Idaho Core

Teaching
Standards and
the Danielson
Framework for
Teaching
Evaluation
Method
Brooke Hyer
EDUC 290

Idaho State Teaching Standards

All tea cher candidates a re expected to meet the Idaho Core Tea cher Standa rds and the s tanda rds specifi c to their discipline areas at the acceptable
level or a bove. Additiona lly, all teacher candidates are expected to meet the requirements defi ned in Sta te Board
Rule. (08.02.02: Rules Governing Uniformity).

Based on the Interstate New Teacher Assessment and Support Consortium model.
Reflect a move to performance-based standards.
Developed in 1999 and 2000 with task groups from around the state of Idaho.
Each standard has three areas of content; Knowledge, Disposition and Performance

Standard One
Knowledge of Subject Matter
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.

Knowled
ge

The teacher understands the Idaho

Student Achievement Standards in
his/her disciplines, understands the
role of the discipline in preparing
student for the global community of
the future and understands concepts,
assumptions, debates, process of
inquiry, and ways of knowing that are
central to the discipline taught.
The teacher understands the
relationship of disciplinary knowledge
to other subject areas and to real-life
situations.
The teacher understands the
relationship between the discipline
and basic technology operations and
concepts.

Dispositio
n

The teacher realizes that

subject knowledge is not a
fixed body of facts but is
complex and ever evolving.
The teacher is committed to
continuous learning to stay
abreast of new ideas and
perspectives in the field.
The teacher seeks ways to
apply learning to life
experiences.
The teacher seeks connections
among disciplines.
The teacher has enthusiasm
for the disciplines taught.

Performanc
e

The teacher utilizes the Idaho Student Achievement Standards

to identify appropriate content.
The teacher presents information that is accurate and relevant.
The teacher effectively links discipline concepts to students
prior learning and makes connections to everyday life and the
global community.
The teacher presents differing viewpoints, theories, ways of
knowing, and methods of inquiry in his or her teaching of
subject matter.
The teacher evaluates teaching resources and curriculum
materials for their accuracy, comprehensiveness, and
usefulness for representing particular ideas and concepts.
The teacher engages students in generating knowledge and
testing hypotheses according to the methods of inquiry and
standards of evidence used in the discipline.
The teacher develops and uses curricula that encourage
students to recognize, question, and interpret ideas from
diverse perspectives.
The teacher creates and implements interdisciplinary learning
opportunities that allow students to integrate knowledge, skills,
and methods of inquiry.
The teacher integrates content representing a diversity of
cultures, ethnic backgrounds, family lifestyles, and disabilities.
The teacher models new technologies and integrates them into
instruction.

Standard 2
Knowledge of Human
Development and Learning
The teacher understands how student learn
and develop, and provides opportunities that
support their intellectual, social, and
personal development.

 The teacher understands multiple

perspectives on how learning occurs.

Knowled
ge

The teacher understands that students

physical, social, emotional, moral, and
cognitive development influence learning
and instructional decisions.
The teacher knows progressions and
ranges of individuals variation within
physical, social, emotional, moral, and
intellectual development and their
interrelationships.
The teacher understands how students
conceptual frameworks and
misconceptions regarding an area of
knowledge can influence their learning.

 The teacher appreciates

individual variation within
each domain of development.

Dispositio
n

The teacher is responsive to

the diverse learning and
development needs of
students.
The teacher is committed to
supporting students selfconfidence and competence
across all developmental
areas.

 The teacher assesses individual and

group performance in order to design
instruction that meets all students
needs.

Performanc
e

The teacher stimulates student

reflection and teaches students to
evaluate and be responsible for their
own learning.
The teacher identifies levels of
readiness in learning and designs
lessons that are developmentally
appropriate.
The teacher creates a positive learning
environment that supports students
self-confidence and competence across
all developmental areas.

Standard 3
Modifying Instruction for
Individual Needs
The teacher understands how students
differ in their approaches to learning
and creates instructional opportunities
to meet students diverse needs and
experiences.

 The teacher understands and knows how to

identify differences in approaches to learning
and performance and how to design
instruction that considers students strengths
and needs as a basis for growth.

Knowledge

The teacher knows about areas of

exceptionality (e.g., learning disabilities,
visual and perceptual difficulties, emotional
and behavioral problems, physical and
cognitive delays, and giftedness).
The teacher knows strategies to support the
learning of students whose first language is
not English.
The teacher understands how students
learning is influenced by individual
experiences, and prior learning as well as by
language, culture, family and community
values, and socioeconomic background.

 The teacher acknowledges his or her

responsibility to ensure that all
students learn and is open to
expertise that supports student
learning (e.g., the school counselor,
school psychologist, community
professionals).

Disposition

The teacher recognizes that teacher

expectations influence student
learning.
The teacher accepts students as
individuals with differing
backgrounds, skills, and interests.
The teacher is sensitive to
community and cultural norms.

