Idaho Core Teacher Standards and the

Danielson Framework for Teaching

Evaluation Method

Michaela Lange
 Objectives
• Understand the basis of the Idaho Core Teaching Standards
• Understand the four domains of the Danielson Framework for Evaluation
of Teachers
• See how these essential teaching tools combine to evaluate the effectiveness
of an educator
• View examples of performance rankings using a Teacher Evaluation rubric
 What are the Idaho Core Teacher Standards?

• The Idaho Core Teacher Standards are ten standards that all effective and
qualified educators exemplify in their teaching.
• Interstate New Teacher Assessment and Support Consortium Model
• To be certified in the State of Idaho, all future educators must know these
standards and what is to be expected of them in their teaching careers.
• They are bundled into four categories: The Learner and Learning, Content,
Instructional Practice, and Professional Responsibility
Standard One: The Learner’s Development
Definition
“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.”
The Teacher…
• Respects student differences and builds on
students’ strengths and needs
• Creates developmentally appropriate
instruction
• Takes responsibility for the learners
growth and development
• Values input from community and other
professionals to support student growth
 Standard Two: Learning Differences
Definition
“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.”
The Teacher…
• Understands students with exceptional needs,
giftedness and second language acquisition
and adjusts instruction to accommodate
those needs
• Values diverse cultures, communities and
experiences
• Incorporates multiple perspectives in
classroom discussions
• Helps all students reach their full potential
 Standard Three: Learning Environments
Definition
“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.”
The Teacher
• Establishes a positive and productive
learning environment through
organization, routines, high expectations
and collaboration
• Uses a variety of mediums to engage
learners
• Supports decision making, exploration,
invention, group and independent work
amongst students
 Standard Four: Content Knowledge
Definition
“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.”
The Teacher…
• Understands errors in learning and knows
how to support conceptual understanding
in learners
• Integrates culturally relevant content to
build on background knowledge of
learners
• Uses a variety of examples and
explanations including student experiences
 Standard Five: Application of Content
Definition
“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.”
The Teacher…
• Understands how interdisciplinary themes tie into
core subjects
• Helps students develop critical and creative
thinking skills
• Incorporates projects for learners to understand
and connect complex issues or topics
• Encourages learners to question and use
innovation strategies to problem solve locally and
globally
 Standard Six: Assessment
Definition
“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.”
The Teacher…
• Uses both formative and summative
applications of assessment and understand
the difference between the two
• Allows for students to reflect on their
assessments to grow
• Makes appropriate accommodations for
learners with disabilities and language
barriers
 Standard Seven: Planning for Instruction
Definition
“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.”
The Teacher
• Uses diverse instructional strategies
including use of resources and technology
to meet all learning needs
• Adjusts instruction based off of
assessment results
• Provides diverse outlets to show student
knowledge and skills
• Respects diverse strengths in learners
 Standard Eight: Instructional Strategies
Definition
“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.”
The Teacher…
• Knows how cognitive processes align
with different kinds of learning
• Encourages student use of multiple
forms of communication
• Committed to deepening their own
awareness of strengths and needs of
learners
 Standard Nine: Professional Learning and
Ethical Practice
Definition
“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.”
The Teacher…
• Uses learners’ data to properly adjust
instruction as needed
• Understands laws to learners’ rights
and the teacher’s responsibility
• Uses reflection and ongoing analysis to
improve planning and implementation
• Seeks opportunities to improve
 Standard Ten: Leadership and Collaboration
Definition
“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.”
The Teacher…
• Creates a common culture of high
expectations in classroom
• Actively works with other
professionals to meet students’ needs
• Embraces the challenge of constantly
improving and growing in the
profession
 How do These Standards Affect Me?
These standards are used to evaluate the effectiveness of an
educator both inside and outside the classroom. These are
expectation that all educators must implement and follow by in their
educational career paths and in the classroom itself. Understanding
these standards will help you to improve as an educator to be the
best that you can be for your students.
 Framework For Teaching Evaluation Method

