Idaho Core Teacher

Standards
and the
Danielson Framework
for Teaching Evaluation
By Tayzia Stark
EDUC-290
Idaho Core
Teaching Standards
Overview of the Standards
• There are ten Idaho Core Teaching Standards that outline the
skills, expectations, and characteristics of quality teachers
based on their knowledge, performance, and disposition.
• The standards are grouped into four general categories:
– The Learner and Learning
– Content
– Instructional Practice
– Professional Responsibility

• The Idaho Core Teaching Standards come from the Interstate

Teacher Assessment and Support Consortium (InTASC)
Standards
The Learner and
Learning
Standard #1: Learner
Development
Learner • Knowledge, Performance, and Disposition
Development – The teacher understands how learning occurs, and knows how to build
on learners’ strengths and needs.
The teacher
– The teacher identifies readiness for learning, and understands how
understands how
development in any one area may affect performance in others.
learners grow and
develop, recognizing – The teacher understands the role of language and culture in learning
that patterns of and is able to modify instruction as needed.
learning and – The teacher regularly assesses individual and group performance to
development vary design and modify instruction to meet learners’ needs, and scaffolds
individually within the next level of development.
and across the – The teacher creates developmentally appropriate instruction.
cognitive, linguistic, – The teacher collaborates with families, communities, colleagues, and
social, emotional, other professionals to promote learner growth and development.
and physical areas,
– The teacher is committed to using learners’ strengths as a basis for
and designs and growth, and their misconceptions as opportunities for learning.
implements
developmentally – The teacher values the input and contributions of families, colleagues,
and other professionals.
appropriate and
challenging learning
experiences.
Standard #2: Learning Differences
Learning • Knowledge, Performance, and Disposition

Differences – The teacher understands and identifies different approaches and designs instruction that
uses each learner’s strengths to promote growth.

– The teacher understands that learners bring assets for learning based on their individual
The teacher experiences, abilities, talents, prior learning, and peer/social group interactions, as well as
language, culture, family, and community values, and incorporates these into instruction.
uses – The teacher designs, adapts, and delivers instruction to address each student’s diverse
understanding learning strengths and needs and creates opportunities for students to demonstrate their
learning in different ways.
of individual – The teacher makes appropriate and timely provisions for individual students with particular
differences and learning differences or needs, and accesses resources, supports, and specialized assistance
and services to meet particular learning differences or needs.
diverse cultures – The teacher designs instruction to build on learner’s prior knowledge and experience, and
and brings multiple perspectives to the discussion of content.

communities to – The teacher incorporates tools of language development into planning and instruction for
ESL learners and for evaluating and supporting their development of English proficiency.
ensure inclusive – The teacher believes that all learners can achieve at high levels and persists in helping
learning each learner reach his/her full potential.

environments – The respects learners as individuals, makes learners feel valued/learn to value each other,
and values diverse languages, seeking to integrate them into instructional practices.
that enable each
learner to meet
high standards.
Standard #3: Learning
Environments
•
Learning Knowledge, Performance, and Disposition

Environments – The teacher understands the relationship between motivation and engagement and knows
how to design learning experiences using strategies and technologies that build learner self-
direction and ownership of learning.

The teacher – The teacher knows how to collaborate with learners to establish and monitor elements of a
safe and productive learning environment including norms, expectations, routines, and
works with organizational structures and how to help learners work productively and cooperatively with
each other to achieve learning goals.
others to create
– The teacher understands how learner diversity can affect communication and knows how to
environments communicate effectively in differing environments.
that support – The teacher collaborates with learners, families, and colleagues to build a safe, positive
learning climate of openness, mutual respect, support, and inquiry.
individual and
– The teacher manages the learning environment to actively and equitably engage learners by
collaborative organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
learning, and – The teacher communicates verbally and nonverbally in ways that demonstrate respect for and
that encourage responsiveness to the cultural backgrounds and differing perspectives learners bring to the
learning environment.
positive social – The teacher values the role of learners in promoting each other’s learning and is committed to
interaction, supporting learners as they participate in decision making, engage in exploration and
invention, work collaboratively and independently, and engage in purposeful learning.
active – The teacher seeks to foster respectful communication among all members of the learning
engagement in community, and is a thoughtful and responsive listener and observer.

learning, and
self-motivation.
Content
Standard #4: Content Knowledge
Content • Knowledge, Performance, and Disposition

Knowledge – The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of
knowing that are central to the discipline(s) he/she teaches, and understands common
misconceptions and how to guide learners to accurate conceptual understanding.

