Take A Closer Look

The Idaho Core Teaching

Standards and the Danielson
Framework for Teaching

The purpose of this

presentation
A brief background on Idahos Common Core
Standards
Gain a better understand of Idahos 10 core
teaching standards
Give you a brief overview of the Danielson
Framework for teaching model of evaluation

Idaho students will now graduate with the knowledge and

skills they need to succeed in the 21st Century.

Striving For Excellence

From Idahos Students

Why Did Idaho choose to implement Common

Core standards in our states schools?

Many of Idahos high school graduates are

unprepared for postsecondary education or the
workforce.
Idahos resolution
Superintendent Tom Luna, Governor Butch Otter
worked together to solve the problem.
Through a voluntary state led effort the
Common Core State Standard Initiative was developed.

The standards that were developed:

Are aligned with college and workforce expectations;
Are clear, understandable, and consistent;
Include rigorous content and application of knowledge through high-order skills;
Build upon strengths and lessons of current Idaho state standards;
Were informed by standards in other top-performing countries; and

How Idaho Teachers Measure up to

Idahos Core Teacher Standards
Knowledge of Subject Matter
Knowledge of Human Development and Learning
Adapting Instruction for Individual Needs
Multiple Instructional Strategies
Classroom Motivation and Management Skills
Communication Skills
Instructional Planning skills
Assessment of Student Learning
Professional Commitment and Responsibility
Partnerships
Striving for excellence from Idahos
teachers

Standard One
Knowledge of Subject
Matter

The teacher understands the central concepts, tools of

inquiry, and structures of the discipline taught and creates
learning experiences that make these aspects of subject
matter meaningful for students

Knowledge of Subject Matter

Teacher Knowledge A Picture of Teacher
Understands
Understands Idaho
Idaho Student
Student
Excellence
Achievement
Achievement Standards
Standards
Is
Is preparing
preparing students
students for
for the
the global
global
community
community of
of the
the future
future
Understands
Understands concepts,
concepts, assumptions,
assumptions,
debates,
debates, process
process of
of inquiry,
inquiry, and
and ways
ways of
of
knowing
that
are
central
to
discipline
knowing that are central to discipline
being
being taught
taught
Understands
Understands the
the relationship
relationship of
of
disciplinary
disciplinary knowledge
knowledge
Understands
Understands that
that relationship
relationship of
of
disciplinary
disciplinary knowledge
knowledge to
to other
other subjects
subjects
areas
areas and
and to
to real-life
real-life situations.
situations.
Understands
Understands the
the relationship
relationship between
between
the
the discipline
discipline and
and basic
basic technology
technology
operations
and
concepts
operations and concepts

Realizes
Realizes that
that subject
subject knowledge
knowledge is
is not
not aa
fixed
fixed body
body of
of facts
facts but
but is
is complex
complex and
and
evolving
evolving
Is
Is committed
committed to
to continuous
continuous learning
learning to
to
stay
stay abreast
abreast of
of new
new ideas
ideas and
and
perspectives
perspectives in
in the
the field
field
Seeks
ways
to
apply
learning
Seeks ways to apply learning to
to life
life
experiences
experiences
Seeks
Seeks connections
connections among
among disciplines
disciplines
Has
Has enthusiasm
enthusiasm for
for the
the discipline(s)
discipline(s)
taught
taught

Standard two
Knowledge of Human Development and Learning

The teacher understands how students learn and develop,

Standard
and provide Two
opportunities that support their intellectual social,
Knowledge
of Human Development and Learning
and personal development

