Idaho Core Teacher

Standards and the Danielson

Framework for Teaching
Evaluation Method
JESSICA WARTH
EDUC-290
FALL 2018
Objectives

Learn the expectations of the

Idaho state standards
Learn the ten Idaho core
teaching standards
Learn the differences between
unsatisfactory, basis, proficient
and distinguished expectations
Idaho has for a teacher.
Learn what the Danielson
framework for teaching
evaluation is and how it is used.
What are the Idaho Core Teacher
Standards
Ten standards that Idaho expects all highly qualified teachers to know and
practice.

Based on the Interstate New Teachers Assessment and Support Consortium

model.

New teachers are expected to know what is and will be

expected of them before they become certified to teach
within the State of Idaho
Grouped into four general categories
Idaho
Core
Teacher
Standards
Learners and Learning
Standards 1 through 3

ENSURING EACH STUDENT LEARNS TEACHERS NEED TO UNDERSTAND THAT

LEARNING VARIES BETWEEN INDIVIDUALS. HIGHLY EFFECTIVE TEACHERS
HAVE HIGH EXPECTATIONS FOR EACH OF THEIR STUDENTS AND THEY
PROVIDE A SAFE, SUPPORTIVE LEARNING ENVIRONMENTS SO THEIR
STUDENTS CAN THRIVE. TEACHERS PROMOTE STUDENT IS RESPONSIBLE FOT
THEIR OWN LEARNING AND WORK WITH THEM TO ENSURE THAT THEY
LEARN.
 Standard
One: Teacher understands how learners grow and
Learner develop, recognizing that patterns of learning and
developing vary individually within and across the

Development cognitive, linguistic, social, emotional, and physical

areas, and designs and
implements developmentally appropriate
and challenging learning experiences.
 Standard
Two:
Learning Teacher uses understanding of individual differences

Differences
and diverse cultures and communities to
ensure inclusive learning environments that
enable each learner to meet high standards
 Standard
Three:
Learning Teacher works with others to create environments that

Environment
support individual and collaborative learning, and
that encourage positive social interaction,
active engagement in learning, and self-motivation.
Content
Standards 4 and 5

Teachers are always adapting and changing their content areas to

draw upon content knowledge as they work with learners to access
information. They make what they are teaching relevant to their
students by connecting it to local, state, national, and global issues.
They integrate cross-disciplinary skills such as critical thinking, problem
solving, creativity, and communication. Teachers also have
knowledge and make content accessible to learners using multiple
means of communication.
 Standard
Four:
Content Teacher understands the central concepts, tools
of inquiry, and structure of the discipline(s) he or

Knowledge
she teaches and creates learning experiences
that make the discipline accessible and
meaningful for learners to assure mastery of the
content
 Standard
Five:
Application Teacher understands how to connect concepts
and use differing perspectives to engage learners
of Content in critical thinking, creativity, and collaborative
problem solving related to authentic local and
global issues.
Instructional Practice
Standards 6 through 8

Effective instructional practice requires teachers to understand and

integrate assessment, planning, and instructional strategies in
coordinated and engaging ways. Beginning with their goal,
teachers first identify student learning objectives and content
standards and align assessments to those objectives. Teachers know
how to make different types of assessment that can be interpreted.
Planning focuses on using a variety of appropriate and targeted
instructional strategies that can reach all learners and how they
learn.
Standards Six:
Assessment
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
Teacher plans instruction that supports every
student in meeting rigorous learning goals by
drawing upon knowledge of content areas,
Seven: curriculum, cross-disciplinary skills and pedagogy,
as well as knowledge of learners and the
Planning for community context.

Instruction
 Standard
Eight:
Instructional Teacher understands and uses a variety
of instructional strategies to encourage learners
Strategies to develop deep understanding of content areas and
their connections, and to build skills to apply
knowledge in meaningful ways.
Professional Responsibility
Standards 9 and 10

The primary responsibility of Teachers is to create a safe and

supportive environment for learning so that learners are achieving at
high levels. They must continue their professional learning and be
willing to change the way they are teaching. Looking inward in how
they can improve. They collaborate with their students, families,
colleagues, and other professionals as well as community members.
They Demonstrate leadership and model ethical behavior.
 Standard
Teacher engages in ongoing professional learning
and uses evidence to continually evaluate
his/her practice, particularly the effects
Nine: of his/her choices and actions on
others (learners, families, other professionals,
Professional and the community), and adapts practice to
meet the needs of each learner.
learning
and Ethical
Practice
Standard Ten:
Leadership
and Collaboration
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.
Framework and Core Standards

