IDAHO CORE TEACHER STANDARDS

AND THE DANIELSON FRAMEWORK

FOR TEACHING EVALUATION
METHOD
By: Katie Nishizaki
EDUC 290
Objectives
Viewers will be able to:

◦ Identify the expectations that the state of Idaho has for their teachers.

◦ Understand the ten Idaho Core Teacher Standards.

◦ See the comparison of the Idaho Core Standards and the Danielson Framework for Teaching.
What are the Idaho Core Standards?
◦ The Idaho Core Standards apply to all teacher certification areas. There are 10 basic standards.
Teachers are required to know and be able to follow them, no matter what the situation or
content entails.
◦ After being on the brink of losing its partnership with National Council for Accreditation of
Teacher Education (NCATE), they adopted the new standards, in 2012.
◦ This new standard was based on the Interstate New Teacher Assessment and Support
Consortium (INTASC)
What does this mean for an educator?

◦ The teacher needs to understand what their student’s abilities are. The teacher
must understand that not every student will develop the same way. They must
be prepared to accommodate for the student’s needs.
Standard #1
Learner Development
The teacher understands
◦ The teacher should help students use activities to critically think, based on how learners grow and
group work learning and creating oral and written statements. develop. The teacher must
also recognize the patterns
of learning and
◦ The teacher should allow their students to think about knowledge that they development vary, based
learned previously to make connections with the new information being on the person. This range
taught. from their cognitive, social
emotional, and/or physical
needs.
What does this mean for an educator?

◦ The teacher should create a learning environment that welcomes

individuality, instead of generalized teaching. The instruction should be Standard #2
based on the student’s needs, strengths, and learning styles.
Learner Differences
The teacher uses
◦ The teacher should provide different accommodations for student understanding of
instruction. individual differences
and diverse cultures and
communities to
◦ The teacher should connect with their students with different assignments guarantee that there is
and interactions. The teacher should pull resources that are ethically or an inclusive learning
economically diverse. environment that
allows the student to
reach high standards.

Idaho State Department of Education, ed. "Performance Assessment Portfolio Guidance & Performance Assessment Rubric." (2011): 1-13. Idaho State Department of Education. 18 Jan. 2011. Web. 20
Feb. 2014.
What does this mean for an educator?

◦ The teacher should provide a positive and safe learning

environment, where students can share their ideas with their Standard #3
peers and within themselves. Learning
Environments
The teacher works to
◦ The teacher should provide lesson plans that will engage create an environment
his/her students. This will help students to feel more that supports both
individual and
motivated to learn the subject. collaborative learning.
Positive social
interaction and self-
motivation should be
present.
What does this mean for an educator?

Standard #4
◦ The teacher should be knowledgeable in the area that they are teaching, Content Knowledge
that should engage their students. The teacher shows
that they understand
◦ The teacher should help students to make connections with the content, the central concept of
with knowledge learned prior to the lesson. the information and,
he or she teaches and
creates learning
experiences that is
meaningful for
learners.
What does this mean for an educator?

◦ The teacher should help students to make connections with the new
concepts, to the older concepts. This helps create the foundation of Standard #5
thinking.
Application of
Content
◦ The teacher should also challenge their students to think about why they The teacher
are learning something and how it will help them later on. understands how to
connect concepts and
uses different
thoughts to involve
students to think
critically and
collaboratively.
What does this mean for an educator?

◦ The teacher should assess in different ways, not just written assessments.
The teacher should explore different options, like oral assessments. Standard #6
Assessment
◦ The teacher should provide assessments that helps show the student’s The teacher understands
growth. The teacher should keep records of each students’ progress. and uses multiple methods
to assess students. The
assessments should
engage the learner in their
own academic growth and
their progress, as the
learner. Assessments also
help guide the teacher and
student in future decisions
and goals.
What does this mean for an educator?

◦ The teacher should create lesson plans that will help students for
connections between their long and short goals. Standard #7
Planning for
◦ Lesson plans should be flexible and can be continued in the event that Instruction
there is an interruption or if a student needs more help. The teacher plans
instruction that
supports every student
in meeting learning
goals, connecting
knowledge of content
areas, curriculum, and
etc.
What does this mean for an educator?

◦ The teacher should help their students to make connections with what
they learned and what they are learning now. Standard #8
Instructional
◦ The teacher should figure out different strategies and have different Strategies
lessons that will help students to be engaged. The teacher
understands and uses a
variety of instructional
strategies to encourage
learners to develop a
deep understanding of
the content and how to
build meaningful
connections.
What does this mean for an educator?