 The teacher identifies and designs instruction

appropriate to students stages of development,
strengths, needs, and cultural backgrounds.
The teacher makes modifications to lessons for
individual students who have particular learning
differences or needs.

Performanc
e

The teacher accesses appropriate services or

resources to meet students needs.
The teacher uses information about students
families, cultures, and communities as a basis
for connecting instruction to students
experiences.
The teacher creates a learning community in
which individual differences are respected.
The teacher persists in helping all students
achieve success.

Standard 4

Multiple Instructional Strategies

The teacher understands and

uses a variety of instructional
strategies to develop student
learning.

 The teacher understands how

instructional strategies impact
processes associated with various
kinds of learning.

Knowledge

The teacher understands the

techniques and applications of various
instructional strategies (e.g.,
cooperative learning, direct
instruction, discovery learning, whole
group discussion, independent study,
interdisciplinary instruction,
manipulatives, and sheltered English).
The teacher knows how to enhance
learning through the use of a wide
variety of materials, human
resources, and technology.

Disposition

The teacher recognizes

the importance of
knowing multiple
strategies to promote
learning at different
levels.

 The teacher evaluates methods for

achieving learning goals and chooses
various teaching strategies, materials,
and technologies to meet instructional
purposes and student needs.

Performanc
e

The teacher uses multiple teaching

and learning strategies to engage
students in learning.
The teacher uses a variety of
instructional tools and resources (e.g.,
computers, audio- visual
technologies, new technologies, local
experts, primary documents and
artifacts, texts, reference books,
literature, and other print
documents).

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
interaction, active engagement in learning and self
motivation.

Knowledge

The teacher understands the principles of effective

classroom management (e.g., strategies that
promote positive relationships, cooperation, conflict
resolution, and purposeful learning).
The teacher understands the principles of
motivation, both extrinsic and intrinsic, and human
behavior.
The teacher recognizes factors and situations that
are likely to promote or diminish intrinsic motivation
and knows how to help students become selfmotivated.
The teacher knows the components of an effective
classroom management plan.
The teacher understands how social groups function
and influence individuals, and how individuals
influence groups.
The teacher understands how participation,
structure, and leadership promote democratic values
in the classroom.
The teacher understands the relationship between
classroom management, school district policies, and
building rules and procedures governing student
behavior.

Disposition

The teacher recognizes his/her

responsibility in creating and maintaining a
physically and emotionally safe classroom
environment.
The teacher recognizes the importance of
leadership, participation, and a democratic
process appropriate to the classroom and
school.
The teacher acknowledges the role of
students in promoting each others
learning and recognizes the importance of
peer relationships in establishing a climate
of learning.
The teacher recognizes the value of
intrinsic motivation to students lifelong
growth and learning.
The teacher is committed to the continuous
development of individual students
abilities and considers how different
strategies encourage self motivation.
The teacher respects school district
policies and building rules and procedures

Performanc
e

The teacher establishes a positive and safe climate in the

classroom and participates in maintaining a healthy
environment in the school as a whole.
The teacher designs and implements a classroom management
plan that maximizes class productivity by organizing, allocating,
and managing the resources of time, space, and activities and
by clearly communicating curriculum goals and objectives.
The teacher utilizes a classroom management plan consistent
with school district policies and building rules and procedures
governing student behavior.
The teacher creates a learning community in which students
assume responsibility for themselves and one another,
participate in decision-making, work collaboratively and
independently, resolve conflicts, and engage in purposeful
learning activities.
The teacher organizes, prepares students for, and monitors
independent and group work that allows for the full and varied
participation of all individuals.
The teacher engages students in individual and cooperative
learning activities that help them develop the motivation to
achieve (e.g., relating lessons to real-life situations, allowing
students to have choices in their learning, and leading students
to ask questions and pursue problems that are meaningful to
them).
The teacher analyzes the classroom environment, making
adjustments to enhance social relationships, student selfmotivation and engagement, and productive work.

Standard 6

Communication Skills
The teacher uses a variety
of communication
techniques to foster
learning and communication
skills in the classroom.

Knowledge

The teacher understands

communication theory and the
role of language in learning.
The teacher understands the
communication needs of
diverse learners.
The teacher knows how to use
a variety of communication
tools (e.g., audio-visual
technology, computers, and
the Internet) to support and
enrich learning opportunities.
The teacher understands
strategies for promoting
student communication skills.

Disposition

The teacher recognizes the

power of language for
fostering self-expression,
identity development, and
learning.
The teacher appreciates the
ways in which people seek to
communicate.
The teacher appreciates the
influence of cultural diversity
on communication.
The teacher recognizes the
importance of verbal as well
as nonverbal communication.