Many schools and

administrators Use the Idaho
Knowing these standards and
Core Teacher standards
the Danielson Framework for
along with Charlotte
teachers will help you know
Danielson's "Framework for
the requirements expected
teachers" when they evaluate
for continued employment.
a teacher's competency and
effectiveness.
The Danielson Framework for Teaching
Evaluation Method
Domain One
1a: demonstrating knowledge of content
and pedagogy

Planning 1b: Demonstrating knowledge of students

1c: Setting Instructional Outcomes
and 1d: Participating in a professional
community
Preparation 1e: Designing coherent instruction
1f:Designing student assessments
Domain Two
2a Creating an Environment of Respect and
Rapport

Classroom 2b Establishing a Culture for Learning

2c Managing Classroom Procedures
Environment 2d Managing Student Behavior
2e Organizing Physical Space
Domain
3a Communicating with Students
3b Using Questioning and Discussion
Three Techniques
3c Engaging Students in Learning
Instruction 3d Using Assessment in Instruction
3e Demonstrating Flexibility and
Responsiveness
Domain Four
4a Reflecting on Teaching
4b Maintaining Accurate Records
Professional 4c Communicating with Families

Responsibility 4d Participating in the Professional

Community
4e Growing and Developing Professionally
4f Showing Professionalism
Danielson Teachers are evaluated on their
Framework for performance. From Level 1 to Level 4.

Teaching Unsatisfactory-Level 1
When Used as Basic- Level 2
an Evaluation Proficient- Level 3

Tool Distinguished- Level 4

Danielson Framework for Teaching
Example of Evaluation Rubric
2a Creating an Environment of respect & rapport
Unsatisfactory
Patterns of classroom interactions, both
between the teacher and students and as
well as among students and other students,
are mostly negative, inappropriate, or
insensitive to students' ages, cultural
backgrounds and developmental levels.
Interactions are characterized by sarcasm,
put-downs, or conflict
Teacher does not deal with disrespectful
behavior.
Basic
Patterns of classroom interactions, both
between the teacher and students and
among students, are generally appropriate
but may reflect occasional inconsistencies,
favoritism, and disregard for students’ ages,
cultures, and developmental levels.
Students rarely demonstrate disrespect for one
another.
Teacher attempts to respond to disrespectful
behavior, with uneven results. The net result
of the interactions is neutral, conveying
neither warmth nor conflict.
 Danielson Framework for Teaching
Example of Evaluation Rubric
2a Creating an Environment of respect & rapport (continued)
Proficient
Teacher-student interactions are friendly
and demonstrate general caring and
respect. Such interactions are
appropriate to the ages of the students.
Students exhibit respect for the teacher.
Interactions among students are
generally polite and respectful.
Teacher responds successfully to
disrespectful behavior among students.
The net result of the interactions is polite
and respectful, but impersonal.
Distinguished
Classroom interactions among the
teacher and individual students are
highly respectful, reflecting genuine
warmth and caring and sensitivity to
students as individuals.
Students exhibit respect for the teacher
and contribute to high levels of civil
interaction between all members of
the class. The net result of interactions
is that of connections with students as
individuals.
Comparing
the Danielson
Framework for
Teaching and the
Idaho Teaching
Standards
Danielson Framework Idaho Teacher assessment
Domain 1 Standard 1: learner development
Planning and Preparation Standard 2: Learning Differences
Standard 4: Content Knowledge
Standard 6: Assessment
Standard 7: Planning for Instruction
Domain 2 Standard 3: Learning Environment
Classroom Environment
Domain 3 Standard 1: Learner Development
Instruction Standard 3: Learning Environment
Standard 4: Content Knowledge
Standard 5: Application of Content
Standard 6: Assessment
Standard 8: Instructional Strategies
Domain 4 Standard 9: Professional learning and Ethical
Professional Responsibilities Practice
Standard 10: Leadership Collaboration
Conclusion Danielson Framework
Idaho Core Teacher Standards
Ten standards that the state Evaluates and scores
expects of all its teacher know and teachers using a four-
understand before initial level rubric:
certification: Learning unsatisfactory, basic,
development, learning differences, proficient, and
learning environment, content distinguished.
knowledge, application of content,
Has four Domains:
assessment, planning for instruction,
Planning and
instructional strategies, professional
preparation, Classroo
learning and ethical practice, and
m
leadership and collaboration.
environment, instructi
on, professional
responsibility.
 Sources
Sources Images
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after-July-1-2017.pdf
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