◦ The teacher should be engaged in continually bettering themselves, by

getting training to make sure they are up to date with different methods Standard #9
and other standards.
Professional Learning
and Ethical Practice
◦ The teacher should also use evidence to see where their methods are The teacher engages in
working and where they need to improve. ongoing professional
learning and continually
uses evidence to evaluate
their practice, especially
their choices and actions
on others. The teacher
also adapts their practice
to the needs of each
student.
What does this mean for an educator?

◦ The teacher should understand that teaching is a collaborative effort. The

teacher works with students, their families, other teachers and staff Standard #10
members, and administration to provide the best results to ensure that the
Leadership and
student will grow academically.
Collaboration
The teacher seeks
◦ The teacher needs to understand that student’s academic growth is their appropriate leadership
roles and opportunities to
responsibility. The teach needs to take on those roles.
take responsibility for
student learning, to
collaborate with students,
families, colleagues, other
professionals, and
community leaders, to
guarantee student growth.
The Danielson Group
◦ The Framework of Teacher is:
◦ Research-based set of components
◦ Aligned with the INTASC standards
◦ Teaching is divided into 22 components
◦ With 76 smaller elements
◦ The components are mixed in with four domains
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

(n.d.). Retrieved March 5, 2019, from https://www.danielsongroup.org/framework/

Domain 2: Classroom Environment
◦ 2a Creating an Environment of Respect and Understanding
◦ 2b Establishing a Culture for Learning
◦ 2c Managing Classroom Procedures
◦ 2d Managing Student Behavior
◦ 2e Organizing Physical Space

(n.d.). Retrieved March 5, 2019, from https://www.danielsongroup.org/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

(n.d.). Retrieved March 5, 2019, from https://www.danielsongroup.org/framework/

Domain 4: Professional Responsibilites
◦ 4a Reflecting on Teaching
◦ 4b Maintaining Accurate Records
◦ 4c Communication with Families
◦ 4d Participating in the Professional Community
◦ 4e Growing and Developing Professionally
◦ 4f Showing Professionalism

(n.d.). Retrieved March 5, 2019, from https://www.danielsongroup.org/framework/

How Do They Compare?
Danielson Framework
◦ Domain 1: Planning and Preparation
◦ 1b. Demonstrating Knowledge of Students
◦ 1c. Setting Instructional Outcomes
◦ 1e: Designing coherent instruction
◦ Domain 3: Instruction
◦ 3c: Engaging students in learning
Idaho Core Standards
◦ #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.
How Do They Compare?
Danielson Framework
◦ Domain 1: Planning and Preparation
◦ 1b. Demonstrating Knowledge of Students
◦ Domain 2: Classroom Environment
◦ 2a: Creating an environment of respect and
rapport
◦ Domain 3: Instruction
◦ 3c: Engaging students in learning
Idaho Core Standards
◦ #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.
◦ #3: Learning Environment
◦ 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.
How Do They Compare?
Danielson Framework
◦ Domain 1: Planning and Preparation
◦ 1f: Designing student assessments
◦ Domain 3: Instruction
◦ 3d: Using assessment in instruction
◦ Domain 1: Planning and Preparation
◦ 1b: Demonstrating knowledge of students
◦ 1e: Designing coherent instruction
Idaho Core Standards
◦ #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.
◦ #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.
How Do They Compare?
Danielson Framework
◦ Domain 3: Instruction
◦ 3b. Using Questioning and Discussion Techniques
◦ 3c. Engaging students in learning
◦ Domain 4: Professional Responsibilities 4a.
Reflecting on Teaching
◦ 4e. Growing and Developing Professionally
◦ 4f. Showing Professionalism
Idaho Core Standards
◦ #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.
◦ #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.
How Do They Compare?
Danielson Framework
◦ Domain 4: Professional Responsibilities 4c.
Communicating with Families
◦ 4d. Participating in a Professional Community
◦ 4f: Showing professionalism
Idaho Core Standards
◦ #10: Leadership and Collaboration T he 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.
Conclusion
◦ The Idaho Core Teacher Standards uses 10 standards. The State of Idaho anticipates that all of their teachers
will abide by these standards. While new teachers are expected to show that they have the knowledge of these
standards.

◦ The Framework for Teaching Method is made up of 4 domains, that are presumed to be important factors
of teaching.

◦ When compared side-by-side, the Idaho Core Teacher Standards and The Framework for Teaching line up
very well. Each standard is matched by one of more domain.
Sources
◦ "Teacher Certification." Idaho State Department of Education. Ed. Idaho State Department of Education. N.p.,
2014. Web. 5 March, 2019. <https://www.sde.idaho.gov/site/teacher_certification/>.

◦ (n.d.). Retrieved March 5, 2019, from https://www.danielsongroup.org/framework/