Performanc
e

The teacher is a thoughtful and responsive

listener.
The teacher adjusts communication so that it
is age and individually appropriate.
The teacher models effective communication
strategies in conveying ideas and information
and in asking questions to stimulate
discussion and promote higher-order thinking.
The teacher supports and expands student
skills in speaking, writing, reading, and
listening, and in using other mediums.
The teacher demonstrates the ability to
communicate effectively orally and in writing.
The teacher adjusts communication in
response to cultural differences (e.g.,
appropriate use of eye contact and
interpretation of body language).
The teacher uses a variety of communication
tools (e.g., audio-visual technologies,
computers, and the Internet) to support and
enrich learning opportunities.

Standard 7
Instructional Planning Skills
The teacher plans and prepares
instruction based on knowledge of
subject matter, students, the
community, curriculum goals, and
instructional strategies.

Knowledge

The teacher understands how to apply

knowledge about subject matter, learning
theory, instructional strategies, curriculum
development, and child and adolescent
development to meet curriculum goals.
The teacher knows how to take into
account such elements as instructional
materials; individual student interests,
needs, and aptitudes; and community
resources in planning instruction that
creates an effective bridge between
curriculum goals and student learning.
The teacher knows when and how to
adjust plans to maximize student learning.
The teacher understands how curriculum
alignment across grade levels and
disciplines maximizes learning

Disposition

The teacher recognizes the

importance of long-term and shortterm planning for student learning.
The teacher recognizes the
importance of state student
achievement standards and district
goals in instructional planning.
The teacher recognizes that plans
must always be open to
adjustment and revision based on
student needs and input and
changing circumstances.
The teacher appreciates planning
as a collaborative activity.

Performanc
e

The teacher, as an individual and a member of a team,

selects and creates learning experiences that are
appropriate for curriculum goals, relevant to students,
and based on principles of effective instruction and
performance modes.
The teacher creates short-range and long-range
instructional plans, lessons, and activities that are
differentiated to meet the developmental and individual
needs of diverse students.
The teacher responds to unanticipated sources of input
by adjusting plans to promote and capitalize on student
performance and motivation.
The teacher establishes student assessments that align
with curriculum goals and objectives.
The teacher develops instructional plans based on
student assessment and performance data.
The teacher integrates multiple perspectives into
instructional planning with attention to students
personal, family, and community experiences and
cultural norms.
The teacher uses information from students, parents,
colleagues, and school records to assist in planning
instruction to meet individual student needs.

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 teaching effectiveness.

Knowledge

The teacher understands the purposes of formative

and summative assessment and evaluation.
The teacher knows how to use multiple strategies to
assess individual student progress.
The teacher understands the characteristics, design,
purposes, advantages, and limitations of different
types of assessment strategies.
The teacher knows how to use assessments in
designing and modifying instruction.
The teacher knows how to select, construct, and use
assessment strategies and instruments appropriate
to students and their learning outcomes (e.g., Direct
Writing and Math Assessments, end of course
assessments, ISAT).
The teacher understands measurement theory and
assessment related concepts such as validity,
reliability, bias, and scoring.
The teacher knows how to communicate assessment
information and results to students, parents,
colleagues, and others.
The teacher knows how to apply technology to
facilitate effective assessment and evaluation
strategies.

Disposition

The teacher is committed to ongoing

assessment as essential to the
instructional process.
The teacher recognizes that a variety
of different assessment strategies are
necessary for monitoring and
promoting student learning.
The teacher is committed to using
assessment strategies and
communicating results to promote
student growth rather than limit
student learning opportunities.
The teacher respects the ethical
issues related to assessment (e.g.,
confidentiality, labeling, and use of
assessment results).

Performanc
e

The teacher selects, constructs, and uses a variety of

formal and informal assessment techniques (e.g.,
observation, portfolios of student work, teacher-made
tests, performance tasks, projects, student self
assessment, peer assessment, standardized tests, and
tests written in primary language) to enhance
knowledge of individual students, evaluate student
performance and progress, and modify teaching and
learning strategies.
The teacher uses multiple assessment strategies to
measure students current level of performance in
relation to curriculum goals and objectives.
The teacher evaluates the effect of instruction on
individuals and the class as a whole using a variety of
assessment strategies.
The teacher appropriately uses assessment strategies
to allow students to become aware of their strengths
and needs and to encourage them to set personal goals
for learning.
The teacher monitors student assessment data and
adjusts instruction accordingly.
The teacher maintains records of student work and
performance, and communicates student progress to
students, parents, colleagues, and others.
The teacher utilizes technology to facilitate a variety of
effective assessment and evaluation strategies.

Standard 9
Professional Commitment and
Responsibility
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.

