Idaho Core Teacher

Standards and the

Danielson Framework for
Teaching
By Elena Barnett 
EDUC 290
Objectives

• Communicate the definitions and meanings of expectations for Idaho

teachers
• Understand the ten Idaho Core Teacher standards
• Explore the Danielson Framework for Teaching
• Compare and contrast different levels of teaching between efficient
and unsatisfactory expectations of a teacher
Idaho Core Teacher Standards

• Idaho Core Standards have been created and implemented for teachers
to learn, understand, and meet at an "acceptable" level or above.
• The standards help guide teachers in ways of thinking to create the
most supportive, safe, and effective learning environments.
• Idaho Core Teacher Standards encourage teachers to reflect and
continue to grow in their profession.
Standard One: Learner Development
Definition What it looks like for the educator
"The teacher
understands how
learners grow and • Recognizing patterns of learning 
develop, recognizing • Identifying variety of learning styles within individual students
that patterns of learning • Mindful of different areas of learning: cognitive, linguistic, social,
and development vary emotional, and physical
individually within and • Teacher designs and implements appropriate and challenging
across the cognitive, learning experiences
linguistic, social, • Regularly assesses individual and group performance to modify
emotional, and physical instruction
areas, and designs and • Collaborates with families, communities, colleagues, and other
implements professionals to grow and develop learner abilities
developmentally
appropriate and
challenging learning
experiences"
Standard Two: Learning Differences
Definition What it looks like for the educator
"The teacher uses • Can identify diverse cultures and communities
understanding of • Uses understanding of individual student differences to create an
individual differences inclusive learning environment and instruction
and diverse cultures and • Enables all learners to meet high standards
communities to ensure • Is aware of and accommodates particular learning differences or
inclusive learning needs
environments that • Uses multiple perspectives when discussing content
enable each learner to • Teacher understands level of English proficiency and tries to grow it
meet high standard" • Accesses resources and supports to meet learning differences and
needs
Standard Three: Learning Environments
Definition What it looks like for the educator
"The teacher works • Collaborates with learners, families, and ocmmunity to build safe,
with others to create positive climate of  openness, respect, support, and inquiry
environments that opportunities
support individual and • Creates opportunities for collaborative and self directed learning
collaborative learning, locally and globally
and that encourage • Manages learning environment with time, space, and learner
positive social attention
interaction, active • Demonstrates respect and responds to cultural backgrounds and
engagement in learning, different perspectives of learners
and self-motivation." • Allocates effective interpersonal communication skills
Standard Four: Content Knowledge
Definition What it looks like for the educator
"The teacher • Uses multiple explanations to help students achieve
understands the central • Finds ways to engage students to understand, question, and analyze
concepts, tools of ideas from multiple perspectives
inquiry, and structures • Recognizes and tends to learner misconceptions that interfere with
of the discipline(s) he or learning
she teaches and creates • Modifies instructional material for accurate representation of
learning experiences concepts and appropriateness for learners
that make the discipline • Teacher uses technologies to ensure accessibility for learners
accessible and • Creates opportunities for students to master learning
meaningful for learners • Uses district resources to evaluate learner's content knowledge in
to assure mastery of the their primary language
conten"
Standard Five: Application of Content
Definition What it looks like for the educator
"The teacher • Teacher guides students in deeply analyzing issues or questions
understands how to using multiple perspectives and uses cross disciplinary skills
connect concepts and • Facilitates applying learning to real world problems
use differing • Engages students in questioning and challenging assumptions
perspectives to engage • Creates meaningful opportunities to communicate with different
learners in critical audiences and purposes
thinking, creativity, and • Helps students develop original work, new ideas, and seeking a
collaborative problem variety of solutions to problems
solving related to • Helps students develop diverse social and cultural perspectives
authentic local and
global issues"
Standard Six: Assessment
Definition What it looks like for the educator
"The teacher • Balances formative and summative assessments
understands and uses • Designs assessments matching learning objectives and minimizes
multiple methods of sources of bias that may distort results
assessment to engage • Helps students understand quality work and provides descriptive
learners in their own feedback to guide their work
growth, to monitor • Uses multiple ways of demonstrating knowledge
learner progress, and to • Guides students to examine their own thinking 
guide the teacher’s and • Uses multiple assessment types
learner’s decision • Prepares students with expectations of assessment formats and
making" provides accommodations
Standard Seven: Planning for Instruction
Definition What it looks like for the educator
"Planning for • Teacher plans instruction that reflects student strengths
Instruction. The teacher • Uses a range of evidence based instructional strategies, resources,
plans instruction that and tech skills
supports every student • Teacher facilitates needs and student access to extra support like
in meeting rigorous special educators
learning goals by • Teacher creates lesson plans that collaborate with curriculum goals,
drawing upon content standards, and interests of learners
knowledge of content • Teacher evaluates short and long term goals when creating plans
areas, curriculum, cross-
disciplinary skills, and
pedagogy, as well as
knowledge of learners
and the community
context."
Standard Eight: Instructional Strategies
Definition What it looks like for the educator
"The teacher • Understands and uses knowledge of cognitive functions of various
understands and uses a learning to create stimulated learning environments
variety of instructional • Adapts instruction to needs of students, ex: uses multiple forms of
strategies to encourage communication 
learners to develop deep • Monitors and evaluates student learning to learn to engage them as
understanding of best as possible
content areas and their • Helps students identify strengths and develop interests
connections, and to • Gives students multiple ways to convey learning
build skills to apply
knowledge in
meaningful ways"
Standard Nine: Professional Learning and
Ethical Practices
Definition What it looks like for the educator
Professional Learning
and Ethical Practice.
The teacher engages in • Uses a variety of self-assessment strategies and learner data  to
ongoing professional reflect and adapt on their practice
learning and uses • Acknowledges and Is aware of impact of personal identity and
evidence to continually experiences shift perceptions and expectations of students
evaluate his/her • Takes responsibility for and facilitates rights of all students
practice, particularly • Reflects on personal biases and tries to deepen their understanding
the effects of his/her of cultural, ethnic, gender, and learning differences
choices and actions on • Teacher understands and abides by codes of ethics and has a high
others (learners, professional standard of practice
families, other
professionals, and the
community), and adapts
practice to meet the
needs of each learner
Standard Ten: Leadership and
Collaboration
Definition What it looks like for the educator
"The teacher seeks • Tacher embraces challenge of continuous improvement and change
appropriate leadership • Teacher considers connections of family, school, and community
roles and opportunities through a historical, cultural, political, and social lens when
to take responsibility for working to create  a supportive culture
student learning, to • Teacher has strong collaboration skills with adults and students
collaborate with • Giving and receiving feedback on practice, examines learner
learners, families, work, and is accountable for each student's learning
colleagues, other school • Teacher uses technological tools and many communication
professionals, and strategies  for learners, families, and colleagues
community members to • Teacher advocates to meet needs of learners and to strengthen
ensure learner growth, learning environment
and to advance the
profession"
How can I use these tools in my teaching
career?
• These tools exemplify the highest expectations of teachers. 

