Idaho Core Teacher

Standards and the

Danielson Framework for
Teaching Evaluation Method
JD TARBET
Objectives

Understand the 10 Core Teacher Standards

Understand expectations of Idaho teachers
Understand the Framework for Teaching Evaluation
Idaho Core Standards

The Idaho State Standards are a set of guidelines intended to

ensure teachers and instructors are following a set curriculum for
students to learn
Teachers are expected to follow the Standards to ensure all
students within the state of Idaho are learning the same
curriculum.
Teachers are evaluated periodically to make sure they are
following the standards and are teaching the curriculum to best
help their students.
Standard #1: Learner
Development
Knowledge: The teacher is able to understand and utilize how
learning occurs, in all students, and is able to alter their teaching
method to better instruct a student based on their learning
strategies, disabilities, the students cognitive, linguistic, social
emotional, and physical developments, motivation, and how the
students cultural influences affect their learning.
Performance: The teacher assesses and monitors an individual
students and the groups performance, and is able to adjust their
lessons to better aid the students so they arent left behind or
moving too slowly.
Standard #1: Learner
Development Cont.
Disposition: The teacher is able to understand and respect the
students different learning styles and strengths, as well as their
weaknesses to help further their learning.
Standard #2: Learning
Differences
Knowledge: The teacher understands and is able to alter and
incorporate different teaching styles based on needs, strengths,
culture and prior knowledge of the students, including special
needs, giftedness, implementing cultural differences into the
lessons, and can assess student performance based on these
assessments.
Performance: The teacher is able to adjust and create lessons
that are suited for all their students diverse needs, and
accommodates them based on their learning abilities, styles and
needs.
Disposition: The teacher encourages all students and aids in their
learning anyway they need, respecting the student and ensuring
they are valued and they value others.
Standard #3: Learning
Environment
Knowledge: The teacher understands how to keep the students
motivated and engaged, understanding how the two work
together for a student. The teacher knows how to create a
stimulating work and learning environment for the student,
applying it as needed for the students benefit.
Performance: The teacher works with colleagues, family and the
students to create a stimulating, positive learning environment.
The teacher also engages the students and stimulates their
learning capabilities.
Disposition: The teacher values working with students, families
and peers to create a safe and engaging learning environment,
ensuring it is as fit as possible to accommodate students
learning.
Standard #4: Content Knowledge

Knowledge: The teacher understands and is informed about concepts,

misconceptions, and information relating to the subject they are
teaching. They know how to present the information to students in an
effective manner.
Performance: The teacher is able to communicate and present the
subject to the students, and able to answer any questions and quell any
misconceptions of the subject at hand. The teacher also engages
students, actively encouraging student involvement with the lesson and
curriculum.
Disposition: The teacher understands that the field of learning is ever
growing, and is able to accommodate their lessons according to newer
information, and puts importance in the students level of engagement
as well as accommodate their own personal biases that relate to the
subject.
Standard #5: Application of
Content
Knowledge: The teacher knows the importance and role of the
subject they are teaching as well as how it relates to other
subjects and the real world.
Performance: The teacher is able to apply real world and
interdisciplinary connections to the subject being taught as well
as engaging students to make the connections for themselves,
applying importance to a subject as it relates to others.
Disposition: The teacher values learning new information relating
to the subject and is searching for new ways to engage a student
into making the connections personally as well as grasping its
importance.
Standard #6: Assessment

Knowledge: The teacher knows the importance of positive and

negative assessments, as well as how they relate to the students
learning, as well as how to understand the assessment of their
students.
Performance: The teacher utilizes both formative and summative
assessment to better understand their students learning and
understanding. The teacher also accommodates their
assessment styles depending on the students needs and
learning styles.
Disposition: The teacher is active and committed to giving
valuable assessments to their students to help the students learn
and understand, as well as the teacher, what is necessary for
them to learn.
Standard #7: Planning for
Instruction
Knowledge: The teacher understands the content and content
standards in order to create lesson plans that accommodate said
standards, as well as make accommodations to engage and
assist in the students learning needs.
Performance: The teacher creates learning experiences utilizing
various technologies, assessments, strategies, resources, and
collaborative input that is appropriate for the students and
lessons being taught.
Disposition: The teacher understands and values differing
strengths and needs of their students, as well as input from
students, colleagues, and families and plans accordingly.
Standard #8: Instructional
Strategies
Knowledge: The teacher understands the importance of varying
teaching and learning strategies and how to utilize them
depending on the subject and the students needs.
Performance: The teacher utilizes appropriate teaching strategies
and activities to better accommodate students needs, as well as
engages them affectively based on their needs and their
performances based on assessments.
Disposition: The teacher values variety in their teaching abilities
and strategies to help better the students understanding and
involvement with the lesson.
Standard #9: Professional
Learning and Ethical Practice
Knowledge: The teacher knows how to analyze and assess their
own performance, as well as how to accommodate in areas the
teacher may need to alter or improve upon. The teacher also
understands their own biases and how they relate to the subject
and know how to allow a non-biased approach to the lesson.
Performance: The teacher participates and actively learns in new
manners of improving their teaching skills and styles. The
teacher also researches and learns new aspects to their subject
to better improve the lessons themselves.
Disposition: The teacher actively engages in students learning,
as well as commits to bettering their own learning and
improvement.
Standard #10: Leadership and
Collaboration
Knowledge: The teacher knows how to work with peers,
colleagues, community and family to further students learning
and actively takes responsibilities to ensure academic growth
throughout the school system.
Performance: The teacher collaborates and works with their
community and colleagues, as well as the students and their
families, to better the learning environment for students and
faculty.
Disposition: The teacher actively takes responsibility and
engages with their peers and students to better contribute to the
schools, community and the learning of their students.
What do the Standards mean?

