OBJECTIVE

BY THE END OF THIS PRESENTATION, READERS WILL BE ABLE TO:

• UNDERSTAND THE EXPECTATIONS FOR NEW AND EXISTING TEACHERS IN IDAHO.
• IDENTIFY THE 10 IDAHO CORE TEACHING STANDARDS
• UNDERSTAND DANIELSON’S FRAMEWORK FOR TEACHING
• UNDERSTAND THE SIMILARITIES OF THE IDAHO CORE TEACHING STANDARDS AND
DANIELSONS’ FRAMEWORK FOR TEACHING
• IDENTIFY THE LEVELS OF EVALUATION USED IN THE DANIELSON’S FRAMEWORK FOR
TEACHING
 IDAHO CORE TEACHER STANDARDS
• THE STANDARDS HAVE BEEN DIVIDED
• THE IDAHO CORE TEACHER INTO FOUR CATEGORIES TO HELP
STANDARDS ARE 10 BASIC TEACHERS ORGANIZE THEIR THINKING
STANDARDS THAT EVERY ABOUT THE STANDARDS.
TEACHER, NEW OR EXISTING 1. LEARNER AND LEARNING
MUST KNOW AS WELL AS BE 2. CONTENT
ABLE TO APPLY. 3. INSTRUCTIONAL PRACTICE
4. PROFESSIONAL RESPONSIBILITY
 STANDARD #1: LEARNER DEVELOPMENT
WHAT DOES THIS LOOK LIKE?
The teacher understands how learners
grow and develop. They recognize
• The teacher monitors student performance to
be able to make appropriate modifications to
patterns of learning as well as the
meet all learners’ needs in all areas of
variation in learning between all
development.
students. They understand that
language and culture can be a barrier • The teacher provides appropriate instructions
in education with cognitive, linguistic, that enables all learners to accelerate
social, emotional, and physical areas regardless of their strengths and interests.
and learn to make modifications to
give everyone an appropriate and
• The teacher communicates with parents,
colleagues, and all other professionals helping
challenging education.
to promote the student’s educational growth.
STANDARD #2: WHAT DOES THIS LOOK LIKE?
LEARNING • The teacher designs and delivers instruction that
DIFFERENCES addresses each student’s diverse needs.
• The teacher designs instruction to build on what
The teacher demonstrates the student already knows.
an understanding of • The teacher incorporates tools of language
individual differences as development into the instruction to support
well as differences in English development.
cultures and communities • The teacher accesses resources and assistance to
to ensure an inclusive meet the student’s needs.
environment to meet the
needs of each student.
• The teacher makes students feel valued and learn
to value others.
STANDARD #3:
LEARNING
ENVIRONMENT
The teacher collaborates
with others to create
environments that support
individual learning as well as
encourage positive peer
interaction and self
motivation.
WHAT DOES THIS LOOK LIKE?
• The teacher collaborates with the student’s
family and other colleagues to build a positive
rapport.
• The teacher provides a successful learning
environment by organizing and coordinating
the time and space to keep the learner’s
attention.
• The teacher uses a variety of methods to
engage with students.
• The teacher incorporates technology usage in
lessons to expand the possibilities of learning
around the world.
STANDARD #4:
CONTENT
KNOWLEDGE
The teacher understands the
concepts, tools, and materials
that they are teaching. They
create a learning experience
that is meaningful and
engaging to ensure the
students understand the
content being taught.
WHAT DOES THIS LOOK LIKE?
• Teachers can use multiple ways to explain key
ideas.
• The teacher encourages the students to ask
questions and analyze ideas from the content.
• The teacher reflects on the material that was
taught and links new concepts to familiar
concepts.
• The teacher ensures all students are keeping up
with the lesson and making appropriate
modifications for those who are struggling.
• The teacher checks for understanding frequently
throughout the lesson and again at the end of the
lesson.
STANDARD #5:
WHAT DOES THIS LOOK LIKE?
APPLICATION • The teacher understands creative thinking and
OF CONTENT encourages students to try new things.
• The teacher engages students to apply the
The teacher understand knowledge from the lesson to real world problems.
how to motivate group • The teacher allows students to use tools and
and individual work and resources to their fullest potential.
behavior and provide the • The teacher understand the importance of having
appropriate environment a flexible learning environment and how to apply it
with positive interaction when needed.
to successfully educate all • The teacher is prepared to make any adjustments
the students. needed throughout the lesson to better fit the
situation.
STANDARD #6:
ASSESSMENT
The teacher understands
that all students learn and
progress different and there
is multiple ways to teach
and engage students.
WHAT DOES THIS LOOK LIKE?
• The teacher sets up different ways of explaining
the lesson or assignment.
• The teacher is committed to spend the extra time
providing effective feedback to the students about
their progress.
• The teacher frequently reviews the student’s
progress.
• The teacher makes appropriate accommodations,
especially for those with learning or language
barriers.
• The teacher is willing to reach out and accept
feedback and strategies from others to help find
what works best for the student.
STANDARD #7: WHAT DOES THIS LOOK LIKE?