• The practices will help me to create the most effective, equal, and rich
learning environment for my students

• I will use these tools to accommodate my students and create the best
instruction I can in a healthy classroom setting
The Danielson Framework for Teaching

• Along with the Idaho Core Teacher standards, Idaho uses the
Danielson Framework for Teaching as another tool to help teacher
evaluate their competency and abilities as an educator.
What's is the DF and what are its goals?
• There are 22 components within the four domains
• Each component describes an important aspect of good teaching. The 22
components together everything necessary to build the specific domain.
• There are four performance levels teachers may meet when evaluated
• The DF domains and components are founded upon research and have been
tested and proved to increase learning in the classrooms of teachers who
follow the Danielson Framework
•  The goals are to help teachers enhance their teaching abilities and lessons to
increase student success and learning.
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: 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 a Professional Community
• 4e Growing and Developing Professionally
• 4f Showing Professionalism
 Correlation of Danielson Frameworks and
Idaho Teaching Standards
Frameworks Idaho Teaching Standards
The Danielson
Framework for Danielson Domain 1 Standard 1:  Knowledge of Subject Matter 
Teaching (DF) and Planning and Preparation Standard 2:  Knowledge of Human Development and
Idaho Core Teacher Learning 
Standards (ICTS) can Standard 7:  Instructional Planning Skills 
both relate to the Danielson Domain 2 Standard 5:  Classroom Motivation and Management
Interstate New Teacher Classroom Environment Skills 
Assessment and
Support Consortium
(INTASC) Danielson Domain 3 Standard 3:  Adapting Instruction for Individual Needs 
Instruction Standard 4:  Multiple Instructional Strategies 
The following shows Standard 6:  Communication Skills 
the similarities The DF Standard 8:  Assessment of Student Learning 
and ICTS
Danielson Domain 4 Standard 9:  Professional Commitment and
Professional Responsibility 
Responsibilities Standard 10:  Partnerships 
Using the Danielson Frameworks for
Teaching as an Evaluation Tool
• The rubric used to evaluate teacher performance of the Danielson
Framework includes the following levels:

Unsatisfactory-Level 1
Basic-Level 2
Proficient-Level 3
Distinguished-Level 4
 Unsatisfactory Basic Proficient Distinguished
Level 1 Level 2 Level 3 Level 4
In planning and practice, Teacher is familiar with Teacher displays solid Teacher displays

