Idaho Core Teacher

Standards and the

Danielson Framework for
Teaching Evaluation
Method
Alicia Birch
Education 290

Objectives
O Understand and recognize the ten

Idaho Core Teacher Standards.

O Understand the Danielson
Framework for Teaching Evaluation
Method and know how it is used to
assess educators skills.
O Understand the correlation between
the Idaho Core Teaching Standards
and the Danielson Framework for
Teaching Evaluation Method

What are the Idaho Core

Teacher Standards?
O The Idaho Core Teacher Standards are 10 basic

standards that all teachers are expected to know

and be able to do as an educator.
O They apply to ALL teaching certification areas and
to all teachers, regardless of their specific content
areas.
O Each standard is broken down into 2 areas:
O Knowledge (what the candidate needs to know)
O Performance (what the candidate is able to do)

O In addition, professional disposition is also an

area in the Idaho Core Teacher Standards, and

this section pertains to how the candidate views
the teaching profession.

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.

For an educator, this

means
O The teacher understands how

learning occurs--how learners

construct knowledge, acquire
skills, and develop disciplined
thinking processes--and knows
how to use instructional
strategies that promote student
learning..
O The teacher regularly assesses
individual and group performance
in order to design and modify
instruction to meet learners
needs in each area of
development (cognitive,
linguistic, social, emotional, and
physical) and scafolds the next
level of development.
O The teacher respects learners
difering strengths and needs and
is committed to using this
information to further each
learners development.

Idaho Standards for Initial Certification of Professional School Personnel.

Standard 2:
Learning
Diferences
The teacher uses
understanding of
individual diferences
and diverse cultures and
communities to ensure
inclusive learning
environments that
enable each learner to
meet high standards.

For an educator,
this means
O The teacher understands and

identifies diferences in
approaches to learning and
performance and knows how
to design instruction that uses
each learners strengths to
promote growth.
O The teacher designs, adapts,
and delivers instruction to
address each students diverse
learning strengths and needs
and creates opportunities for
students to demonstrate their
learning in diferent ways.
O The teacher believes that all
learners can achieve at high
levels and persists in helping
each learner reach his/her full
potential.

Idaho Standards for Initial Certification of Professional School Personnel.

For an educator,
this means
O The teacher understands the

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.

relationship between
motivation and engagement
and knows how to design
learning experiences using
strategies that build learner
self-direction and ownership
of learning.
O The teacher collaborates
with learners, families, and
colleagues to build a safe,
positive learning climate of
openness, mutual respect,
support, and inquiry.
O The teacher is committed to
working with learners,
colleagues, families, and
communities to establish
positive and supportive
learning environments.

Idaho Standards for Initial Certification of Professional School Personnel.

For an educator,
this means
O The teacher understands

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.

major concepts, assumptions,

debates, processes of inquiry,
and ways of knowing that are
central to the discipline(s)
s/he teaches.
O The teacher efectively uses
multiple representations and
explanations that capture key
ideas in the discipline, guide
learners through learning
progressions, and promote
each learners achievement
of content standards.
O The teacher realizes that
content knowledge is not a
fixed body of facts but is
complex, culturally situated,
and ever evolving. S/he
keeps abreast of new ideas
and understandings in the
field.

Idaho Standards for Initial Certification of Professional School Personnel.

For an educator,
this means

Standard 5:
Application of
Content
The teacher understands
how to connect concepts
and use difering
perspectives to engage
learners in critical
thinking, creativity, and
collaborative problem
solving related to
authentic local and global
issues.

O The teacher understands the

ways of knowing in his/her

discipline, how it relates to other
disciplinary approaches to
inquiry, and the strengths and
limitations of each approach in
addressing problems, issues, and
concerns.
O The teacher develops and
implements projects that guide
learners in analyzing the
complexities of an issue or
question using perspectives from
varied disciplines and crossdisciplinary skills (e.g., a water
quality study that draws upon
biology and chemistry to look at
factual information and social
studies to examine policy
implications).
O The teacher is constantly
exploring how to use disciplinary
knowledge as a lens to address
local and global issues.

Idaho Standards for Initial Certification of Professional School Personnel.

