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Idaho Core Teacher

Standards
& the
Danielson Framework For
Teaching Evaluation
Instrument
By: Amanda Kofoed
Education 290

Objectives
To gain a firm grasp of what Idahos expectations and
standards for teachers.
Recognize and understand the Idaho Core Teaching Standards.
Become familiar with the 4 domains of Charlotte Danielsons
Framework For Teaching Evaluation Instrument.
Recognize the differences in unsatisfactory, basic, proficient,
and distinguished expectations of teachers.

Idaho Core Teacher Standards

The foundation of the Teacher Education program


is Idahos Core Teacher Standards that describe the
expectations for initial preparation of teachers and
are based on national standards for the
preparation of teachers.
These standards reflect a move to "performancebased" standards, meaning a candidate is
recommended for initial certification based on the
demonstration of what they know and are able to
do.
All teacher candidates are expected to meet the
Idaho Core Teacher Standards and the standards
specific to their discipline area(s) at the
acceptable level or above. Additionally, all
teacher candidates are expected to meet the
requirements defined in State Board Rule
(08.02.02: Rules Governing Uniformity).

Standard 1:
Knowledge of Subject Matter
The teacher understands the central concepts, tools of inquiry, and
structures of the discipline taught and creates
learning experiences
Idaho Core Teacher Standards document. (n.d.).
that make these aspects of subject matter meaningful for students.
What does that look like?
The teacher knows the Idaho Student Achievement Standards in order to
pull out the import content.
The teacher has full grasp of the concepts of the subject area and various
ways of teaching content.
Understands the importance of continually learning and keeping up to date
with the latest information about a subject.
Engages students interest while building on previously understood
knowledge.
Teacher makes culturally diverse and real world connections to subject.

Standard 2:
Knowledge of Human Development and Learning
The teacher understands how students learn and develop, and
provides opportunities that support their intellectual, social and
personal development.
Idaho Core Teacher Standards document. (n.d.).

What does that look like?


Teacher understands the different parts and stages of human development in
order to know what students are able to create developmentally appropriate
curriculum.
Teacher is able to assess group and individuals in order to create and implement
curriculum that reaches each student.
Teacher promotes student reflection, recognizes student readiness to learn, and
creates a positive learning environment.

Standard 3
Modify Instruction for Individual Needs
The teacher understands how students differ in their approaches to learning
and creates instructional opportunities that are adapted to students with
Idaho Core Teacher Standards document. (n.d.).
diverse
needs.
What does
this look like?
Teacher is knowledgeable of exceptional learners and adapts lessons to
individual students needs.
Utilizes services available and necessary for individual needs.
Teacher connects learning to students personal experiences culturally and
with in the community.
Teacher creates a classroom environment that respects culturally diverse
student population.

Standard 4
Multiple Instructional Strategies
The teacher understands and uses a variety of instructional
strategies to encourage students' development of critical thinking,
problem solving, and performance skills.
Idaho Core Teacher Standards document. (n.d.).

What does that look like?


The teacher understands how instructional strategies impact processes
associated with various kinds of learning.

The teacher knows how to enhance learning through the use of a wide
variety of materials, human resources, and technology.

The teacher evaluates methods for achieving learning goals and chooses
various teaching strategies, materials, and technologies to meet
instructional purposes and student needs.

The teacher uses multiple teaching and learning strategies to engage


students in learning.

Standard 5
Classroom Motivation and Management Skills
The teacher understands individual and group motivation and behavior
and creates a learning environment that encourages positive social
Idaho Core Teacher Standards document. (n.d.).
interaction, active engagement in learning, and self-motivation.
What does that look like?
Teacher creates a safe productive learning environment that promotes positive
respectful interaction amongst students and teacher.
Teacher maximizes resources with organized classroom and procedures in order to
utilize time and space.
Classroom environment causes students to take personal responsibility for
themselves while working individually or in a group by having clear expectations
and goals.

Standard 6
Communication Skills
The teacher uses knowledge of effective verbal, nonverbal, and
media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the classroom.

Idaho Core Teacher Standards document. (n.d.).

What does that look like?

Teacher is a thoughtful responsive listener that adjust communication to the


appropriate needs of individuals.

Teacher understands the importance and use of nonverbal communication.

Is respectful and considerate of cultural customs in regard to


communication.

Models and expands effective use of communication while utilizing a variety


of tools and technologies available to communicate.

Standard 7
Instructional Planning Skills
The teacher plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Idaho Core Teacher Standards document. (n.d.).

What does this look like?


The teacher selects and creates learning experiences that are appropriate for
curriculum goals, relevant to students, and based on principles of effective
instruction and performance modes.
Teacher is flexible in making adjustments to plans and receive input from
unexpected sources in order to build student interest and motivation.
Creates affective assessments and builds lesson plans from the data produced
from the assessments in order to meet the needs and abilities of the students.
Uses multiple strategies and perspectives during instruction that relate to the
group and individuals in the classroom.