Example of DF
teacher makes content the important concepts knowledge of the extensive
errors or does not correct in the discipline but important concepts in knowledge of the
errors made by students. displays lack of the discipline and how important concepts in the
Teacher’s plans and awareness of how these these relate to one discipline and how these

Evaluation
practice display little concepts relate to one another. Teacher’s relate both to one
understanding of another. Teacher’s plans and practice another and to other
prerequisite relationships plans and practice reflect accurate disciplines. Teacher’s
important to student indicate some understanding of plans and practice reflect

Rubric:
learning of the content. awareness of prerequisite understanding of
Teacher displays little or prerequisite relationships among prerequisite relationships
no relationships, although topics and concepts. among topics and
understanding of the such Teacher’s plans concepts and a link to
range of knowledge may be and practice reflect necessary cognitive

Domain 1a
Domain 1a:
pedagogical approaches inaccurate or familiarity with a wide structures by students to
Demonstrating
suitable to student incomplete. Teacher’s range of effective ensure understanding.
Knowledge of
learning of the content. plans and pedagogical Teacher’s plans and
Content and
practice reflect a approaches in the practice reflect
Pedagogy
limited range of discipline. familiarity with a wide
pedagogical approaches range of effective
to the discipline or to pedagogical approaches
the students. in the discipline,
anticipating student
misconceptions.
Example
of DF Evaluation Rubric: continued
Domain 1
Subdomain a:
Demonstrating Unsatisfactory Basic Proficient Distinguished
Knowledge of Level 1 Level 2 Level 3 Level 4
Content and
Pedagogy

•Teacher makes content errors. • Teacher is familiar with
•Teacher does not consider the discipline but does
prerequisite relationships when not see conceptual
planning. relationships.
•Teacher’s plans use •Teacher’s knowledge of
inappropriate         strategies for prerequisite
the discipline. relationships is
inaccurate or
incomplete.
Critical •Lesson and unit plans
Attributes use limited
instructional strategies
and some are not be
suitable to the content.
• The teacher can identify •The teacher cites intra-
important concepts of and interdisciplinary
the discipline, and their content relationships.
relationships to one •The teacher’s plans
another. demonstrate
•The teacher consistently awareness of possible
provides clear student
explanations of the misconceptions and
content. how they can be
•The teacher answers addressed.
student questions •The teacher’s plans
accurately and reflect recent
provides feedback that developments in
furthers their learning. content-related
pedagogy.
 Example of DF
Evaluation Rubric: continued
Domain 1
Subdomain a:
Demonstrating Unsatisfactory
Knowledge of Level 1
Content and
Pedagogy
•The teacher says, “The
official language of Brazil
is Spanish, just like other
South American countries.” concepts together.
•The teacher says, “I don’t
understand why the math
book has decimals in the
same unit as fractions.”
•The teacher has students
Possible copy dictionary definitions •The teacher always plans the
Examples each week to help his
students learn to spell
difficult words.
Basic Proficient
Level 2 Level 3
•The teacher plans lessons on area •The teacher’s plan for area and •In a unit on 19th century
and perimeter independently of perimeter invites students to
one another, without linking the determine the shape that will
yield the largest area for a
•The teacher plans to forge ahead given perimeter.
with a lesson on addition with •The teacher realized her
regrouping, even though some students are not sure how to
students have not fully grasped use a compass, so she plans to
place value. practice that before
introducing the activity on
same routine to study spelling: angle measurement.
pre-test on Monday, copy the •The teacher plans to expand a
words 5 times each on Tuesday unit on civics by having
and Wednesday, test on Friday. students simulate a court trial.
Distinguished
Level 4
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 as to why it is hotter in
the summer than in the winter.
Conclusion
 There are 10 Idaho Core Teachers Standards that Idaho teachers are expected
to have. New teachers are required to demonstrate knowledge of them before
certification
The Danielson Framework for Teaching Evaluation Method is an additional
tool that can be used to evaluate teaching effectiveness of an educator
The framework has four domains considered to be essential for good teaching
Both the ICTS and DF evaluation method correlate to one another and to the
Interstate New Teacher Assessment and Support Consotrium.
The Danielson Framework method helps to evaluate teachers with scores of 1
Unsatisfactory, 2 Basic, 3 proficient, and 4 distinguished.
Sources
• "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/>.
• Danielson, Charlotte. “Charlotte Danielson: A Common Understanding of ... - Youtube.” Youtube,
MMSDTV, 14 Feb. 2014, https://www.youtube.com/watch?v=MHdtldDMHcA. 
• Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition ed. Princeton,
NJ: Danielson   Group,   2013. Print.
• Danielson, Charlotte. "The Danielson Group." Promoting Teacher Effectiveness and Professional
Learning. Danielson   Group, 2011.   Web. 24 Feb. 2014. <http://www.danielsongroup.org/Default.aspx>.
• 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. 20 Feb.
2014.