The teacher – The teacher knows and uses the academic language of the discipline and has a deep knowledge of
student content standards in the discipline(s) he/she teaches, as well as creates opportunities for
understands the students to learn, practice, and master academic language.
central concepts, – The teacher knows how to integrate culturally relevant content to build on learners’ background
tools of inquiry, knowledge.

and structures of – The teacher effectively uses multiple representations, explanations, and supplementary resources
and technologies that promote learners’ achievement of content standards.
the discipline(s) – The teacher engages students in learning experiences that encourage learners to understand,
he or she teaches question, and analyze ideas from diverse perspectives, and apply methods of inquiry and
standards of evidence used in the discipline.
and creates – The teacher stimulates learner reflection on prior content knowledge, links new concepts to
learning familiar concepts, and makes connections to learners’ experiences.

experiences that – The teacher evaluates and modifies instructional resources for their comprehensiveness, accuracy
for representing particular concepts, and appropriateness for learners, as well as accesses school
make the resources to evaluate learner’s content knowledge in their primary language.

discipline – The teacher appreciates multiple perspectives within the discipline and facilitates learners’ critical
analysis of these perspectives.
accessible and
– The teacher realizes content knowledge is not a fixed body of facts but is complex, culturally
meaningful for situated, and ever evolving. He/She keeps abreast of new ideas and understandings in the field.
learners to assure
mastery of the
Standard #5: Application of Content
Application of • Knowledge, Performance, and Disposition

Content – The teacher understands the ways of knowing, now it relates to other disciplinary approaches to
inquiry, and the strengths and limitations of each approach in addressing problems, issues, and
concerns.
The teacher – The teacher understands how current interdisciplinary themes connect to the core subjects and
understands how knows how to weave those themes into meaningful learning experiences.

to connect – The teacher understands critical thinking processes and knows how to help learners develop
high level questioning skills to promote their independent learning, as well as creative thinking
concepts and use processes and how to engage learners in producing original work.

differing – The teacher develops and implements projects that guide learners in analyzing the complexities
of an issue or question using perspectives from varied disciplines and cross-disciplinary skills.
perspectives to
– The teacher engages learners in applying content knowledge to real world problems.
engage learners in
critical thinking, – The teacher facilitates learners’ use of current tools and resources to maximize content learning
in varied contexts.
creativity, and – The teacher develops learners’ communication skills by creating meaningful opportunities to
collaborative employ a variety of forms of communication that address varied audiences and purposes.

problem solving – The teacher facilitates learners’ ability to develop diverse social and cultural perspectives that
expand their understanding of local and global issues and create novel approaches to solving
related to problems.
authentic local – The teacher values flexible learning environments that encourage learner exploration,
and global issues. discovery, and expression across content areas.
Instructional
Practice
Standard #6: Assessment
Assessment • Knowledge, Performance, and Disposition
– The teacher understands the differences between formative and summative applications of assessment
and knows how and when to use each.
The teacher – The teacher understands how to design, adapt, or select appropriate assessments to address specific
learning goals and individual differences, and to minimize sources of bias.
understands and – The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to
uses multiple guide planning and instruction, and to provide meaningful feedback to all learners.

methods of – The teacher understands how to prepare learners for assessments and how to make accommodations for
learners with disabilities and language learning needs.
assessment to – The teacher designs assessments that match learning objectives with assessment methods and

engage learners minimizes sources of bias that can distort assessment results.

– The teacher works independently and collaboratively to examine test and other performance data to
in their own understand each learner’s progress and to guide planning.

growth, to – The teacher engages learners in understanding and identifying quality work and provides them with
effective descriptive feedback to guide their progress toward that work, as well as engages learners in
monitor learner multiple ways of demonstrating knowledge and skill.

progress, and to – The teacher continually seeks appropriate ways to employ technology to support assessment practice
both to engage learners more fully and to assess and address learner needs.

guide the – The teacher is committed to engaging learners actively in assessment processes and to developing each
learner’s capacity to review and communicate about their own progress and learning.
teacher’s and – The teacher is committed to providing timely and effective descriptive feedback to learners on their
learner’s progress.

decision making. – The teacher is committed to the ethical use of various assessments and assessment data to identify
learner strengths and needs to promote learner growth.
Standard #7: Planning for Instruction
Planning for • Knowledge, Performance, and Disposition

Instruction – The teacher understands content and content standards and how these are organized in the
curriculum.