PLANNING FOR • The teacher creates appropriate learning

experiences that are relevant to the learner.

INSTRUCTION • The teacher makes appropriate accommodations

and strategies to ensure each student’s success.
The teacher plans the • The teacher provides multiple ways of teaching the
lesson to meet the needs same topic to ensure comprehension of the lesson.
and goals of all the • The teacher collaborates with other professionals
learners by understanding to ensure everyone is on the same page with the
the content, cross- student’s educational success.
disciplinary skills, and • The teacher understands that all students are
pedagogy and adjusting it diverse learners and is willing to provide whatever
as needed. time is necessary to meet the needs of all the
students.
 STANDARD #8: WHAT DOES THIS LOOK LIKE?
• The teacher knows when and how to apply different
INSTRUCTIONAL strategies of teaching to ensure all learners are
engaged.

STRATEGIES • The teacher know how to apply different forms of

The teacher understands
the importance of using a
variety of teaching
strategies, as well as uses
instruction to meet the needs of all learners.
• The teacher uses a variety of resources to engage the
students in learning.
• The teacher makes appropriate accommodations for
individuals who need it.

them to encourage the • The teacher monitors the student’s progress and is
aware when different teaching strategies are needed.
students to make better
connections with the • The teacher provides models and examples of
concepts to provide opportunity for learners to make
content. connections.
 STANDARD #9:
PROFESSIONAL WHAT DOES THIS LOOK LIKE?
• The teacher takes responsibility for the education
LEARNING AND that is given to the students in his or her

ETHNIC PRACTICE classroom.