Teacher Knowledge
Understands
Understands multiple
multiple perspectives
perspectives
on
on how
how learning
learning occurs
occurs
Understands
Understands that
that students
students physical,
physical,
social,
social, emotional,
emotional, moral,
moral, and
and
cognitive
cognitive development
development influence
influence
learning
learning and
and instructional
instructional decisions
decisions
Knows
Knows progression
progression and
and ranges
ranges of
of
individuals
individuals variation
variation with
with physical,
physical,
social,
social, emotional
emotional moral,
moral, and
and
intellectual
intellectual development
development and
and their
their
interrelationships
interrelationships
Understands
Understands how
how students
students
conceptual
conceptual frameworks
frameworks and
and
misconceptions
misconceptions regarding
regarding an
an area
area
of
of knowledge
knowledge can
can influence
influence their
their
learning
learning

A Picture of Teacher
Excellence

appreciates individual
variation with each domain of
development
is responsive to the diverse
learning and development
needs of students
committed to supporting
students self-confidence and
competence across all
developmental areas

Standard Three
Modifying Instruction for Individual
Needs

The teacher understands how students differ in their approaches

to learning and create instructional opportunities to meet students
diverse needs and experiences

Teacher Knowledge

A Picture of Teacher
Excellence

Understands and knows how to

identify differences in approaches to
learning and performance and how
to design instruction that considers
students strengths and needs as a
basis for growth
Knows about areas of exceptionality
such as learning, physical,
emotional, and behavior disabilities
Knows strategies to support the
learning of students whose first
language is not English
Understands how students learning
is influenced by individual
experiences, and prior learning as
well as by language culture, family
and community values, and
socioeconomic background

acknowledges
acknowledges his
his or
or her
her
responsibility
responsibility to
to ensure
ensure that
that all
all
students
students learn
learn and
and is
is open
open to
to
expertise
expertise that
that support
support students
students
learning
learning such
such as
as school
school
counselors
counselors or
or other
other resource
resource
staff
staff
recognizes
recognizes that
that teacher
teacher
expectations
expectations influence
influence student
student
learning
learning
accepts
accepts students
students as
as individuals
individuals
with
with differing
differing backgrounds,
backgrounds, skills,
skills,
and
and interest
interest
is
is sensitive
sensitive to
to community
community and
and
cultural
cultural norms
norms

Standard four

Multiple Instructional
Strategies

The teacher understands and uses a variety of

instructional strategies to develop student learning.
Teacher Knowledge
understands
understands how
how instructional
instructional
strategies
strategies impact
impact processes
processes
associated
associated with
with various
various kinds
kinds of
of
learning.
learning.
understands
understands the
the techniques
techniques and
and
applications
applications of
of various
various instructional
instructional
strategies
strategies (ie.
(ie. cooperative
cooperative learning,
learning,
direct
direct instruction)
instruction)
knows
knows how
how to
to enhance
enhance learning
learning
through
through the
the use
use of
of aa wide
wide variety
variety of
of
materials,
materials, human
human resources,
resources, and
and
technology
technology

A Picture of Teacher
Excellence

evaluates
evaluates methods
methods for
for achieving
achieving
learning
learning goals
goals and
and chooses
chooses various
various
teaching
teaching strategies,
strategies, materials,
materials, and
and
technologies
technologies to
to meet
meet instructional
instructional
purposes
purposes and
and student
student needs.
needs.
uses
uses multiple
multiple teaching
teaching and
and learning
learning
strategies
strategies to
to engage
engage students
students in
in
learning.
learning.
uses
uses aa variety
variety of
of instructional
instructional tools
tools
and
and resources
resources (e.g.,
(e.g., computers,
computers,
audioaudio- visual
visual technologies,
technologies, new
new
technologies,
technologies, local
local experts,
experts, primary
primary
documents
documents and
and artifacts,
artifacts, texts,
texts,
reference
reference books,
books, literature,
literature, and
and other
other
print
print documents).
documents).

Standard Five
Classroom Motivation and
Management skills

The teacher understands individual and group motivation and

behavior and creates a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.

