IDAHO CORE TEACHER

STANDARDS AND THE

DANIELSON FRAMEWORK FOR
TEACHING EVALUATION METHOD
By Jacob Doty EDUC 290

Be able to identify all the expectations the State of Idaho has

put in place for teachers.
Have a better understanding of the ten Idaho Core Teacher
Standards.
Have a better understanding of the Framework for Teaching
Evaluation Instrument and how to apply it.
Be able to identify the differences between unsatisfactory,
basic, proficient, and distinguished expectations as a teacher

OBJECTIVES

The Idaho Core Teacher Standards are 10 basic standards all

teachers must know and be able to do regardless of their
specific content areas.
All of these standards together help put together the skills
necessary to be an effective teacher
The standards are put together by the Interstate New Teacher
Assessment and Support Consortium Model
Before a teacher can get their certification with the State of
Idaho they must be able to show that they know what will be
and is expected of them as a teacher

NOW WHAT ARE THE IDAHO CORE

TEACHER STANDARDS?

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

What does this mean for an educator?

The teacher understands concepts, assumptions, debates, process of
inquiry, and ways of knowing that are central to the discipline taught
The teacher realizes that subject knowledge is not a fixed body of
facts but is complex and ever evolving
The teacher evaluates teaching resources and curriculum materials
for their accuracy comprehensiveness, and usefulness for
representing particular ideas and concepts
The teacher creates and implements interdisciplinary learning
opportunities that allow students to integrate knowledge, skills and
methods of inquiry

IDAHO CORE TEACHER STANDARDS

Standard Two
Knowledge of Human
Development and Learning
The teacher understands how
students learn and develop, and
provides opportunities that
support their intellectual, social,
and personal development.

What does this mean for an educator?

The teacher understands multiple perspectives on how learning
occurs.
The teacher is responsive to the diverse learning and development
needs of students
The teacher stimulates student reflection and teaches students to
evaluate and be responsible for their own learning
The teacher knows progressions and ranges of individuals variation
within physical, social, emotional, moral, and intellectual
development and their interrelationships

IDAHO CORE TEACHER STANDARDS

Standard Three
Modifying Instruction for
Individual Needs
The teacher understands how
students differ in their approaches
to learning and creates
instructional opportunities to meet
students diverse needs and
experiences

What does this mean for an educator?

The teacher 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
The teacher acknowledges his or her responsibility to ensure that all
students learn and is open to expertise that supports student learning
The teacher creates a learning community in which individual
differences are respected
The teacher makes modifications to lessons for individual students
who have particular learning differences or needs

IDAHO CORE TEACHER STANDARDS

Standard Four
Multiple Instructional Strategies
The teacher understands and uses
a variety of instructional strategies
to develop student learning

What does this mean for an educator?

The teacher understands how instructional strategies impact
processes associated with various kinds of learning
The teacher recognizes the importance of knowing multiple strategies
to promote learning at different levels
The teacher evaluates methods for achieving learning goals and
chooses various teaching strategies, materials, and technologies to
meet instructional purposes and student needs
The teacher uses multiple teaching and learning strategies to engage
students in learning

IDAHO CORE TEACHER STANDARDS

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

What does this mean for an educator?

The teacher understands the principles of effective classroom
management
The teacher recognizes his/her responsibility in creating and
maintaining a physically and emotionally safe classroom environment
The teacher creates a learning community in which students assume
responsibility for themselves and on another, participate in decisionmaking, work collaboratively and independently, resolve conflicts and
engage in purposeful learning activities.

IDAHO CORE TEACHER STANDARDS

Standard Six
Communication Skills
The teacher uses a variety of
communication techniques to
foster learning and communication
skills in the classroom

What does this mean for an educator?

The teacher understands communication theory and the role of
language in learning
The teacher recognizes the power of language for fostering selfexpression, identity development, and learning
The teacher demonstrates the ability to communicate effectively
orally and in writing
The teacher adjusts communication in response to cultural
differences

IDAHO CORE TEACHER STANDARDS

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

What does this mean for an educator?

The teacher understands how to apply knowledge about subject
matter, learning theory, instructional strategies, curriculum
development, and child and adolescent development to meet
curriculum goals
The teacher recognizes the importance of long-term and short-term
planning for student learning
The teacher responds to unanticipated sources of input by adjusting
plans to promote and capitalize on student performance and
motivation
The teacher develops instructional plans based on student
assessment and performance data

IDAHO CORE TEACHER STANDARDS

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

What does this mean for an educator?

