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Danielson Framework for Teaching

Just like the Idaho Core

Standards, the state of Idaho
has also chosen Charlotte
Danielson’s “Framework for
Teaching” as a tool to evaluate
the effectiveness and identify
the aspects of a teacher’s
responsibilities
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What is the Danielson Framework for Teaching??

It is an instructional resource that helps provide a roadmap for

effective teaching. It consists of 22 components and 76 elements
that have been organized into four domains of teaching
responsibilities.
 DOMAIN 1
Planning and Preparation
1a: Demonstrating Knowledge of 1b: Demonstrating Knowledge of
content and Pedagogy Students
Being flexible and having fluid Teachers don’t teach content in the
connections between content abstract; they teach it to students.
understanding and pedagogical In order to ensure student learning,
representation. teachers must know the content and its
Students will learn well when the teacher related pedagogy as well as the students
knows his/her stuff and can teach in a way they are teaching the content to.
which is efficient, effective, and engaging.
1d: Demonstrating Knowledge of
1c: Setting Instructional Outcomes Resources
Establishing instructional outcomes Student learning is enhanced by a
entails identifying exactly what students teacher’s skillful use of resources.
will be expected to learn. Teachers will select resources that align
The instructional outcomes should reflect directly with the learning outcomes and will be
important learning and must lend themselves of most use to the students They will also
to various forms of assessment through ensure that the selection of materials and
which all students will be able to demonstrate resources is appropriately challenging for
their understanding of the content. every student.
Bach, Emily. “Demonstrating Knowledge of Content and Pedagogy.” 8 Mar 2022. https://sites.google.com/site/emilyrbach1/domain-1/1a-demonstrating- knowledge-of-content-and-pedagogy
Danielson, Charlotte. “The Framework for Teaching Evaluation Instrument.” (2011) The Danielson Group. Web. 8 Mar. 2022. http://static.pdesas.org/content/documents/danielson_rubric_22.pdf
DOMAIN 2
The Classroom Environment
2a Creating an Environment of 2b Establishing a Culture for Learning
Respect and Rapport Creating an atmosphere in the
Teachers should build relationships classroom that reflects the educational
with students that are positive and importance of the work undertaken by
supportive. both students and teacher.
Teachers create an environment of In a classroom with a strong culture for
respect and rapport in their classrooms by learning, teachers convey the educational
the ways they interact with students and value of what the students are learning.
by the interactions they encourage and
cultivate among students.
2c Managing Classroom
Procedures
Teachers establish and monitor routines and
procedures for the smooth operation of the
classroom and the efficient use of time.
Teachers help students to develop the skills to work
purposefully and cooperatively in groups or
independently, with little supervision from the teacher.
Danielson, Charlotte. “The Framework for Teaching.” The Danielson Group. 25 Aug. 2014. Web. 8 Mar. 2022. https://danielsongroup.org/framework. 
 DOMAIN 3
Instruction 3b Using Questioning and Discussion
3a Communicating With Students Techniques
Questioning and discussion should be used as
Teachers communicate with students to
techniques to deepen students’ understanding.
convey that teaching and learning are
Using divergent and convergent questions
purposeful, provide clear directions for
encourages students to formulate hypotheses,
classroom activities, present concepts and
make connections, or challenge previously held
information with accuracy, clarity and
views.
imagination
Questions of high-quality cause students to think
by the end of the lesson students are clear
and reflect, to deepen their understanding,
about what they have been learning.
and to test their ideas against those of their
classmates

3c Engaging Students in Learning

Students should be intellectually active
in learning important and challenging
content.
The activities and assignments are the
centerpiece of student engagement, since
they determine what it is that students are
asked to do.
Danielson, Charlotte. “The Framework for Teaching.” The Danielson Group. 25 Aug. 2014. Web. 8 Mar. 2022. https://danielsongroup.org/framework. 
 DOMAIN 4
Professional Responsibilities
4a Reflecting on Teaching
Teachers can determine where to focus
their efforts in making revisions and choose
which aspects of the instruction they will
continue in future lessons.
teachers must use their reflections to make
adjustments in their practice.
4c Communicating with Families
It is the responsibility of teachers to
provide opportunities for parents to
understand both the instructional program
and their child’s progress.
The teacher frequently and successfully offers
engagement opportunities to families so that
they can participate in the learning activities.
Danielson, Charlotte. “The Framework for Teaching.” The Danielson Group. 25 Aug. 2014. Web. 8 Mar. 2022. https://danielsongroup.org/framework.
4b Maintaining Accurate Records
Educators must keep accurate records of
the students
Teachers need to keep track of student
completion of assignments as well as
students’ success in completing them.
4d Participating in a Professional Community
Teachers must work with their colleagues to share
strategies, plan joint efforts, and plan for the success
of individual students.
Teachers maintain professional collegial relationships
that encourage sharing, planning, and working
together toward improved instructional skill and
student success.
 