The standards are a way for a teacher to better their

own teaching styles as well as to ensure the full
effectiveness of their students academic growth.
Danielson Framework for Teaching

The Danielson Framework for Teaching is

similar to the Core Teacher Standards in that
they are a set of guidelines to better assist
and assess a teachers performance when
teaching students. There are ten standards
within the framework that are separated into
different components/domains relating to
that specific topic, very similarly to the Core
Standards.
#1: Learner Development

This is similar to the Core Standards in that it implies the

importance that the teacher must understand when it comes to
teaching their students. They must be able to understand at what
academic stage their students are at, as well as what sort of
special needs they may require.
Doman1: Planning and Preparation
1b. Demonstrating Knowledge of Students
1c. Setting Instructional Outcomes
1e. Designing coherent instructions
Domain 3: Instruction
Engaging students in learning
#2 Learning Differences

Teachers need to be able to understand and actualize a lesson

plan that can relate to their students and help when it comes to
differences between students, be they cultural, physical,
environmental.
Domain 1: Planning and Preparation
1b. Demonstrating Knowledge of Students
#3: Learning Environment

The teacher works with colleagues, peers, and students to create

a safe and effective learning environment for their students that
encourages engagement and interactions alongside learning.
Domain 2: Classroom Environment
2a. Creating an environment of respect and rapport
Domain 3: Instruction
3c. Engaging students in learning
#4: Content Knowledge

The teacher understands and is able to interpret the subject they

are teaching as well as being able to evaluate new information
and how to incorporate that into a lesson plan and make it
relatable to the students needs to engage learning.
Domain 1: Planning and Preparation
1a. Demonstrating Knowledge of Content and Pedagogy
1e. Designing coherent instruction
Domain 3: Instruction
3c. Engaging Students in learning
#5: Application of Content

The teacher is able to connect the subject they are teaching to

real world examples and usage, as well as connections to other
subjects to better help a student relate to the topic and
information at hand.
Domain 3: Instruction
3a: Communicating with students
3c. Engaging students in learning
3f. Demonstrating flexibility and responsiveness
#6: Assessment

The teacher is able to utilize and understand various forms of

assessment to help a student with their learning, as well as to
help them understand where they stand and what lessons should
the teacher be using to help better the academic growth of the
students.
Domain 1: Planning and Preparation
1f. Designing student assessments
Domain 3: Instruction
3d. Using assessment in instruction
#7: Planning for Instruction

The teacher plans and accommodates their lessons to better help

the students learn. The teacher pulls from knowledge of content,
curriculum, as well as students needs and prior knowledge to
better enrich the lessons.
Domain 1: Planning and Preparation
1b. Demonstrating knowledge of students
1e. Designing coherent instruction
#8: Instructional Strategies

The teacher utilizes various teaching strategies to better suit the

students needs and to help keep the students engaged and
involved with the lesson, as well as to prevent intellectual
stagnation
Domain 3: Instruction
3b. Using questioning and discussion techniques
3c. Engaging students in learning
#9: Professional Learning and
Ethical Practice
The teacher continuously seeks out further information and
professional learning to better their teaching styles and improve
upon their skills as a teacher. The teacher is also able to reflect
upon their work to help improve areas they are lacking in.
Domain 4: Professional Responsibilities
4a. Reflecting on teaching
4e. Growing and developing professionally
4f. Showing professionalism
#10: Leadership and
Collaboration
The teacher works with their peers and seeks opportunities to
better their students learnings and to collaborate with
colleagues, community, families and other school professionals to
enrich the learning environment for the students.
Domain 4: Professional Responsibilities
4c. Communicating with families
4d. Participating in a professional community
4f. Showing professionalism.
What does this all mean?

The Danielson Framework and the Core Teacher Standards are all
a means for a teacher to better teach, assess and improve in
their role as an instructor, all for the benefit of their students and
the community as a collective. These standards and guidelines
are merely a means to ensure students are learning as they
should and that they are learning the information required of
them to succeed.
Sources

Idaho State Department of Education, ed. Idaho Standards for

Initial Certification of Professional School Personnel." (2014): 6-
23. Idaho State Department of Education. Nov. 2014. Web. 15
Mar. 2017