Idaho Core Teacher

Standards and the

Danielson Framework
for Teaching
Evaluation Method
Bryan Zaharko
02/28/2015
Education Exit Seminar

Purpose
BY THE END OF HE PRESENTATION WE WILL BE ABLE
TO:
Understand what the expectations are for new and
existing teachers in the great state of Idaho.
Become accustomed to the Idaho Core Standards in
teaching.
Become more familiar with the Framework for Teaching
Evaluation Instrument and how it is used.
Better understand and appreciate what we as Educators
can do better to not only further our own expertise as
teachers, but, enhance the educational experience of the
students which we teach.

Purpose

BY THE END OF HE PRESENTATION WE WILL BE ABLE TO:

Identify
The
expectation
s that the
State of
Idaho has of
teachers.
And he
importance
those
expectation
s play in the
lives of their
students

Understand
Understand
the
differences
between
unsatisfacto
ry, basic,
proficient
and
distinguishe
d
expectation
s of a
teacher.

Appreciate
The fact
that Idaho
holds its
educators
to the
standards
which we
are held,
and always
remember
the weight
and
magnitude
of ur calling

Knowledge
of Subject
Standa
Matter
rd 1

Assessment of
Student Learning
The teacher understands the central
concepts, tools of inquiry, and
structure of the discipline taught,
and creates learning experiences
that make these aspects of subject
matter meaningful for students.

What Does this mean for the

Educator?
The teacher must be able to demonstrate exceptional competence in the
understanding of what they are teaching so they are able to customize their
lessons and lesson plans to fit the educational needs of heir students.
The Teacher is also able to answer students questions, give advice, and
instinctually impress students with their grasp of understanding and
comprehension.

Knowledge of
Human
Development
and
Learning
Standa

rd 2

Assessment of
Student 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 the

Educator?
The teacher demonstrates exceptional understanding of the fact that learn
and develop at different rates, and the teacher must make sure that they are
not letting their students whom are progressing slowly fall between the
cracks.
The teacher must be willing and prepared to answer questions which arise in
the classroom, and be flexible with their lesson plans as to not leave
students with more questions then enlightenment.

Adapting
Instruction for
Individual
Standa
Needs

rd 3

Assessment of
Student Learning
The teacher understands how
students differ in their approaches
to learning and creates instructional
opportunities that are adapted to
students with diverse needs.

What Does this mean for the

Educator?
The teacher demonstrates exceptional understanding of the fact that no two
students are alike, and there is no one-size-fits-all approach to lesson
planning an teaching.
The teacher must be willing to customize ideas to fi the needs of their class,
not just on a year by year basis but a day by day basis as the situation
necessitates professional adaptation .

Instructional
Strategies
Standa
rd 4

Assessment of
Student Learning
The teacher understands and
uses a variety of instructional
strategies to encourage
students' development of critical
thinking, problem solving, and
performance skills.

What Does this mean for the

Educator?
The teacher demonstrates exceptional aptitudes for thinking on their feet
and adapting to the unexpected when extenuating circumstances arise in
class.
The teacher must also have an impressive repertoire for teaching in different
situation , and to different crowds which may or may not handle instruction
differently then others.

Motivation and
Management
Skills

Standa
rd 5

Assessment of
Student Learning
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 the

Educator?
The teacher demonstrates exceptional ability to recognize how to increase
individual and group output through motivation and positive behavioral
reinforcements.
Teachers must construct a positive and conductive classroom learning
environment that encourages affirmative social collaboration.

Communicati
on Skills
Standa
rd 6

Assessment of
Student Learning
The teacher uses knowledge of
effective verbal, nonverbal, and
media communication
techniques to foster active
inquiry, collaboration, and
supportive interaction in the
classroom.

What Does this mean for the

Educator?
The teacher demonstrates exceptional ability to use a variety of
communication techniques from what they have learned during educational
training and on the job experience.
A teacher must be able to connect with students, and affectively relay their
purposes, goals, and expectations to future students, inside and outside of
the classroom.

Instruction
al Planning
Standa
Skills
rd 7

Assessment of
Student Learning
The teacher plans
instruction based upon
knowledge of subject
matter, students, the
community, and
curriculum goals.

What Does this mean for the

Educator?
The teacher demonstrates an exceptional knack for planning ahead and
ensuring the material is relevant and related to curriculum goals.
Teachers must also be willing in necessitate new information, different
opinion, and new teaching methods when appropriate.

The Frameworks for Teaching Evaluation Method

In addition to the Idaho Core Teacher Standards which

administrators, peers, and even the parents of your students
will use to assess the efficacy of an educators teaching
ability, as well as, a foundation of the requirements expected
of teachers for continued employment as an educator; many
school administrators, as well as the State of Idaho, use
Charlotte Danielsons Framework for Teaching as a
supplementary tool to gauge the capability and aptitude of a
teacher. The Framework for Teaching is an instrument
which teachers need to be aware is commonly used alongside
Idaho Core Standards and should be thought of as a very
valuable evaluation tool.
The following slides will be display the basic structural
foundation and conclusive indicators of Charlotte
Danielsons Framework for Teaching:

Charlotte Danielsons
Framework for Teaching
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

Charlotte Danielsons
Framework for Teaching
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

Charlotte Danielsons
Framework for Teaching
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

Charlotte Danielsons
Framework for Teaching
Domain 4: Professional
Responsibilities
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional
Community
4e Growing and Developing
Professionally

Correlations Between Core

Standards
and Framework

Correlations Between Core

Standards
and Framework
Standa
rd 5

Daniels
on
Domain
2

Standard 5
correlates with
Danielson
Domain 2
because they
both discuss
motivation
within the
classroom and
interpersonally
reaching
students.

Correlations Between Core

Standards
and Framework
Standard
3
Standard
4
Standard
6
Standard
8

Danielson
Domain 3

Standards 3,4,6,,
and 8 correlate
with Danielson
Domain 3 because
they all discuss
classroom
instruction, and
the importance of
professional
preparation within
a classroom

Correlations Between Core

Standards
and Framework
Standar
d9
Standar
d 10

Danielso
n
Domain
4

Standards 9 and 10
correlate with
Danielson Domain
4 because they all
deal with the
importance of
developing
professional
standards and
working within the
community to form
partnerships

Conclusion
When it comes to learning, students are
no longer the only ones accountable
for their educational development. Due
to new education reform policies both
educators and students are being held
to increasing high standards. Core
Teaching Standards and Educational
Frameworks help us as educators strive
for success, and give us achievable
measurement in which we should strive
to attain. After all, when a student
succeeds then we succeed, and if we
succeed then the education process is
(to the fullest capacity) a success.

Thank You Very Much for

enjoying my presentation of
Idaho Core Teacher Standards
and the
Danielson Framework for
Teaching Evaluation Method

Work Cited
College of Southern Idaho. 2015. Idaho Core Teacher Standards."
Education department. Web. Retrieved from:
<http://education.csi.edu/Te/coreStandards.asp>.
Danielson, Charlotte. 2013. "The Danielson Group." The Framework.
Danielson Group, Retrieved from:
<http://danielsongroup.org/framework/>.
InTASC Model Core Teaching Standards: A Resource for State
Dialogue. April 2011.
Council of Chief State School Officers. Print.