Teacher Knowledge

A Picture of Teacher
Excellence

understands
understands the
the principles
principles of
of effective
effective classroom
classroom
management
management (e.g.,
(e.g., strategies
strategies that
that promote
promote positive
positive
relationships,
cooperation,
conflict
resolution,
relationships, cooperation, conflict resolution, and
and
purposeful
purposeful learning).
learning).
understands
understands the
the principles
principles of
of motivation,
motivation, both
both
extrinsic
extrinsic and
and intrinsic,
intrinsic, and
and human
human behavior.
behavior.
recognizes
recognizes factors
factors and
and situations
situations that
that are
are likely
likely to
to
promote
promote or
or diminish
diminish intrinsic
intrinsic motivation
motivation and
and knows
knows
how
how to
to help
help students
students become
become self-motivated.
self-motivated.
knows
the
components
of
an
effective
knows the components of an effective classroom
classroom
management
management plan.
plan.
understands
understands how
how social
social groups
groups function
function and
and
influence
individuals,
and
how
individuals
influence individuals, and how individuals influence
influence
groups.
groups.
understands
understands how
how participation,
participation, structure,
structure, and
and
leadership
leadership promote
promote democratic
democratic values
values in
in the
the
classroom.
classroom.
understands
understands the
the relationship
relationship between
between classroom
classroom
management,
management, school
school district
district policies,
policies, and
and building
building
rules
and
procedures
governing
student
behavior.
rules and procedures governing student behavior.

recognizes
recognizes his/her
his/her responsibility
responsibility in
in
creating
creating and
and maintaining
maintaining aa physically
physically
and
and emotionally
emotionally safe
safe classroom
classroom
environment.
environment.
recognizes
recognizes the
the importance
importance of
of
leadership,
leadership, participation,
participation, and
and aa
democratic
democratic process
process appropriate
appropriate to
to
the
the classroom
classroom and
and school.
school.
acknowledges
acknowledges the
the role
role of
of students
students in
in
promoting
promoting each
each others
others learning
learning and
and
recognizes
recognizes the
the importance
importance of
of peer
peer
relationships
relationships in
in establishing
establishing aa climate
climate
of
of learning.
learning.

Standard Six
Communication
Skills

The teacher uses a variety of communication

techniques to foster learning and
communication skills in the classroom.
Teacher Knowledge

understands
understands communication
communication
theory
theory and
and the
the role
role of
of language
language
in
in learning.
learning.
understands
understands the
the communication
communication
needs
needs of
of diverse
diverse learners.
learners.
knows
knows how
how to
to use
use aa variety
variety of
of
communication
communication tools
tools (e.g.,
(e.g.,
audio-visual
audio-visual technology,
technology,
computers,
computers, and
and the
the Internet)
Internet) to
to
support
support and
and enrich
enrich learning
learning
opportunities.
opportunities.
understands
understands strategies
strategies for
for
promoting
promoting student
student
communication
communication skills.
skills.

A Picture of Teacher
Excellence

recognizes
recognizes the
the power
power of
of
language
language for
for fostering
fostering selfselfexpression,
expression, identity
identity development,
development,
and
and learning.
learning.
appreciates
appreciates the
the ways
ways in
in which
which
people
people seek
seek to
to communicate.
communicate.
The
The teacher
teacher appreciates
appreciates the
the
influence
influence of
of cultural
cultural diversity
diversity on
on
communication.
communication.
recognizes
recognizes the
the importance
importance of
of
verbal
verbal as
as well
well as
as nonverbal
nonverbal
communication
communication..

Standard Seven
Instructional Planning
Skills

The teacher plans and prepares instruction based on

knowledge of subject matter, students, the community,
curriculum goals, and instructional strategies.