Standard 8
Assessment of Student Learning
The teacher understands, uses and interprets formal and informal
assessment strategies to evaluate and advance student
performance and to determine program effectiveness.
Idaho Core Teacher Standards document. (n.d.).

What does that look like?


Teacher uses various forms of formal and informal assessment. Ex
observation, projects, assignments, standardized tests etc.
Uses assessments to gage individuals as well as the classs progress in
relation to the goals and objectives of the curriculum.
Maintains records of student progress and effectively alters instruction to
meet the needs of the class.
Effectively communicates progress to students, parents, colleagues and
others.

Standard 9
Professional Commitment & Responsibility
The teacher is a reflective practitioner who demonstrates a
commitment to professional standards and is continuously engaged
in purposeful mentoring of the art and science of teaching.
Idaho Core Teacher Standards document. (n.d.).

What does that look like?


Knows and understands The Code of Ethics for Idaho Professional Educators
and adheres to the law.
Is self reflective and uses multiple ways of evaluating themselves.
Seeks out professional development opportunities and reaches out to other
educators to collaborate and support.
Dedicated to life long learning and stays current to the best practices as an
educator in order to always be striving for excellence in the teaching vocation.

Standard 10
Partnerships
The teacher interacts in a professional, effective manner with
colleagues, parents, and other members of the community to
support students' learning and well being.
What does this look like?
Idaho Core Teacher Standards document. (n.d.).

Actively seek collaborative productive relationships with


parents, colleagues, and community to maximize learning
opportunity.
Develops a rapport with students and advocates for them.
Respects the privacy of students and understands the ethical,
social, legal, human issues surrounding technology in schools.

Why do I need to know?


The Idaho Core Teacher
Standards are one form
of assessment that will
be used to evaluate your
effectiveness as a
teacher as well as the
requirements expected
for continued
employment. In addition
to the ICTS the state of
Idaho also uses the
Danielson Framework for
Teaching Evaluation
Instrument.

Danielson
Framework For
Teaching
Evaluation
Instrument
This framework is another form of
assessment used by the state of Idaho to
evaluate effectiveness and competency.

Danielson Framework 2013 Edition


The framework for teaching document is an evolving instrument,
but the core concepts and architecture (domains, components,
and elements) have remained the same.
Major concepts of the Common Core State Standards are included.
For example, deep conceptual understanding, the importance of
student intellectual engagement, and the precise use of language
have always been at the foundation of the Framework for
Teaching, but are more clearly articulated in this edition.
Charlotte, D. (2011). Framework for Teaching Evaluation Instrument
(2011 ed., pp. 3-5). Princeton, New Jersey: The Danielson Group.

Danielson Framework for Teaching. (n.d.). Retrieved


February 27, 2015, from
http://teecc.illinoisstate.edu/companionresources/dan
ielsonframeworkforteaching/

Danielson Framework for Teaching. (n.d.). Retrieved


February 27, 2015, from
http://teecc.illinoisstate.edu/companionresources/dan
ielsonframeworkforteaching/

Danielson Framework for Teaching. (n.d.). Retrieved


February 27, 2015, from
http://teecc.illinoisstate.edu/companionresources/dan
ielsonframeworkforteaching/

Danielson Framework for Teaching. (n.d.). Retrieved


February 27, 2015, from
http://teecc.illinoisstate.edu/companionresources/dani
elsonframeworkforteaching/

Evaluation Rubric
There are 4 levels that teachers are
graded at according to the Danielson
Framework
Unsatisfactory-Level 1
Basic-Level 2
Proficient-Level 3
Distinguished-Level 4

Example
Unsatisfactor Basic
y

Proficient

Distinguishe
d

The teacher says, The


official language of Brazil
is Spanish, just like other
South American
countries. The teacher
says, I dont understand
why the math book has
decimals in the same unit
as fractions. The teacher
has students copy
dictionary definitions
each week to help his
students learn to spell
difficult words.

The teachers plan for


area and perimeter
invites students to
determine the shape that
will yield the largest area
for a given perimeter. The
teacher realized her
students are not sure how
to use a compass, so she
plans to practice that
before introducing the
activity on angle
measurement. The
teacher plans to expand a
unit on civics by having
students simulate a court
trial.

In a unit on 19thcentury
literature, the teacher
incorporates information
about the history of the
same period. Before
beginning a unit on the
solar system, the teacher
surveys the class on their
beliefs about why it is
hotter in the summer
than in the winter.

