary themes and core subjects
– Knowledge of creating thinking processes that
leads to the creation of original work
Connecting concepts that
• Performance
will help engage students in
– Assists students with applying learned concepts to
real world situations using and strengthening
– Fosters innovation and problem solving- in both their skills in critical
local and global contexts thinking, creativity, and
– Generate and evaluate new ideas collaborative problem
• Disposition solving.
– Understand the importance of all knowledge, even
outside of content area
– Values flexible learning environments
– Encourages learner exploration
• Knowledge
– Understand the large range of assessment types S TA N D A R D 6 :
– Know how to analyze assessment data and look for ASSESSMENT
patterns
– Recognize when and how to evaluate student progress
against current standards The teacher can use multiple
• Performance methods in assessing students in
– Assessments are designed to match learning objectives order to monitor individual
– Reflects current level of classroom academic progress progress, promote engagement in
– Provides proper preparation in all forms of assessment growth, and to help lead the
• Disposition student and teacher in effective
– Committed to helping students become in engaged in decision making.
the assessment process
– Understands responsibility in aligning instruction
progress with what the assessments cover
• Knowledge
– Understand how learning theory, human development, and
cultural diversity affect the learning process S TA N D A R D 7 :
PLANNING FOR
– Recognizes when and how to adjust current lesson plans INSTRUCTION
– Plans instruction that is responsive to individual needs and
learning processes
• Performance Understanding the learning
– Creates appropriate learning experiences that are relevant goals in relation to specific
content areas and
– Is able to provide multiple ways to learn a concept
curriculum, and planning
– Can evaluate plans based on short and long term goals
instruction in order to
• Disposition
support the student in
– Respect for diverse strengths meeting those goals.
– Incorporates input from learners, families, communities,
and peers
– Open to adjustment of plans based on changing
circumstances
• Knowledge
– How to apply a range of appropriate instructional S TA N D A R D 8 :
strategies based on development, culture, and INSTRUCTIONAL
linguistics S T R AT E G I E S
– Understands how to engage all learners in complex
tasks by utilizing appropriate strategies
– Recognizes that different forms of communication Using a variety of instructional strategies
can foster new ideas and build relationships based on individual learning needs that
• Performance encourages the student’s to develop and
– Monitors student learning continuously understand the content, and to help build
– Varies role in instructional process in order to connections needed to apply that
support individual needs
knowledge in other areas.
– Helps students develop higher order questioning
skills
• Disposition
– Values the different ways students communicate
– Committed to planning/adjusting instruction and
strategies based around student’s strengths and
needs
• Knowledge
S TA N D A R D 9 :
– Understanding of how personal identity and prior PROFESSIONAL
experience affect perception and ability LEARNING AND
– Deep understanding of laws related to learner’s E T H I CA L P R ACT I CE
rights and teacher’s responsibilities
– Can build and implement plan for professional
growth Continuously learning and developing
• Performance teaching abilities. Successfully
– Uses a variety of data to adapt planning and evaluates prior practices and
practice
interactions, pinpointing areas of
– Actively seeks other professional resources
improvement and adopts effective
– Accesses information on other culture, ethnic, and
learning differences to deepen understanding practices to develop professionally.
• Disposition
– Takes responsibility for student learning
– Committed to following code of ethics and
relevant laws and policy
– Actively committed to seeking opportunities for
improvement
• Knowledge S TA N D A R D 1 0 :
LEADERSHIP AND
– Can work with others across the system to
C O L L A B O R AT I O N
support learners
– Has developed collaborative skills appropriate
for face-to-face and virtual interaction The teacher recognizes they are
• Performance responsible for the student’s learning
and growth, and actively looks for
– Actively contributes on instructional team
leadership roles and collaboration
– Gives and receives feedback effectively
opportunities with families, colleagues,
– Helps to build a school wide shared vision
and communities, aimed at professional
• Disposition advancement.
– Respect for family beliefs, norms, and
expectations
– Committed to taking initiative in growth and
development
– Embraces the challenge of continuous
improvement
 WHY ARE THE IDAHO CORE
STANDARDS IMPORTANT?
• Anyone looking to become a teacher needs to be able to effectively model and meet these
standards
• Administrators use these standards to evaluate performance
• Teachers should strive to meet these standards, as they are the mark of an effective instructor
 DANIELSON’S
FRAMEWORK FOR
TEACHING
 WHAT IS THE DANIELSON’S
FRAMEWORK FOR TEACHING?
• The basis of teacher evaluations in Idaho
• Evaluates competency of teachers in the classroom in
relation to their ability to meet the Idaho Core
Teaching Standards
• The foundation for professional conversations among
practitioners as they seek to enhance their skills
• The foundation of a school or district’s mentoring,
coaching, professional development, and teacher
evaluation processes
 DOMAIN 1: PLANNING AND
PREPARATION
• 1a Demonstrating Knowledge of W H AT S TA N DA R D S I T A L I G N S
Content and Pedagogy WITH:

• 1b Demonstrating Knowledge of • Standard 1: Knowledge of Subject

Students Matter
• Standard 2: Knowledge of Human
• 1c Setting Instructional Outcomes
Development and Learning
• 1d Demonstrating Knowledge of
• Standard 4: Content Knowledge
Resources
• Standard 6: Assessment
• 1e Designing Coherent Instruction
• Standard 7: Planning for Instruction
• 1f Designing Student Assessments
 DOMAIN 2: CLASSROOM
ENVIRONMENT

• 2a Creating an Environment of W H AT S TA N DA R D I T A L I G N S
Respect and Rapport WITH:

• 2b Establishing a Culture for Learning • Standard 3: Learning Environment

• 2c Managing Classroom Procedures

• 2d Managing Student Behavior
• 2e Organizing Physical Space
 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
W H AT S TA N DA R D S I T A L I G N S
WITH:
• Standard 1: Knowledge of Subject
Matter
• Standard 3: Learning Environment
• Standard 4: Content Knowledge
• Standard 5: Application of Content
• Standard 6: Assessment
• Standard 8: Instructional Strategies
 DOMAIN 4: PROFESSIONAL
RESPONSIBILITIES
• 4a Reflecting on Teaching
• 4b Maintaining Accurate Records W H AT S TA N DA R D S I T A L I G N S
• 4c Communicating with Families WITH:

• 4d Participating in the Professional • Standard 9: Professional Learning and

Community Ethical Practice
• 4e Growing and Developing • Standard 10: Leadership and
Professionally Collaboration
• 4f Showing Professionalism