Idaho Core Teaching

Standards/ Danielson
Presentation
By: Randi Lassiter

What Are Teaching Standards?

Teaching standards are a set of expectations.
Required by the state of Idaho to evaluate teachers.
Teachers must meet acceptable proficiency.
Standards apply to every single teacher-no matter what
content area is taught.

Standard Categories
The Idaho Core Standards have been grouped into four different

categories to help users organize their thinking about the standards.

The Learner and Learning- Deals with students and how content is
shared by the teacher.
Content- What is taught.
Instructional Practice- Assessment, planning, and instructional
strategies to engage learners.
Professional Responsibility- Creating and supporting a safe and
productive learning environment.

The Learner and Learning

Standard #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.

What does this look like in the

classroom?

The teacher is knowledgeable about content as well as individual

student attributes.

The teacher promotes learning in all domains: cognitive,

linguistic, social, emotional, and physical.

The teacher communicates to all stake holders for the benefit of

student progress.

The Learner and Learning

Continued
Standard #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.

What does this look like in the

classroom?

The teacher understands how to identify students with

exceptional needs, second language, and individual abilities to
promote learners strengths, and growth.

The teacher incorporates different tools of instruction to meet

students learning differences and needs.

The teacher believes that all learners feel valued, and that in turn
helps students reach full learning potential

The Learner and Learning

Continued
Standard #3: Learning
Environments

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.

What does this look like in the

classroom?

The teacher knows how to encourage students to engage, and

motivate them to work productively to achieve learning goals.

The teacher collaborates with learners, families, and colleagues

to develop safe and positive learning values.

The teacher is committed to supporting respectful, thoughtful,

and responsive actions to promote meaningful relationships with
learners, colleagues, families and communities.

Content
Standard #4: Content
Knowledge

The teacher understands the central concepts, tools of inquiry,

and structures of the discipline(s) he or she teaches and creates
learning experiences that make the discipline accessible and
meaningful for learners to assure mastery of the content.

What does this look like in the

classroom?

The teacher understands common misconceptions, and uses

academic language to help learners build on background
knowledge.

The teacher engages students by stimulating key ideas from

content knowledge and applying those methods into evidence.

The teacher creates, evaluates, and modifies instruction based on

learners content knowledge.

Content Continued
Standard #5: Application of
Content

The teacher understands how to connect concepts and use

differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to authentic
local and global issues.

What does this look like in the

classroom?

The teacher understands how discipline relates to other themes,

and approaches problems, issues, and concerns ethically.

The teacher engages learners in challenging approaches to

develop, and solve problems across areas of content.

The teacher values flexible learner exploration to enhance

student learning.

Instructional Practice
Standard #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 teachers and learners
decision making.

What does this look like in the

classroom?

The teacher knows how to analyze and engage learners in a range

of assessments to accommodate all students.

The teacher effectively uses multiple types of assessment to help

learners demonstrate progress towards learning goals.

The teacher is committed to providing various assessments,

accommodations, and descriptive feedback to learners for review.

Instructional Practice Continued

Standard #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.

What does this look like in the

classroom?

The teacher understands how to use and implement content

standards to maximize learning.

The teacher plans appropriate strategies and learning

experiences that are relevant to learners.

The teacher values planning and adjusting to assure effective

student learning.

Instructional Practice Continued

Standard #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.

What does this look like in the

classroom?

The teacher knows when and how to use content to apply to a

range of different learning goals.

The teacher provides multiple metacognitive processes to

develop concepts and skills for different learners.

The teacher is committed to exploring and deepening a variety of

ways to encourage and communicate to help students adapt to
adjusted instruction.

Professional Responsibility
Standard #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.

What does this look like in the

classroom?

The teacher understands how to recognize and implement

problem solving strategies to handle ethical situations
appropriately.

The teacher seeks appropriate professional resources within and

outside the school to model safe, legal and ethical practices.

The teacher is committed to reflect and improve his/her own

understanding for expectations.

Professional Responsibility
Continued
Standard #10: Leadership and
Collaboration

The 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.

What does this look like in the

classroom?

The teacher knows how to work with others organizations,

families, schools and communities to help support high context
learners.

The teacher works with others professionally to generate

meaningful connections to enhance student learning and
wellbeing.

The teacher takes responsibility for contributing to and

advancing the profession.

Danielson Framework For

Teaching
The Framework for Teaching is a set of researchbased components of instruction.
These components have been aligned to the
InTASC standards and they have been broken
down into 22 components and grouped into four
domains of teaching responsibility.

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

Domain 2: 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

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

Domain 4: Professional
Responsibilities

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

Correlation between the Danielson Framework for Teaching and the Interstate Teacher
Assessment and Support
Consortium (InTASC) Standards

The Idaho Teaching Standards, Danielson Framework, and

InTASC all align with one another. The table to the right shows
you how that is done!

How Teachers Are Evaluated

When an administrator is evaluating a teacher based on the Frameworks

method there is a rubric for each area. Based upon the teachers performance
they can score 1 of 4 ways:
Unsatisfactory-Level 1
Basic-Level 2
Proficient-Level 3
Distinguished-Level 4
Unsatisfactory-Level 1
Basic-Level 2
Proficient-Level 3
Distinguished-Level

The Result!
Knowing the Standards and Framework method helps
teachers understand what is expected of them in the
classroom, as well as how they will be evaluated. This
creates cohesive classroom expectations statewide!

References
Danielson, Charlotte. "The Danielson Group." Promoting Teacher Effectiveness and
Professional Learning. Danielson Group, 2011. Web. 24 Feb. 2014.
<http://www.danielsongroup.org/Default.aspx>.
Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition
ed. Princeton, NJ: Danielson Group, 2013. Print.
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.
<https://www.sde.idaho.gov/site/teacher_certification/alt_routes.htm>.
"Teacher Certification." Idaho State Department of Education. Ed. Idaho State Department
of Education. N.p., 2014. Web. 21 Feb. 2014.
<https://www.sde.idaho.gov/site/teacher_certification/>.