 IDAHO CORE TEACHER DANIELSON
STANDARDS FRAMEWORK FOR
TEACHING
Standard 1: Knowledge of
z subject matter
Standard 2: Knowledge of Domain 1
How do they align Human Development &
Planning and Preparation
Learning
together? Standard 7: Instructional
Planning Skills
The Idaho Core Teacher
Standard 5: Classroom Domain 2
Standards and the Motivation & Management The Classroom
Danielson Framework for Skills Environment
Teaching are based off the Standard 3: Adapting
instruction for individual needs Domain 3
Interstate New Teacher Standard 4: Multiple Instruction and
Assessment and Support Instructional Strategies
Assessment
Standard 8: Assessment of
Consortium (INTASC). Student Learning
Standard 6: Communication Domain 4
Skills Professional
Standard 9: Professional Responsibilities
Commitment & Responsibility
Standard 10: Partnership
 How is it used as an evaluation tool?

z An administrator follows a rubric of

each of the domains when evaluating a
teacher’s performance using the
Frameworks method.
Unsatisfactory: Level 1
Basic: Level 2
Proficient: Level 3
Distinguished: Level 4 4
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Examples of Evaluation Rubric
UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Patterns of classroom
interactions, both between
teacher and students and
among students, are
Domain 2 mostly negative,
Subdomain a: inappropriate, or insensitive
CREATING AN to students’ ages, cultural
backgrounds, and
ENVIRONMENT OF developmental levels.
RESPECT AND Student interactions are
RAPPORT characterized by sarcasm,
put-downs, or conflict. The
teacher does not deal with
disrespectful behavior.
Patterns of classroom
interactions, both between
teacher and students and
among students, are
generally appropriate but
may reflect occasional
inconsistencies, favoritism,
and disregard for students’
ages, cultures, and
developmental levels.
Students rarely
demonstrate disrespect for
one another. The teacher
attempts to respond to
disrespectful behavior, with
uneven results. The net
result of the interactions is
neutral, conveying neither
warmth nor conflict . students may be somewhat
Teacher-student
interactions are friendly
and demonstrate general
caring and respect. Such
interactions are appropriate
to the ages, cultures, and
developmental levels of the
students. Interactions
among students are
generally polite and
respectful, and students
exhibit respect for the
teacher. The teacher
responds successfully to
disrespectful behavior
among students. The net
result of the interactions is
polite, respectful, and
business-like, though
cautious about taking
intellectual risks.
Classroom interactions
between the teacher
and students and among
students are highly
respectful, reflecting
genuine warmth, caring,
and sensitivity to students
as individuals. Students
exhibit respect for the
teacher and contribute to
high levels of civility among
all members of the class.
The net result is an
environment where all
students feel valued and
are comfortable taking
intellectual risks.

Danielson, Charlotte. “The Framework for Teaching Evaluation Instrument.” (2011) The Danielson Group. Web. 8 Mar. 2022. http://static.pdesas.org/content/documents/danielson_rubric_22.pdf
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Conclusion
The Idaho Core Teacher Standards applies to all teachers who are certified
to teach in the state of Idaho. There are 10 basic standards every teacher
must know and be able to do. New teachers are expected to demonstrate
what they know and understand them before their initial certification

The Danielson Framework for Teaching Evaluation Method is used by

administrators when evaluating the effectiveness of a teacher’s instruction
and performance

FFT is composed of 4 Domains: Planning and Preparation, Classroom

Environment, Instruction, and Professional Responsibilities
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Sources

 Danielson, Charlotte. “The Framework for Teaching.” The Danielson Group. 25 Aug. 2014.
Web. 8 Mar. 2022. https://danielsongroup.org/framework. 

 Idaho State Department of Education, ed. “Idaho Standards for Initial Certification of
Professional” (2013). Idaho State Department of Education. 1 Nov. 2013. pp. 6-29. Web.
8 Mar. 2022.

 Danielson, Charlotte. “The Framework for Teaching Evaluation Instrument.” (2011) The
Danielson Group. Web. 8 Mar. 2022.
http://static.pdesas.org/content/documents/danielson_rubric_22.pdf

 Bach, Emily. “Demonstrating Knowledge of Content and Pedagogy.” 8 Mar 2022.

https://sites.google.com/site/emilyrbach1/domain-1/1a-demonstrating- knowledge-of-
content-and-pedagogy