The teacher understands the purposes of formative and summative
assessment and evaluation
The teacher understands the characteristics, design, purposes,
advantages, and limitations of different types of assessment
strategies
The teacher is committed to ongoing assessment as essential to the
instructional process
The teacher monitor student assessment data and adjusts instruction
accordingly

IDAHO CORE TEACHER STANDARDS

Standard Nine
Professional Commitment and
Responsibility
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

What does this mean for an educator?

The teacher knows a variety of self-assessment strategies for
reflection of the practice of teaching
The teacher is committed to adhering to the Code of Ethics for Idaho
Professional Educators
The teacher recognizes the importance of critical thinking and self
directed learning
The teacher stays abreast of professional literature, consults
colleagues, and seeks other resources to support development as
both a learner and a teacher

IDAHO CORE TEACHER STANDARDS

Standard Ten
Partnerships
The teacher interacts in a
professional, effective manner
with colleagues, parents, and
other members of the community
to support students learning and
well-being

What does this mean for an educator?

The teacher understands the relationships between schools, families,
and the community and how such relationships foster student
learning
The teacher appreciates input from parents/guardians and others
knowledgeable about the student
The teacher develops rapport with students
The teacher applies an understanding of social, ethical, legal and
human issues surrounding the use of technology in schools

IDAHO CORE TEACHER STANDARDS

Your future administrators will use these standards to evaluate

your effectiveness as an educator as well as being the
requirements for you to get or continue a job as an educator

HOW THESE STANDARDS WILL

AFFECT US AS EDUCATORS

Working with the Idaho Core Teacher Standards, the State of

Idaho has chosen to use the Charlotte Danielsons Framework
for Teaching as another resource to evaluate educators and
their effectiveness

THE FRAMEWORKS FOR TEACHING

EVALUATION METHOD

The Framework for Teaching is a research based set of

components of instruction, aligned to the INTASC standards,
and grounded in a constructivist view of learning and teaching.
The complex activity of teaching is divided into 22
components (and 26 smaller elements) clustered into four
domains of teaching responsibility.

THE FRAMEWORK

Domain One: 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

FRAMEWORK FOR TEACHING

Domain Two: Classroom Environment

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

FRAMEWORK FOR TEACHING

Domain Three: 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

FRAMEWORK FOR TEACHING

Domain Four: Professional Responsibilities

4a- Reflecting of Teaching
4b- Maintaining Accurate Records
4c- Communicating with Families
4d- Participating in the Professional Community
4e- Growing and Developing Professionally
4f- Showing Professionalism

FRAMEWORK FOR TEACHING

When a teachers performance is being evaluated the

administrator follows a rubric from the Frameworks for
Teaching and there is a rubric for each of the domains and
subdomains

The teachers are graded by Unsatisfactory-Level 1, Basic-Level

2, Proficient-Level 3, Distinguished-Level 4

FRAMEWORKS FOR TEACHING AS

AN EVALUATION TOOL

EXAMPLE OF RUBRIC

EXAMPLE OF RUBRIC CONTINUED

The Idaho Core Teacher Standards are ten basic standards that the
State of Idaho requires all of their educators to possess. You must
be able to demonstrate your knowledge of them before you can get
your certification.
The Danielson Framework for Teaching Evaluation Method is an
additional way that the state and administrators evaluate the
effectiveness of educators inside their classroom.
The Framework Method has 4 domains that are separated into 22
categories
The Framework Method evaluates teachers in such a way they use
the following terms: Unsatisfactory, Basic, Proficient, and
Distinguished

CONCLUSION

Danielson, Charolette. "Planning and Preparation." Successful

Teaching 14-19: Theory, Practice and Reflection (2010): 17588. Www.sde.idaho.gov. Web.
"Accountability." SpringerReference (2011): n. pag.
Www.webpages.uidaho.edu. Web. 13 Oct. 2015.
Images- "Danielson Group The Framework." Danielson Group
The Framework Comments. N.p., n.d. Web. 13 Oct. 2015.
<https://www.danielsongroup.org/framework/>.

SOURCES