– The teacher understands how integrating cross-disciplinary skills in instruction engages learners
The teacher plans purposefully in applying content knowledge.
instruction that – The teacher understands learning theory, human development, cultural diversity, and individual
differences and how these, as well as strengths and needs of learners, impact ongoing and
supports every responsive planning.
student in – The teacher individually and collaboratively selects and creates learning experiences that are
meeting rigorous appropriate for curriculum goals and content standards, and are relevant to learners.

learning goals by – The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies
and accommodations, resources, and materials to differentiate instruction for individuals and
drawing upon groups of learners.

knowledge of – The teacher plans collaboratively with professionals who have specialized expertise to design and
jointly deliver as appropriate learning experiences to meet unique needs.
content areas,
– The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts
curriculum, cross- plans to meet each student’s learning needs and enhance learning.
disciplinary skills, – The teacher respects learners’ diverse strengths and needs and is committed to using this
and pedagogy, as information to plan effective instruction.

well as knowledge – The teacher takes into consideration the input of learners, colleagues, families, and the larger
community.
of learners and – The believes plans must always be open to adjustment and revision based on learner needs and
the community changing circumstances.

context.
Standard #8: Instructional Strategies
Instructional • Knowledge, Performance, and Disposition

Strategies – The teacher understands the cognitive processes associated with various kinds of learning (critical and
creative thinking, problem framing and solving, invention, memorization and recall) and how these
processes can be stimulated.

The teacher – The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate
instructional strategies to achieve learning goals.
understands and
uses a variety of – The teacher knows how and when to use appropriate strategies to differentiate instruction and engage
all learners in complex thinking and meaningful tasks.
instructional – The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals
strategies to and groups of learners.

encourage – The teacher continuously monitors student learning, engages learners in assessing their progress, and
adjusts instruction in response to student learning needs.
learners to – The teacher asks questions to stimulate discussion that serves different purposes.
develop deep
– The teacher engages learners in using a range of learning skills and technology tools to access,
understanding of interpret, evaluate, and apply information.

content areas and – The teacher is committed to deepening awareness and understanding the strengths and needs of
diverse learners when planning and adjusting instruction.
their connections,
–
and to build skills The teacher values the variety of ways people communicate and encourages learners to develop and
use multiple forms of communication such as speaking, listening, reading, writing, and other modes.
to apply – The teacher uses flexibility and reciprocity in the teaching process as necessary for adapting
knowledge in instruction to learner responses, ideas, and needs.

meaningful ways.
Professional
Responsibility
Standard #9: Professional Learning and Ethical
Practice
Professional • Knowledge, Performance, and Disposition
Learning and – The teacher understands and knows how to use a variety of self-assessment and problem-solving
strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.
Ethical Practice
– The teacher understands how personal identity, worldview, and prior experience affect perceptions
and expectations, and recognizes how they may bias behaviors and interactions with others.
The teacher – The teacher understands laws related to learners’ rights and teacher responsibilities.
engages in ongoing
– The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to
professional provide all learners with engaging curriculum and learning experiences based on local and state
learning and uses standards.

evidence to – Independently and in collaboration with colleagues, the teacher uses a variety of data to evaluate
the outcomes of teaching and learning and to adapt planning and practice.
continually
– The teacher actively seeks professional, community, and technological resources, within and outside
evaluate his/her the school, as supports for analysis, reflection, and problem-solving.
practice, – The teacher advocates, models, and teaches safe, legal, and ethical use of information and
particularly the technology including appropriate documentation of sources and respect for others in the use of
social media.
effects of his/her
– The teacher is committed to deepening understanding of his/her own frames of reference, the
choices and actions potential biases in these frames, and their impact on expectations for and relationships with learners
and their families.
on others (learners,
families, other – The teacher sees him/herself as a learner, continuously seeking opportunities to improve practice.

professionals, and – The teacher understands the expectations of the profession including codes of ethics, professional
standards of practice, and relevant law and policy.
the community),
and adapts practice
Standard #10: Leadership and Collaboration
Leadership and • Knowledge, Performance, and Disposition
Collaboration – The teacher understands schools as organizations within a historical, cultural, political, and social
context and knows how to work with others across the system to support learners.