The teacher plans lessons


on area and perimeter
independently of one
another, without linking
the concepts together.
The teacher plans to
forge ahead with a lesson
on addition with
regrouping, even though
some students have not
fully grasped place value.
The teacher always plans
the same routine to study
spelling: pretest on
Monday, copy the words 5
times each on Tuesday
and Wednesday, test on
Friday.

Charlotte, D. (2011). Framework for Teaching Evaluation Instrument (2011 ed., pp. 3-5). Princeton,
New Jersey: The Danielson Group.

Unsatisfactory

Basic

In planning and practice, teacher makes content


errors or does not correct errors made by students.

Teacher is familiar with the important concepts in the


discipline but displays lack of awareness of how these
concepts relate to one another.

Teachers plans and practice display little


understanding of prerequisite relationships important
to students learning of the content.
Teacher displays little or no understanding of the
range of pedagogical approaches suitable to students
learning of the contentment.

Teachers plans and practice indicate some awareness


of prerequisite relationships, although such
knowledge may be inaccurate or incomplete.
Teachers plans and practice reflect a limited range of
pedagogical approaches to the discipline or to the
students.

Critical Attributes
Teacher makes content errors.

Teacher is familiar with the discipline but does not see


conceptual relationships.

Teacher does not consider prerequisite relationships


when planning.
Teachers plans use inappropriate strategies for the
discipline

Continued

Teachers knowledge of prerequisite relationships is


inaccurate or incomplete.
Lesson and unit plans use limited instructional
strategies, and some may not be suitable to the
content.

Charlotte, D. (2011). Framework for Teaching Evaluation Instrument (2011 ed., pp. 3-5). Princeton, New
Jersey: The Danielson Group.

Proficient

Distinguished

Teacher displays solid knowledge of the important


concepts in the discipline and the ways they relate to
one another.

Teacher displays extensive knowledge of the


important concepts in the discipline and the ways
they relate both to one another and to other
disciplines.

Teachers plans and practice reflect accurate


understanding of prerequisite relationships among
topics and concepts.
Teachers plans and practice reflect familiarity with a
wide range of effective pedagogical approaches in the
discipline.

Teachers plans and practice reflect understanding of


prerequisite relationships among topics and concepts
and provide a link to necessary cognitive structures
needed by students to ensure understanding.
Teachers plans and practice reflect familiarity with a
wide range of effective pedagogical approaches in the
discipline, anticipating student misconceptions.

Critical Attributes
The teacher can identify important concepts of the
discipline and their relationships to one another.
The teacher consistently provides clear explanations
of the content.
The teacher answers student questions accurately
and provides feedback that furthers their learning.

In addition to the characteristics of proficient:


Teacher cites intra- and interdisciplinary content
relationships.
Teacher is proactive in uncovering student
misconceptions and addressing them before
proceeding.

The teacher seeks out content-related professional


development.

Continued

Charlotte, D. (2011). Framework for Teaching Evaluation Instrument (2011 ed., pp. 3-5).
Princeton, New Jersey: The Danielson Group.

Danielson Framework
Domain 1
Planning and Preparation
Domain 2
Classroom Environment
Domain 3
Instruction
Domain 4
Professional
Responsibilities

Idaho Core Teaching


Standards
Standards 1 Knowledge of Subject Matter
2 Knowledge of Human Development
and Learning
7 Instructional Planning Skills
Standards 5 Classroom Motivation and
Management skills.
Standards 3 Adapting Instruction for Individual
needs
4 Multiple Instructional Strategies
6 Communication Skills
8 Assessment of Student Learning
Standards 9 Professional Commitment and
Responsibility
10 Partnerships

How do they align?

Wrap Up
The state of Idaho uses two forms of assessment
together to determine the excellence of their
teachers, The Idaho Core Teacher Standards and the
Danielson Framework For Teaching Evaluation
Instrument.
There are 10 Idaho Core teaching standards that
align with the 4 Dimensions of the Danielson
Framework.
Became familiar with the standards and dimensions
used by both assessment tools.
Taken a closer look at the Danielson Framework
grading rubric and its 4 levels unsatisfactory, basic,
proficient, and distinguished.

Sources
Accountability Standards and Dispositions for Professional Teachers: Idaho Cpre. (n.d.).
Idaho Core Teacher Standards: How Do You Measure Up?
Charlotte, D. (2011). Framework for Teaching Evaluation Instrument (2011 ed., pp. 3-5).
Princeton, New Jersey: The Danielson Group.
Danielson Framework for Teaching. (n.d.). Retrieved February 27, 2015, from http://
teecc.illinoisstate.edu/companionresources/danielsonframeworkforteaching/
Idaho Core Teacher Standards document. (n.d.).

Image Source
Small Business Ideas and Resources for Entrepreneurs. (n.d.).
Retrieved February 27, 2015, from http://www.inc.com

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