Teacher Knowledge
understands
understands how
how to
to apply
apply knowledge
knowledge
about
subject
matter,
learning
about subject matter, learning theory,
theory,
instructional
instructional strategies,
strategies, curriculum
curriculum
development,
development, and
and child
child and
and adolescent
adolescent
development
development to
to meet
meet curriculum
curriculum goals.
goals.
knows
knows how
how to
to take
take into
into account
account such
such
elements
as
instructional
materials;
elements as instructional materials;
individual
individual student
student interests,
interests, needs,
needs, and
and
aptitudes;
aptitudes; and
and community
community resources
resources in
in
planning
planning instruction
instruction that
that creates
creates an
an
effective
effective bridge
bridge between
between curriculum
curriculum goals
goals
and
student
learning.
and student learning.
knows
knows when
when and
and how
how to
to adjust
adjust plans
plans to
to
maximize
maximize student
student learning.
learning.
understands
understands how
how curriculum
curriculum alignment
alignment
across
across grade
grade levels
levels and
and disciplines
disciplines
maximizes
learning
maximizes learning

A Picture of Teacher
Excellence
recognizes
recognizes the
the importance
importance of
of longlongterm
term and
and short-term
short-term planning
planning for
for
student
student learning.
learning.
recognizes
recognizes the
the importance
importance of
of state
state
student
student achievement
achievement standards
standards and
and
district
district goals
goals in
in instructional
instructional planning.
planning.
recognizes
recognizes that
that plans
plans must
must always
always be
be
open
open to
to adjustment
adjustment and
and revision
revision
based
based on
on student
student needs
needs and
and input
input
and
and changing
changing circumstances.
circumstances.
appreciates
appreciates planning
planning as
as aa
collaborative
collaborative activity
activity

Standard Eight
Assessment of Student
Learning

The teacher understands, uses, and interprets formal and

informal assessment strategies to evaluate and advance student
performance and to determine teaching effectiveness.

Teacher Knowledge

understands
understands the
the purposes
purposes of
of formative
formative
and
summative
assessment
and summative assessment
knows
knows how
how to
to use
use multiple
multiple strategies
strategies to
to
assess
assess individual
individual student
student progress.
progress.
understands
understands the
the characteristics,
characteristics, design,
design,
purposes,
purposes, advantages,
advantages, and
and limitations
limitations of
of
different
types
of
assessment
strategies
different types of assessment strategies
knows
knows how
how to
to use
use assessments
assessments in
in
designing
designing and
and modifying
modifying instruction.
instruction.
knows
knows how
how to
to select,
select, construct,
construct, and
and use
use
assessment
assessment strategies
strategies and
and instruments
instruments
appropriate
to
students
and
appropriate to students and their
their learning
learning
outcomes
outcomes
understands
understands measurement
measurement theory
theory and
and
assessment
assessment related
related concepts
concepts such
such as
as
validity,
validity, reliability,
reliability, bias,
bias, and
and scoring.
scoring.
knows
how
to
communicate
knows how to communicate assessment
assessment
information
and
results
to
students,
information and results to students,
parents,
parents, colleagues,
colleagues, and
and others.
others.
knows
knows how
how to
to apply
apply technology
technology to
to
facilitate
facilitate effective
effective assessment
assessment and
and
evaluation
strategies.
evaluation strategies.

A Picture of Teacher
Excellence
committed
committed to
to ongoing
ongoing assessment
assessment as
as
essential
essential to
to the
the instructional
instructional process.
process.
recognizes
recognizes that
that aa variety
variety of
of different
different
assessment
assessment strategies
strategies are
are necessary
necessary
for
for monitoring
monitoring and
and promoting
promoting student
student
learning.
learning.
committed
committed to
to using
using assessment
assessment
strategies
strategies and
and communicating
communicating results
results
to
to promote
promote student
student growth
growth rather
rather
than
than limit
limit student
student learning
learning
opportunities.
opportunities.
respects
respects the
the ethical
ethical issues
issues related
related to
to
assessment
assessment (e.g.,
(e.g., confidentiality,
confidentiality,
labeling,
labeling, and
and use
use of
of assessment
assessment
results)
results)

Standard Nine Professional

Commitment and

The teacher is a reflective practitioner who demonstrates a

commitment to professional standards and is continuously
engaged in purposeful mastery of the art and science of
teaching.

