All teacher candidates are expected to

meet the Idaho Core Teacher

Standards and the standards specific
to their discipline area at the
acceptable level or above.

The teacher understands the central

concepts, tools of inquiry, and
structures of the discipline taught
and creates learning experiences that
make these aspects of subject matter
meaningful for students.

The teacher understands how

students learn and develop, and
provides opportunities that support
their intellectual, social, and personal
development.

The teacher understands how

students differ in their approaches to
learning and creates instructional
opportunities that are adapted to
students with diverse needs.

The teacher understands and uses a

variety of instructional strategies to
develop students critical thinking,
problem solving, and performance
skills

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.

The teacher uses a variety of

communication techniques to foster
inquiry, collaboration, and supportive
interaction in and beyond the
classroom.

The teacher plans and prepares

instruction based on knowledge of
subject matter, students, the
community, and curriculum goals.

The teacher understands, uses, and

interprets formal and informal
assessment strategies to evaluate
and advance student performance
and to determine program
effectiveness

The teacher is a reflective

practitioner who demonstrates a
commitment to professional
standards and is continuously
engaged in purposeful mastery of the
art and science of teaching.

The teacher interacts in a

professional, effective manner with
colleagues, parents, and other
members of the community to
support students learning and wellbeing.

State of Idaho has chosen to utilize

Charlotte Danielsons Framework for
Teaching as an additional tool to
evaluate the competency and
effectiveness of a classroom teacher.

The Danielson Group seeks to

advance the understanding and
application of Charlotte Danielsons
concepts in the educational
community, connect them to other
areas of knowledge, and enhance the
professional practices of educators to
positively impact student learning.

The Framework for Teaching is a

research-based set of components of
instruction, aligned to the INTASC
standards, and grounded in a
constructivist view of learning and
teaching. The complex activity of
teaching is divided into 22 components
(and 76 smaller elements) clustered into
four domains of teaching responsibility:

First, the Framework for Teaching (FFT) is a valid instrument for defining
effective teaching. Several large research studies (the MET project, a study
in Chicago) demonstrated its predictive validity: that is, when teachers
demonstrate high levels of proficiency on the FFT, their students show
greater learning gains than do the students of teachers who perform less
well. The latest edition of the FFT (2013) incorporates the instructional
implications of the Common Core State Standards.
Second, the Framework for Teaching represents what Lee Shulman has
called the wisdom of practice. That is, when teachers consider the FFT in
light of the complex work they do, it makes sense to them and illuminates
some of the complexity. Furthermore, the levels of performance represent a
natural progression for teachers as they acquire greater experience and
expertise.
Third, theFramework for Teachingis supported by a large ecosystem of
training and online materials. These comprise face to face training for all
educators, training and assessment of observers, andpublished resourcesto
support observation, evaluation, and professional development. These are
available through the Danielson Group and other partners.

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

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

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

4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in the Professional
Community
4e Growing and Developing
Professionally
4f Showing Professionalism

Danielson Group The Framework. (n.d.). Retrieved March

01, 2016, from http://www.danielsongroup.org/framework/

Idaho Core Teacher Standards: How do you measure up?

(n.d.).
Retrieved March 1, 2016, from
http://www.webpages.uidaho.edu/fcsed/FCS471/IdahoCore
Standards.pdf