The Idaho Core Standards

& Danielson Framework

for Teaching Evaluation
Method
-Kayra Maglaughlin-
Education Capstone
 Standards:
The Idaho Core Teacher Standards
1. Knowledge of the Subject
Matter
Objective:
2. Knowledge of Human
The reader will understand the basis of teacher evaluation and the Development and Learning
different standards on which they are held to. The reader will then be 3. Adapting Instruction for
Individual Needs
able to examine each standard and skill more in-depth throughout the
presentation. 4. Multiple Instructional
Strategies
_________________________________ 5. Classroom Motivation &
Management Skills
The Idaho Core Teacher Standards apply to all certifications for teaching
6. Communication Skills
and describe the basic principles of study and practice for educators. All
new teachers must meet these standards. These practices are shown in 7. Instructional Planning Skills
different ways and these are a standard for professionalism and a basis of 8. Assessment of Student
workplace disposition. Learning
9. Professional Commitment &
Responsibility
10. Partnerships
 Standard
StandardOne
One
Knowledge of the Subject Matter
The educator must understand the material or subject matter
The teacher
they are going to be instructing on and can connect the understands the
students curriculum to previous learning experiences. The central concepts,
educator must be able to connect curriculum to students so
that they can get meaning out of content and build upon their
tools of inquiry, and
knowledge. They must be resourceful and be able to gather the structures of the
materials that support curriculum and be skillful in their content area(s)
delivery methods. The teacher should be able to provide
students with learning through multiple pathways and
taught and creates
perspectives. learning experiences
________________________________
that make these
aspects of subject
Summary: The teacher must know the subject and how to
create meaningful learning experiences.
matter meaningful
for learners.
 Knowledge of Human Standard
StandardOne
Two
Development and Learning
Summary: Understand how students grow socially, intellectually, and
personally and be able to instruct to reinforce healthy development and The teacher
learning.
understands how
students learn and
Educators must be able to identify a student’s needs and provide
instruction according to their development, including cognitive
develop and provide
development, social development, and emotional development. The opportunities that
instructor is able to give students what they need to connect and be
involved actively in their learning. The educator can encourage students
support their
to be involved in their learning and can encourage students to make intellectual, social
connections between information and what they know as well as reflect
on their knowledge. They can create instruction that is purposeful and
and personal
encouraging development from observation of students and evaluation development.
of their work and interactions.
 Adapting Instruction for Individual Standard
Standard One
Three
Needs

Summary: The teacher must be able to adapt to the needs of students of

The teacher
all exceptionalities and interact with students from all backgrounds. understands how
_______________________________________ students differ in
The educator can adapt their instruction to accommodate what the their approaches to
students need in order to provide them opportunities to grow and
succeed through specific assignments. These accommodation each are
learning and creates
based off a class and students’ learning styles, developmental stage, as instructional
well as their strengths and weaknesses. The teacher can bring different
approaches and resources to meet exceptional learners where they need
opportunities that
and inspire learning through changes in instruction. The teacher must be are adapted to
able to associate and interact with student from all diverse backgrounds
and people of different ethic, cultural, and socioeconomic backgrounds.
students with
diverse needs.
 Standard
StandardOne
Four
Multiple Instructional Strategies

Summary: The educator must be able to give students resources to

The teacher
encourage critical thinking and problem solving skills as well as encourage understands and
students to take responsibility for their learning.
uses a variety of
___________________________________
instructional
The educator must be able to elicit critical thinking and problem solving
skills from students. The educator must be able to change roles within
strategies to
the classroom and help students take responsibility for their learning and encourage students’
the work they do by giving them resources that can promote
independence within the classroom, while still meeting the needs of the
development of
students. The educator must be able to manipulate lessons and activities critical thinking,
to provide ways for students to practice and use their problem solving
and critical thinking skills.
problem solving,
and performance
skills.
 Classroom Motivation & Standard
StandardOne
Five
Management Skills
Summary: The educator must be able to cultivate a learning environment
that inspires learning through organized methods. The teacher
understands
____________________________________
individual and group
motivation and
behavior and
The educator must make his or her expectations clear both for
themselves and for students in order to build a community of students
creates a learning
who work together and independently and have meaningful interactions environment that
within the learning environment. The classroom is set as an environment encourages positive
of participation and is an organized and monitored space for students to
learn purposefully. This will allow students to be involved and ask
social interaction,
questions in the classroom. The teacher must be able to cultivate this active engagement
environment in the classroom so that learning is an expectation and can in learning, and self-
be done independently or collaboratively. motivation.
 Standard
StandardOne
Six
Communication Skills
Summary: The educator must be able to communicate information well
to students to encourage learning and allow students pathways and The teacher uses
different ways to communicate with them and their peers.
knowledge of
effective verbal,
____________________________________ nonverbal, and
The educator must be able to communicate with students and through
the use of different communication technique beyond any barriers they
media
may have or differences. The educator must be able to communicate and communication
understand how their students communicate as well through body techniques to foster
language, eye contact, verbal statements, and through their interactions
with both adults and other students. In order for students to learn at active inquiry,
their best, the teacher has to be a prime communicator of information collaboration and
through multiple pathways and medias and allow students to express
their own communication through those same pathways. supportive
interaction in the
classroom.
 Standard Seven
Standard One
Instructional Planning Skills
Summary: Educators must be flexible and well-planned in order to meet
the needs of students, whether expected or unexpected.