For an educator,
this means
O The teacher understands

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.

the diferences between

formative and summative
applications of assessment
and knows how and when
to use each.
O The teacher balances the
use of formative and
summative assessment as
appropriate to support,
verify, and document
learning.
O The teacher is committed
to engaging learners
actively in assessment
processes and to
developing each learners
capacity to review and
communicate about their
own progress and learning.

Idaho Standards for Initial Certification of Professional School Personnel.

For an educator,
this means
O The teacher understands

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.

content and content

standards and how these
are organized in the
curriculum.
O The teacher individually
and collaboratively selects
and creates learning
experiences that are
appropriate for curriculum
goals and content
standards, and are
relevant to learners.
O The teacher respects
learners diverse strengths
and needs and is
committed to using this
information to plan
efective instruction.

Idaho Standards for Initial Certification of Professional School Personnel.

For an educator,
this means

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.

O The teacher understands the

cognitive processes
associated with various kinds
of learning (e.g., critical and
creative thinking, problem
framing and problem solving,
invention, memorization and
recall) and how these
processes can be stimulated.
O The teacher uses appropriate
strategies and resources to
adapt instruction to the
needs of individuals and
groups of learners.
O The teacher is committed to
deepening awareness and
understanding the strengths
and needs of diverse
learners when planning and
adjusting instruction.

Idaho Standards for Initial Certification of Professional School Personnel.

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
efects 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.

For an educator,
this means
O The teacher understands and

knows how to use a variety

of self-assessment and
problem-solving strategies to
analyze and refect on
his/her practice and to plan
for adaptations/adjustments.
O The teacher engages in
ongoing learning
opportunities to develop
knowledge and skills in order
to provide all learners with
engaging curriculum and
learning experiences based
on local and state standards.
O The teacher takes
responsibility for student
learning and uses ongoing
analysis and refection to
improve planning and
practice.

Idaho Standards for Initial Certification of Professional School Personnel.

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.

For an educator,
this means
O The teacher understands

schools as organizations within

a historical, cultural, political,
and social context and knows
how to work with others across
the system to support learners.
O The teacher takes an active
role on the instructional team,
giving and receiving feedback
on practice, examining learner
work, analyzing data from
multiple sources, and sharing
responsibility for decision
making and accountability for
each students learning.
O The teacher actively shares
responsibility for shaping and
supporting the mission of
his/her school as one of
advocacy for learners and
accountability for their success.

Idaho Standards for Initial Certification of Professional School Personnel.

Why are these standards

important for educators?
O These 10 standards are

one of the guidelines

used by administrators
to evaluate educators in
the efectiveness of their
teaching. Also, all
educators are expected
to know and
demonstrate they
understand these 10
standards before being
initially certified as a
teacher.

Danielson Framework for

Teaching Evaluation Method
O Another tool used in the evaluation

of teacher performance and skill in

Idaho educators is the Danielson
Framework for Teaching Evaluation
Method. This method may be used
for many purposes, but it is most
commonly used as the foundation for
administrators in evaluation,
mentoring, and professional
development.
Danielson Group. (n.d.). Retrieved March 02, 2016, from
http://www.danielsongroup.org/download/?download=448

What is the Framework for

Teaching?
O The Framework for Teaching is a

research-based set of components of

instruction, aligned to the INTASC
(Interstate New Teacher Assessment
and Support Consortium) standards.
This framework is divided into 22
components and is grouped into 4
domains of teaching responsibility.
These 4 domains are as follows.
Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition ed. Princeton,
NJ: Danielson Group, 2013. Print.

Domain 1: Planning and

Preparation
O 1a Demonstrating Knowledge of

Content and Pedagogy

O 1b Demonstrating Knowledge of
Students
O 1c Setting Instructional Outcomes
O 1d Demonstrating Knowledge of
Resources
O 1e Designing Coherent Instruction
O 1f Designing Student Assessments
Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition ed. Princeton, NJ: Danielson
Group, 2013. Print.

Domain 2: Classroom
Environment
O 2a Creating an Environment of

Respect and Rapport

O 2b Establishing a Culture for
Learning
O 2c Managing Classroom Procedures
O 2d Managing Student Behavior
O 2e Organizing Physical Space

Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition ed. Princeton,
NJ: Danielson Group, 2013. Print.