– The teacher understands that alignment of family, school, and community spheres of influence
The teacher seeks enhances student learning and that discontinuity in these spheres of influence interferes with learning.
appropriate – The teacher knows how to contribute to a common culture that supports high expectations for student
leadership roles learning.

and opportunities – The teacher takes an active role on the instructional team, giving and receiving feedback on practice,
examining learner work, analyzing data from multiple sources, and sharing responsibility for decision
to take making and accountability for each student’s learning.

responsibility for – The teacher engages collaboratively in the schoolwide effort to build a shared vision and supportive
culture, identify common goals, and monitor and evaluate progress toward those goals.
student learning, to
– The teacher works collaboratively with learners and their families to establish mutual expectations and
collaborate with ongoing communication to support learner development and achievement.
learners, families, – The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead
colleagues, other professional learning activities, and to serve in other leadership roles.

school – The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to
enact system change.
professionals, and
– The teacher actively shares responsibility for shaping and supporting the mission of his/her school as
community one of advocacy for learners and accountability for their success.
members to ensure – The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with
learner growth, and learners and families in setting and meeting challenging goals.

to advance the
profession.
The Danielson
Framework for Teaching
The Danielson Framework
Overview
• Charlotte Danielson created this list of qualities of excellent
teachers, broken down into four categories (domains):
– Planning and Preparation
– Classroom Environment
– Instruction
– Professional Responsibilities

• The Danielson Framework is often used to evaluate teachers

because it outlines expectations and guidelines that help
teachers constantly improve.
Planning and Preparation
a) Demonstrating Knowledge of Content and Pedagogy
– Content and structure of the discipline; prerequisite relationships; content-related pedagogy

b) Demonstrating Knowledge of Students

– Child and adolescent development; learning process; students’ skills, knowledge, and language
proficiency; students’ interests and cultural heritage; students’ special needs

c) Setting Instructional Outcomes

– Value, sequence, and alignment; clarity; balance; suitability for diverse students

d) Demonstrating Knowledge of Resources

– For classroom use; to extend content knowledge and pedagogy; resources for students

e) Designing Coherent Instruction

– Learning activities; instructional materials and resources; instructional groups; lesson and unit structure

f) Designing Student Assessments

– Congruence with instructional outcomes; criteria and standards; design of formative assessments; use
for planning
Classroom Environment
a) Creating an Environment of Respect and Rapport
– Teacher interactions with students, including both words and actions; student interactions with
other students, including both words and actions

b) Establishing a Culture for Learning

– Importance of content and of learning; expectations for learning and achievement; student
pride in work

c) Managing Classroom Procedures

– Instructional groups; transitions; materials and supplies; performance of classroom routines;
supervision of volunteers and paraprofessionals

d) Managing Student Behavior

– Expectations; monitoring of student behavior; response to student misbehavior

e) Organizing Physical Space

– Safety and accessibility; arrangement of furniture and use of physical resources
Instruction
a) Communicating with Students
– Expectations for learning; directions for activities; explanations of content; use of oral and
written language

b) Using Questioning and Discussion Techniques

– Quality of questions/prompts; discussion techniques; student participation

c) Engaging Students in Learning

– Activities and assignments; grouping of students; instructional materials and resources;
structure and pacing

d) Using Assessment in Instruction

– Assessment criteria; monitoring of student learning; feedback to students; student self-
assessment and monitoring of progress

e) Demonstrating Flexibility and Responsiveness

– Lesson adjustment; response to students; persistence
Professional Responsibilities
a) Reflecting on Teaching
– Accuracy; use in future teaching

b) Maintaining Accurate Records

– Student completion of assignments; student progress in learning; non-instructional records

c) Communicating with Families

– Information about the instructional program; information about individual students; engagement of
families in the instructional program

d) Participating in a Professional Community

– Relationships with colleagues; involvement in culture of professional inquiry; service to the school;
participation in school and district projects

e) Growing and Developing Professionally

– Enhancement of content knowledge and pedagogic skill; receptivity to feedback from colleagues;
service to the profession

f) Showing Professionalism
– Integrity and ethical conduct; service to students; advocacy; decision-making; compliance with school
and district regulations
Evaluation Rubric Example
Classroom Environment
Conclusion
• The Idaho Core Teacher Standards and The Danielson
Framework go hand-in-hand and have many similarities.
• Both outline expected skills of great teachers.
• The Idaho Core Teacher Standards are expected to be known
and demonstrated before initial teaching certification.
• The Danielson Framework is a guide and evaluation tool of
current teachers.
References
• Danielson, C. (2013). The Framework for Teaching. Retrieved
from https://danielsongroup.org/framework/framework-
teaching
• Idaho State Department of Education. (2013). Idaho standards
for initial certification of professional school personnel.
Boise, ID: Idaho State Board of Education, Idaho State Dept.
of Education.