The teacher plans

______________________________________
instruction based
upon knowledge of
The educator can identify and encourage learning through diversity in the
classroom. They can manipulate lessons and instruction and adjust easily
subject matter,
in order to meet classroom expectations and curriculum requirements. students, the
The educator is able to be flexible in their teaching and planning and can
adjust the instruction to meet classroom needs. The educator can meet
community, and
goals despite differences that arise from what was planned and change. curriculum goals.
 Standard
Standard One
Eight
Assessment of Student Learning
Summary: Teachers must be able to assess student and inspire growth
personally in each kid as well as a classroom. The teacher
understands, uses
_______________________________________ and interprets
formal and informal
The educator is able to use different strategies and techniques to help assessment
students evaluate their learning, encourage goal-setting, inspire growth,
and assess students. To assess students, educators must be able to work
strategies to
with formal and informal techniques so that they can monitor student evaluate and
progress and use data to make informed changes to instruction. advance student
performance and to
determine program
effectiveness.
 Professional Commitment and Standard
StandardOne
Nine
Responsibility
Summary: Teachers must be able to be driven to better themselves
professionally through self-evaluation and collaboration. The teacher is a
_________________________________ reflective
practitioner who
demonstrates a
The educator must be able to take information from several places in
order to evaluate the outcome of their teaching and be able to reflect
commitment to
and revise how they instruct to accommodate and better themselves professional
professionally and better the outcome and learning for the students. standards and is
Teachers must be aware that they too should be responsible for learning
from their work and develop themselves individually based off the data.
continuously
Teachers also must be able to seek out resources to better themselves engaged in
professionally and be willing to collaborate with other professionals for purposeful
bettered classroom environment and reflection.
mentoring of the art
and science of
teaching.
 Standard
StandardOne
Ten
Partnerships
Summary: Teachers must be able to make partnerships and add to the
community in order to support learning and best give students The teacher
opportunities.
interacts in a
professional,
_______________________________________________
effective manner
with colleagues,
The teacher continues to participate in making the school community
better through opportunities to collaborate with different kinds of
parents, and other
professionals who interact with students’ on any basis. To build members of the
community and support students, teachers will be able to partner with
parents and guardians and other professionals available in the school and
community to
community in order to best support students in their learning. support students’
learning and well
being.
Danielson Framework
for Teaching
Domain One: Planning & Preparation
1a Demonstrating Knowledge of Content and Pedagogy
EX. Content knowledge & pedagogy
1b Demonstrating Knowledge of Students
EX. Child development, special needs, student skills, etc.
1c Setting Instructional Outcomes
EX. Value, sequence, & alignment, clarity, balance, diverse learners
1d Demonstrating Knowledge of Resources
EX. Extend content knowledge
1e Designing Coherent Instruction
EX. Learning activities, lesson & unit structure
1f Designing Student Assessments
EX. Criteria & Standards, formative assessments
Domain Two: Classroom Environment
2a Creating an Environment of Respect and Rapport
EX. Teacher interaction with students and vice versa
2b Establishing a Culture for Learning
EX. Student pride in work, importance of content
2c Managing Classroom Procedures
EX. Transitions, Non-instructional duties
2d Managing Student Behavior
EX. Expectations, Monitoring Behavior
2e Organizing Physical Space
EX. Safety & Accessibility, Class arrangement
Domain Three: Instruction
3a Communicating With Students
EX. Use of oral & written language
3b Using Questioning & Discussion Techniques
EX. Quality of questions & discussion techniques
3c Engaging Students in Learning
EX. Structure & Pacing, Student groups
3d Using Assessment in Instruction
EX. Feedback to students, assessment criteria
3e Demonstrating Flexibility & Responsiveness
EX. Lesson adjustment, persistence
Domain Four: Professional Responsibilities
4a Reflecting on Teaching
EX. Accuracy, use in future teaching
4b Maintaining Accurate Records
EX. Completion of assignments, student progress
4c Communicating with Families
Ex. About individual students, instructional programs
4d Participating in a Professional Community
EX. Involvement in culture of professional inquiry
4e Growing and Developing Professionally
EX. Enhancement of content knowledge and pedagogical skill
4f Showing Professionalism
EX. Decision-making, advocacy, service to students
Grading
Teachers can be evaluated on their performance by using the Frameworks method.
The Elementary school I work at has teachers bring evidence on each domain and are
evaluated based off the domains. These can be graded using four levels.

Unsatisfactory- Level 1
Basic- Level 2
Proficient- Level 3
Distinguished- Level 4

Educators should aim to be Distinguished.

Conclusion
The Danielson Framework for Teaching and the Idaho Core Teacher Standards are set
to give educators a standard for professionalism and expectations on how to meet the
needs of students in the classroom. These are essential to an educators process in
creating lessons and throughout instruction and then beyond in their evaluation (self
or otherwise). The Idaho Core Teacher Standards keep teachers-to-be accountable for
the learning and the Danielson Framework allows professionals to keep their work
focused on providing the best possible education to students and meet their needs in
the best way possible.
Citations
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. 1 May 2019.
<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. 1 May.
2019. <https://www.sde.idaho.gov/site/teacher_certification/>.