Teacher Knowledge
knows
knows The
The Code
Code of
of Ethics
Ethics for
for Idaho
Idaho
Professional
Professional Educators
Educators
knows
a
variety
knows a variety of
of self-assessment
self-assessment strategies
strategies
for
for reflecting
reflecting on
on the
the practice
practice of
of teaching.
teaching.
The
The teacher
teacher is
is aware
aware of
of the
the personal
personal biases
biases that
that
affect
affect teaching
teaching and
and know
know the
the importance
importance of
of
presenting
presenting issues
issues with
with objectivity,
objectivity, fairness,
fairness, and
and
respect.
respect.
knows
knows where
where to
to find
find and
and how
how to
to access
access
professional
resources
on
teaching
professional resources on teaching and
and subject
subject
matter.
matter.
understands
understands the
the need
need for
for professional
professional activity
activity
and
collaboration
beyond
the
school.
and collaboration beyond the school.
knows
knows about
about professional
professional organizations
organizations within
within
education
and
his
or
her
discipline.
education and his or her discipline.
understands
understands the
the dynamics
dynamics of
of change
change and
and
recognizes
that
the
field
of
education
is
recognizes that the field of education is not
not
static.
static.
knows
knows how
how to
to use
use technology
technology to
to enhance
enhance
productivity
and
professionalism.
productivity and professionalism.

A Picture of Teacher
Excellence
committed
committed to
to adhering
adhering to
to The
The Code
Code of
of
Ethics
for
Idaho
Professional
Educators.
Ethics for Idaho Professional Educators.
recognizes
recognizes the
the importance
importance of
of critical
critical
thinking
thinking and
and self
self directed
directed learning.
learning.
is
is committed
committed to
to ongoing
ongoing reflection,
reflection,
assessment,
assessment, and
and learning
learning as
as aa process.
process.
recognizes
the
importance
of
working
recognizes the importance of working with
with
professionals.
professionals.
is
is committed
committed to
to seeking,
seeking, developing,
developing, and
and
continually
continually refining
refining practices
practices that
that address
address
individual
individual student
student needs.
needs.
recognizes
the
professional
recognizes the professional responsibility
responsibility
for
engaging
in
and
supporting
for engaging in and supporting appropriate
appropriate
practices
practices for
for self
self and
and colleagues.
colleagues.
has
has enthusiasm
enthusiasm for
for learning
learning and
and the
the
discipline
discipline taught.
taught.
embraces
embraces lifelong
lifelong learning.
learning.

The teacher interacts in a professional, effective manner with

colleagues, parents, and other members of the community to support
students learning and wellbeing.

Standard Ten
Partnerships

Teacher Knowledge
understands
understands the
the relationships
relationships between
between schools,
schools,
families,
families, and
and the
the community
community and
and how
how such
such
relationships
relationships foster
foster student
student learning.
learning.
knows
the
structure
knows the structure and
and the
the historical
historical and
and political
political
context
context of
of local,
local, state,
state, and
and national
national educational
educational
systems
systems and
and the
the role
role of
of education
education in
in society.
society.
knows
that
factors
other
than
the
formal
knows that factors other than the formal education
education
system
system (e.g.,
(e.g., socioeconomic
socioeconomic status,
status, culture,
culture, and
and
family)
family) influence
influence students
students lives
lives and
and learning.
learning.
knows
knows how
how to
to plan
plan for
for the
the effective
effective use
use of
of
professionals,
paraprofessionals,
volunteers,
professionals, paraprofessionals, volunteers, and
and
peer
peer tutors.
tutors.
understands
understands laws
laws related
related to
to students
students rights
rights and
and
teachers
responsibilities.
teachers responsibilities.
knows
knows how
how to
to respond
respond respectfully
respectfully to
to aa parent,
parent,
community
community members,
members, or
or another
another educator
educator in
in conflict
conflict
situations
situations
understands
understands the
the importance
importance of
of interacting
interacting in
in aa
professional
professional manner
manner in
in curricular
curricular and
and extracurricular
extracurricular
settings.
settings.
knows
knows signs
signs of
of emotional
emotional distress,
distress, child
child abuse,
abuse,
substance
substance abuse,
abuse, and
and neglect
neglect in
in students
students and
and how
how
to
follow
the
procedures
to
report
known
or
to follow the procedures to report known or
suspected
suspected abuse
abuse or
or neglect
neglect to
to the
the appropriate
appropriate
authorities.
authorities.
understands
understands the
the social,
social, ethical,
ethical, legal,
legal, and
and human
human
issues
surrounding
the
use
of
technology
in
issues surrounding the use of technology in schools.
schools.