Domain 3: Instruction
O 3a Communicating with Students
O 3b Using Questioning and Discussion

Techniques
O 3c Engaging Students in Learning
O 3d Using Assessment in Instruction
O 3e Demonstrating Flexibility and
Responsiveness

Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition ed. Princeton,
NJ: Danielson Group, 2013. Print.

Domain 4: Professional
Responsibilities
O 4a Refecting on Teaching
O 4b Maintaining Accurate Records
O 4c Communicating with Families
O 4d Participating in the Professional

Community
O 4e Growing and Developing
Professionally
O 4f Showing Professionalism

Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition ed.
Princeton, NJ: Danielson Group, 2013. Print.

Correlation between the Danielson

Framework for Teaching Method and
Idaho InTASC Standards (Core
Teacher Standards)

Danielson, Charlotte. The Framework for Teaching: Correlation between the Danielson Framework for Teaching and the Interstate
Teacher Assessment and Support Consortium (InTASC) Standards. 2013 Edition ed. Princeton, NJ: Danielson Group, 2013. Print.

Correlation Continued

Danielson, Charlotte. The Framework for Teaching: Correlation between the Danielson Framework for Teaching and the Interstate
Teacher Assessment and Support Consortium (InTASC) Standards. 2013 Edition ed. Princeton, NJ: Danielson Group, 2013. Print.

Correlation Continued

Danielson, Charlotte. The Framework for Teaching: Correlation between the Danielson Framework for Teaching and the Interstate
Teacher Assessment and Support Consortium (InTASC) Standards. 2013 Edition ed. Princeton, NJ: Danielson Group, 2013. Print.

Correlation Continued

Danielson, Charlotte. The Framework for Teaching: Correlation between the Danielson Framework for Teaching and the Interstate
Teacher Assessment and Support Consortium (InTASC) Standards. 2013 Edition ed. Princeton, NJ: Danielson Group, 2013. Print.

How is the Danielson

Framework used in
evaluation?

O In each domain, educators are

evaluated using the Danielson

Framework for Teaching Method to
assess teaching skill and
responsibility. Educators are given a
rating of either unsatisfactory (level
1), basic (level 2), proficient (level 3),
and distinguished (level 4) based on
the requirements that are being met
by the teacher in each domain.
Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument.
2013 Edition ed. Princeton, NJ: Danielson Group, 2013. Print.

In Conclusion
O The Idaho Core Teacher Standards are 10 basic standards

that all teachers are expected to know and be able to do

as an educator.
O Each standard is broken down into 2 areas:
O Knowledge (what the candidate needs to know)
O Performance (what the candidate is able to do)

O Another tool used in the evaluation of teacher

performance and skill in Idaho educators is the Danielson

Framework for Teaching Evaluation Method.
O The Framework for Teaching is a research-based set of
components of instruction, aligned to the INTASC
(Interstate New Teacher Assessment and Support
Consortium) standards and is divided into 22 components
that are grouped into 4 domains of teaching responsibility.
O Educators are evaluated using the Danielson Framework
for Teaching Method to assess teaching skill and
responsibility.

Sources
Idaho Standards for Initial Certification of Professional School Personnel.
Idaho State Board of Education. Ed. Idaho State Department of Education.
(pp. 6-23). 2013. Web.
https://
onedrive.live.com/view.aspx?cid=f83a00a19d1f7564&
id=docu
ments&resid=F83A00A19D1F7564%211830&app= WordPdf&authkey=!
AAy2cUsXM2kmFqQ&
Danielson Group. (n.d.). Retrieved March 02, 2016, from http
://www.danielsongroup.org/download/?download=448
Danielson, Charlotte. The Framework for Teaching: Evaluation
Instrument.
2013 Edition ed. Princeton, NJ: Danielson Group, 2013. Print.
Danielson, Charlotte. The Framework for Teaching: Correlation between
the Danielson Framework for Teaching and the Interstate
Teacher
Assessment and Support Consortium (InTASC)
Standards. 2013 Edition ed.
Princeton, NJ: Danielson Group, 2013. Print.