• The teacher engages is appropriate professional
The teacher always
teaching experiences.
practices professional
teaching strategies and • The teacher is open to feedback and is willing to
make adjustments to his or her teaching strategies
provides evaluations of
to ensure a better education for the students.
his or her teaching to
ensure they are meeting
• The teacher understands the expectations of being
a teacher as well as the code of ethics, professional
the needs of each standards of practice, and laws and policies.
student.
STANDARD #10:
WHAT DOES THIS LOOK LIKE?
LEADERSHIP AND • The teacher shares responsibility for shaping
COLL ABORATION the students and their success.
• The teacher respects families and their beliefs
The teacher is willing to and norms and is willing to collaborate with
reach out to appropriate them to meet the goals of the student.
people to collaborate • The teacher takes initiative to grow and work
with to ensure the learner together with colleagues to support the
is receiving a growing students.
education. • The teacher accepts the challenge of
constant improvement and change that
comes with the teaching profession.
DANIELSON’S FRAMEWORK FOR TEACHING
• This framework for teaching is a research-based foundation developed by Charlotte
Danielson identifies aspects of a teacher’s responsibilities that studies have
demonstrated to improve student learning.
• Because teaching is a complex activity, this framework divides 22 components into four
domains of teaching responsibility.
• This framework is easily compared to our Idaho Core Teacher Standards.
 DOMAIN 1: PLANNING AND PREPARATION
1a- Demonstrating Knowledge Of Content Effective teachers plan and prepare for
And Pedagogy lessons using their knowledge of the
content and what their students already
1b- Demonstrating Knowledge Of Students
know. Making sure instruction is clear and
1c- Setting Instructional Outcomes aligned to the curriculum. The lesson is
1d- Demonstrating Knowledge Of designed to require all students to think,
Resources problem solve, inquire, and have an
opinion. Effective teachers enable students
1e- Designing Coherent Instruction
to demonstrate their understanding of the
1f- Designing Student Assessments content given.
DOMAIN 2:THE CLASSROOM ENVIRONMENT
2a- Creating And Environment Of
Respect And Rapport
2b- Establishing A Culture For Learning
2c- Managing Classroom Procedures
2d- Managing Student Behavior
2e- Organizing Physical Space
Effective teachers organize their classrooms so
all students can learn. Ensuring the students
find the classroom to be a respectful and safe
place to take intellectual risks. Teachers ensure
effective use of physical space and supporting
the learning of classmates. Students and
teachers work to she they believe that hard
work pays off. Students show appropriate
behavior while in the classroom and the way
the teacher handles the inappropriate
behavior is still respectful of the student’s
dignity.
 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
In an effective classroom, all students are
highly engaged in learning. They participate
in high-level discussion and are actively
involved in their learning and the learning of
others. Teacher explanations are clear and
inviting. Teachers offer feedback, resulting in
the students understanding their progress
and what they need to do in order to
improve. Effective teachers are aware of their
responsibilities and make adjustments as
needed to ensure student success.
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
4f- Showing Professionalism
Effective teachers have high ethical
standards and are constantly focused on
improving their teaching strategies. The
keep record of what does and does not
work in the classroom as well as
communicates with families frequently.
They engage in professional
development activities to strengthen
their practices and reflect on their own
teaching results to continue to improve.
 COMPARISON
DA N I E L S O N ’ S F R A M E WO R K FO R
T E AC H I N G
• DOMAIN 1: PLANNING AND
PREPARING
______________________________
• DOMAIN 2: THE CLASSROOM
ENVIRONMENT
I DA H O C O R E T E AC H I N G S TA N DA R D S
• STANDARD 1: LEARNER DEVELOPMENT
• STANDARD 2: LEARNING DIFFERENCES
• STANDARD 7: PLANNING FOR
INSTRUCTION
____________________________
• STANDARD 5: APPLICATION OF
CONTENT
 COMPARISON CONTINUED
DA N I E L S O N ’ S F R A M E WO R K FO R I DA H O C O R E T E AC H I N G S TA N DA R D S
T E AC H I N G
• STANDARD 3: LEARNING ENVIRONMENTS
• DOMAIN 3: INSTRUCTION AND • STANDARD 4: CONTENT KNOWLEDGE
ASSESSMENT • STANDARD 6: ASSESSMENT
• STANDARD 8: INSTRUCTIONAL STRATEGIES
_____________________________ ____________________________
• DOMAIN 4: PROFESSIONAL • STANDARD 9: PROFESSIONAL LEARNING
RESPONSIBILITIES AND ETHICAL PRACTICE
• STANDARD 10: LEADERSHIP AND
COLLABORATION
DANIELSON’S FRAMEWORK FOR TEACHING
EVALUATION LEVELS
EACH DOMAIN IS
• Level 1: Unsatisfactory- Continuous errors
with no attempt to correct it.
EVALUATED AND SCORED
INDIVIDUALLY, BUT THIS • Level 2: Basic- Some errors, is willing to
IS A SIMPLE AND QUICK work on it.
OVERVIEW OF HOW IT IS • Level 3: Proficient- Very few errors and
GRADED. attempted to correct when occur.
• Level 4: Distinguished-Nearly no errors
and open to feedback.
 SOURCES

Danielson, Charlotte. “The Framework.” Danielsongroup.Org,

www.danielsongroup.org/Framework/.

“Teacher Certification.” Idaho State Department Of Education. Ed. Idaho State Department
Of Education. N.P., 2014. Web. 21 Feb. 2014.
https://www.sde.idaho.gov/site/teacher_certification/