A Picture of Teacher
Excellence
appreciates
appreciates input
input from
from
parents/guardians
parents/guardians and
and others
others
knowledgeable
knowledgeable about
about the
the student.
student.
recognizes
recognizes the
the importance
importance of
of the
the
relationship
relationship between
between school
school and
and
community.
community.
sensitive
sensitive to
to the
the ethical
ethical and
and moral
moral
culture
culture of
of the
the community.
community.
recognizes
recognizes the
the importance
importance of
of
interacting
interacting in
in aa professional
professional manner
manner
in
in curricular
curricular and
and extracurricular
extracurricular
settings.
settings.
recognizes
recognizes the
the importance
importance of
of
students
students experiences.
experiences.
shows
shows concern
concern for
for each
each students
students
well-being.
well-being.

Knowing the Standards

Now What?
The Idaho Core Teacher Standards are a set of
standards used to measure teacher excellence.
These standards are just one way that Idaho
teachers performance are evaluated by your
school administrator.
As a teacher meeting these standards is expected
as part of your ongoing employment as an Idaho
teacher.
Go o d t
eacher
s

know h
ow to
bring

out the

best in

studen

ts

The Frameworks for Evaluation

Method
Charlotte Danielsons
Framework for Teaching
Is an additional tool used to evaluate the
competency and effectiveness of a classroom
educator.
The Framework for Teaching identifies those
aspects of a teachers responsibilities that have
been documented through empirical studies and
theoretical research as promoting improved
student learning. While the Framework is not the
only possible description of practice, these
responsibilities seek to define what teachers
should know and be able to do in the exercise of
their profession.

Charlotte Danielson, acclaimed

educator, continues to improve
the language of the Framework for
Teaching Evaluation Instrument in
response to feedback from the
field. During the past year she has
met with teachers, supervisors,
and researchers across the
country to learn from empirical
studies and theoretical research
about current issues with teacher
evaluation systems and student
achievement.

Lets examine how the two

standards compare
Frameworks
Professional Responsibilities:
4c. Communicating with Families
4d. Participating in a Professional
Community
Classroom Environment
2b. Establishing a Culture for
Learning
2c. Managing Classroom
Procedures
2d. Managing Student Behavior
2e. Organizing Physical Space

Idaho Teaching
Standards
Standard 10: Partnerships
The teacher interacts in a
professional, effective manner with
colleagues, parents, and other
members of the community to
support students learning and
wellbeing.
Standard 5: Classroom Motivation
and Management Skills: The teacher
understands individual and group
motivation and behavior and creates
a learning environment that
encourages positive social
interaction, active engagement in
learning, and self-motivation.

Danielson Framework for Teaching

Below is a sample rubric that is

used to grade teachers
performance

Administrators use this rubric to evaluate each of the

domains and subdomains

Work Cited
Danielson, Charlotte. The Framework for Teaching: Evaluation
Instrument. 2013 Edition ed. Princeton, NJ: Danielson Group, 2013.
Print.
<https://www.sde.idaho.gov/site/teacher_certification/alt_routes.htm>.
Idaho State Department of Education, ed. "Performance Assessment
Portfolio Guidance & Performance Assessment Rubric." (2011):
113. Idaho State Department of Education. 18 Jan. 2011. Web. 1 March
2015