Alongside the Idaho Core Standards, teachers are also

expected to follow Charlotte Danielson’s “Framework for
Teaching”. This is yet another tool used to measure the
effectiveness and quality of an educator. This framework is
split into four domains of teaching responsibility and align
with the INTASC standards.
 Domain One: Planning and Preparation
A. Demonstrating Knowledge of Content and Pedagogy
B. Demonstrating Knowledge of Students
C. Setting Instructional Outcomes
D. Demonstrating Knowledge of Resources
E. Design Coherent Instruction
F. Designing Student Assessment
 Domain Two: Classroom Environment
A. Creating an Environment of Respect and Rapport
B. Establishing a Culture for Learning
C. Managing Classroom Procedures
D. Managing Student Behavior
E. Organizing Physical Space
 Domain Three: Instruction
A. Communicating with Students
B. Using Questioning and Discussion Techniques
C. Engaging Students in Learning
D. Using Assessment in Instruction
E. Demonstrating Flexibility and Responsiveness
 Domain Four: Professional Responsibility
A. Reflecting on Teaching
B. Maintaining Accurate Records
C. Communicating with Families
D. Participating in the Professional Community
E. Growing and Developing Professionally
F. Showing Professionalism
 How do the Idaho Core Standards and the
Danielson Framework work together?
Danielson Frameworks
Domain One: Planning and Preparation
Domain Two: Classroom Environment
Domain Three: Instruction and Assessment
Domain Four: Professional Responsibilities
Idaho Core Teaching Standard
Standard One: Learner’s Development
Standard Two: Learning Differences
Standard Seven: Planning for Instruction
Standard Three: Learning Environments
Standard Five: Application of Content
Standard Four: Content Knowledge
Standard Six: Assessment
Standard Eight: Instructional Strategies
Standard Nine: Professional Learning and Ethical
Practice
Standard Ten: Leadership and Collaboration
Frameworks for Teaching-Evaluation Tools
The administrator uses the Danielson Framework as a guide to evaluate
teacher performance. The administrator grades on both domains and sub
categories for a complete evaluation. Teachers are ranked as…
• Unsatisfactory- Level One
• Basic- Level Two
• Proficient- Level Three
• Distinguished- Level Four
 Rubric for Evaluation- Example
Unsatisfactory- Basic- Level Two Proficient-Level Distinguished-
Level One Three Level Four
Domain Three C: Teacher shows no The teacher The teacher The teacher
Engaging Students effort of attempts to engage engages students directly involves
in Learning supporting student student interests by involving their students by laying a
involvement. but lacks relevant interests in the foundational
Instructional topic in classroom classroom background
material is not discussion. Perhaps discussions and in knowledge of
developmentally the teacher does the curriculum subject matter. The
appropriate nor little to even begin presented in their teacher asks and
relevant to the a discussion as a instruction. engages students to
students’ interests. class. share their
experiences and
pose questions.
Rubric for Evaluation- Example Continued
Domain Three C: Unsatisfactory- Basic- Level Two Proficient- Level Distinguished-
Engaging Level One Three Level Four
Students in
Learning
Critical Attributes • Does not • Reaches • Reaches student • Reaches
include students strengths and students
instruction with strengths and interests strengths and
students interests • Relevant interests
strengths and • Does not • Does not use • Relevant
interests connect well multiple • Uses multiple
• Not relevant with learning mediums for mediums of
• Uses one objectives instruction instruction to
medium of • Uses one reach all
instruction medium of learning needs
instruction
Rubric for Evaluation- Example Continued
Domain Three C: Unsatisfactory- Basic- Level Two Proficient- Level Distinguished-
Engaging Level One Three Level Four
Student Learning
Examples in the The teacher shows The teacher has The teacher has The teacher has
Classroom a video on how students watch a students observe students break into
caterpillars turn video on one caterpillar and groups. Each
into butterflies metamorphosis keep a journal of group has its own
and share any observations of its caterpillar to care
experiences they metamorphosis for and make
might have with process. observations in
seeing a caterpillar their journal
turn into a throughout the
butterfly season.
 Conclusion
• The Idaho Core Teaching Standards are ten standards by which the state of Idaho
expects its teachers to abide by.
• The Danielson Framework for Teaching Evaluation Method is another method by
which the State and administration can evaluate and rank teachers and their
effectiveness in the classroom. It is composed into Four Domains: Planning and
Preparation, Classroom Environment, Instruction, and Professional
Responsibilities. Teachers are ranked as Unsatisfactory (Level One), Basic (Level
Two), Proficient (Level Three), and Distinguished (Level Four).
• The Idaho Core Standards and the Danielson Framework are intertwined.
 Sources
Danielson, Charlotte. "The Danielson Group." Promoting Teacher Effectiveness and
Professional Learning. Danielson Group, 2011. Web. 24 Feb. 2014.
<http://www.danielsongroup.org/Default.aspx>.
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>.