Knowledge

The teacher knows The Code of Ethics for Idaho

Professional Educators
The teacher knows a variety of self-assessment
strategies for reflecting on the practice of
teaching.
The teacher is aware of the personal biases that
affect teaching and know the importance of
presenting issues with objectivity, fairness, and
respect.
The teacher knows where to find and how to
access professional resources on teaching and
subject matter.
The teacher understands the need for professional
activity and collaboration beyond the school.
The teacher knows about professional
organizations within education and his or her
discipline.
The teacher understands the dynamics of change
and recognizes that the field of education is not
static.
The teacher knows how to use technology to
enhance productivity and professionalism.

Disposition

The teacher is committed to adhering to The

Code of Ethics for Idaho Professional
Educators.
The teacher recognizes the importance of
critical thinking and self directed learning.
The teacher is committed to ongoing
reflection, assessment, and learning as a
process.
The teacher recognizes the importance of
working with professionals.
The teacher is committed to seeking,
developing, and continually refining practices
that address individual student needs.
The teacher recognizes the professional
responsibility for engaging in and supporting
appropriate practices for self and colleagues.
The teacher has enthusiasm for learning and
the discipline taught. 8. The teacher
embraces lifelong learning.

Performanc
e

The teacher practices behavior congruent with The

Code of Ethics for Idaho Professional Educators.
The teacher adheres to local, state, and federal
laws.
The teacher uses a variety of sources for
evaluating his/her teaching (e.g., classroom
observation, student achievement data,
information from parents and students, and
research).
The teacher uses self-reflection as a means of
improving instruction.
The teacher participates in meaningful professional
development opportunities in order to learn
current, effective teaching practices.
The teacher stays abreast of professional literature,
consults colleagues, and seeks other resources to
support development as both a learner and a
teacher.
The teacher engages in professional discourse
about subject matter knowledge and pedagogy.
The teacher uses technology to enhance
productivity and professionalism.

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.

Knowledge

The teacher understands the relationships between schools,

families, and the community and how such relationships foster
student learning.
The teacher knows the structure and the historical and political
context of local, state, and national educational systems and the
role of education in society.
The teacher knows that factors other than the formal education
system (e.g., socioeconomic status, culture, and family) influence
students lives and learning.
The teacher knows how to plan for the effective use of
professionals, paraprofessionals, volunteers, and peer tutors.
The teacher understands laws related to students rights and
teachers responsibilities.
The teacher knows how to respond respectfully to a parent,
community members, or another educator in conflict situations.
The teacher understands the importance of interacting in a
professional manner in curricular and extracurricular settings.
The teacher knows signs of emotional distress, child abuse,
substance abuse, and neglect in students and how to follow the
procedures to report known or suspected abuse or neglect to the
appropriate authorities.
The teacher understands the social, ethical, legal, and human
issues surrounding the use of technology in schools.

Disposition

The teacher appreciates input from

parents/guardians and others
knowledgeable about the student.
The teacher recognizes the
importance of the relationship
between school and community.
The teacher is sensitive to the
ethical and moral culture of the
community.
The teacher recognizes the
importance of interacting in a
professional manner in curricular
and extracurricular settings.
The teacher recognizes the
importance of students
experiences.
The teacher shows concern for each
students well-being.

Performanc
e

The teacher uses information about students and

links with community resources to meet student
needs.
The teacher actively seeks to develop productive,
cooperative, and collaborative partnerships with
parents/guardians in support of student learning and
well-being.
The teacher effectively uses professionals,
paraprofessionals, volunteers, and peer tutors to
promote student learning.
The teacher respects the privacy of students and the
confidentiality of information.
The teacher works with colleagues, other
professionals, parents, and volunteers to improve the
overall school learning environment for students.
The teacher develops rapport with students (e.g.,
talks with and listens to students and is sensitive and
responsive to clues of distress).
The teacher acts as an advocate for students.
The teacher applies an understanding of the social,
ethical, legal, and human issues surrounding the use
of technology in schools.

Charlotte Danielsons
Framework for Teaching

Identifies those aspects of a teachers responsibilities that have been documented

through empirical studies and theoretical research as promoting improved student
learning.
Quickly found wide acceptance by teachers, administrators, policymakers, and
academics as a comprehensive description of good teaching.
Have been broken down into 22 components and grouped into four domains of
teaching responsibility.

Domain 1
Planning and Preparation
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

Domain 2
The Classroom Environment
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

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

Domain 4
Professional Responsibilities

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

Conclusion

With these two different but equally important education tools,

a future educator has all the tools at his or her disposal to
become a success.

Sources:
Danielson, Charlotte. The Framework for Teaching:
Evaluation Instrument. 2013 Edition ed.
Princeton, NJ: Danielson Group, 2013. Print.
Idaho State Department of Education, ed.
"Performance Assessment Portfolio Guidance &
Performance Assessment
Rubric." (2011): 1-13.
Idaho State
Department of Education. 18 Jan.
2011. Web. 27
Feb. 2014.