The Idaho State Teaching Standards and the

Danielson Framework for Teacher Evaluation

DONALD LEWIS
EDUCATION CAPSTONE
PURPOSE OF THIS
PRESENTATION
This presentation will describe what is
expected of teachers in Idaho.
Also, will identify each of the Idaho Core
Teacher Standards and explain them in detail.
Next, it will explain the Framework for
Teaching Evaluation Instrument and how it is
implemented.
Lastly, it will illustrate the differences
between the basic, distinguished, proficient,
and unsatisfactory ratings of teacher
performance.
WHAT ARE THE TEACHING
STANDARDS EXACTLY?
• Idaho’s core teaching standards (ICTS) are set with the expectation
that every teacher must meet all the standards specific to their
respective area of expertise and be rated ‘acceptable’ or above.
• Whether it is having a grasp of the basics of many subjects (for
primary education); and building from that, you would have to
specialize in a specific subject area (secondary education and
above).
• The data that dictates whether a teacher is ‘acceptable’ or not is
gathered from a plethora of settings and curricula; such as education
courses (at a college level), practice (mock presentations, etc.), and
experience in the field (supervised mostly.)
• It is important to note that these standards are not set in stone and
do not cover every single topic in depth.
 CONTINUED
• ICTS reiterates the mindset that someone in the teaching profession
should always be professional, courteous, knowledgeable (to
whatever extent the ICTS dictates), and have the responsibility to/for
all learners.
• It does not mention it explicitly but having people skills (being
sociable) is a nice addition to the rest.
• The standards are divided into four groups: the learner and learning,
content, instructional practice, and professional responsibility.
IDAHO STATE
LEARNING
STANDARDS
 The Learner & Learning
As we all know, there would be no teaching without people to teach! An
efficient teacher should always believe in their students and support them
in their academic goals. A teacher should also understand the context, in
and outside of school) that the students live in. Also have sufficient
knowledge about what physical, psychological, and social development is
crucial to whomever you teach.
 WHAT DOES THIS MEAN TO STANDARD
AN EDUCATOR? #1

LEARNER DEVELOPMENT.
• KNOWLEDGE: An educator should be aware of all different learning
processes, different levels of skill (linguistically, socially, cognitively,
physically,) and how all these traits develop. Knows how language and culture
The educator has a firm grasp of
influence learning, how learning occurs, and is able to recognize readiness for how the learners develop and
learning. grow; and the awareness that
these things can vary greatly
• PERFOMANCE: The educator is proactively involved with the community, between individuals. The ability
families, and other colleagues to support learner success. Constantly and to recognize patterns of learning
consistently assessing individual and group performance in each area of per individual and capable of
development. Is able to develop an appropriate curriculum for all learners. adjusting in accordance with the
learners need to be the most
• DISPOSITION: An educator is committed to helping learners grow to the best
of their ability while being respectful and understanding of each individual’s
successful.
strengths and misconceptions. Also value input from their colleagues and the
families in the school’s community.
 WHAT DOES THIS MEAN TO STANDARD
AN EDUCATOR? #2

LEARNING DIFFERENCES.
• KNOWLEDGE: An educator who understands that differing instructional
designs help all learners from all different cultures and backgrounds. Is aware
of students who are English language learners and/or with exceptionalities
The educator is able to use their
(assoc. with disabilities and/or giftedness) and knows some teaching understanding of each individual
strategies to promote success. Who understand that each learner has their own learner’s differences in cultural
experiences, values, opinions, hobbies, and language that is part of the and community background;
learning environment while creating an open-minded
and welcoming learning
• PERFOMANCE: An educator takes all differing skill levels into environment.
consideration while building and adapting curriculum as learners develop.
The curriculum design builds on learners’ previous knowledge and
incorporates each learner’s assets and weaknesses.

• DISPOSITION: An educator who is able to adapt and deliver instruction that

addresses each individual’s needs. Is able to implement a productive overall
pace for learning on an individual and group level. Is able to teach lessons
through a variety of lenses or perspectives.
 WHAT DOES THIS MEAN TO STANDARD
AN EDUCATOR? #3

LEARNING
• KNOWLEDGE: The educator understands how an environment should be
ENVIRONMENTS.
set up to promote self-directed and cohesive learning(also being
technologically savvy). They know how to help learners individually and
as a group achieve their goals. The educator works with their
peers to build/create a learning
• PERFOMANCE: An educator who knows how to provide a motivating environment that supports
and encouraging learning experience; while collaborating and respecting individual and group growth;
the needs/wants of peers and other members of the community creates an while promoting self-motivating
open and safe environment for learning and development. habits and positive social
engagement.
• DISPOSITION: Shows a commitment to communicating and supporting
learners, your peers, and relative members of the community. To teach the
value of working positively/productively with others to achieve a common
goal. Ultimately is always thoughtful and receptive to any scenario.
 Content
An educator should have a general understanding of most academic areas and
demonstrate skill in applying that knowledge. If the educator is focused on a
singular subject, they should exhibit a more extensive understanding of the
respective topic. It is important to be able to apply any of this content
knowledge to real-life/real-time scenarios. Knowing what technologies are
available to you and how to use them is very important to success in this area.
 WHAT DOES THIS MEAN TO STANDARD
AN EDUCATOR? #4

• KNOWLEDGE: An educator understands the main concepts of a subject and CONTENT KNOWLEDGE.
many of the misconceptions around this subject. Is familiar with the
jargon/language of the subject area and how it overlaps with other subject The educator is well-versed in
areas. many areas of academia and
many differing tools for making
• PERFOMANCE: The educator is able to use different representations and inquiries. They understand the
explanations to highlight key concepts in a subject area. They stimulate the core concepts/structures of all
learners by leading them to make their own inquiries and reflect upon their
own experiences. Is able to recognize misconceptions about a topic and help
subjects and understands how to
the learners clearly understand. Is able to supplement the necessary resources present this knowledge in a
(and modify them as needed) to make sure it is appropriate for learners and meaningful manner.
fall within curriculum guidelines.

• DISPOSITION: The educator is aware of the bias in their own opinions as

well as others and is open to differing perspectives. Is also aware that the body
of information they teach is ever-changing and improvising may be necessary.
 WHAT DOES THIS MEAN TO STANDARD
AN EDUCATOR? #5

• KNOWLEDGE: The educator recognizes the various ways of APPLICATION OF CONTENT.

learning/knowing their subject matter and how it may cross over to other areas
of academia. Understand the processes of critical and creative thinking and The educator understands how
how to use certain modes of communication for gathering information and self- various subjects and/or
expression. perspectives relate to and/or
oppose one another; and uses
• PERFOMANCE: The educator develops lessons around complex this understanding to promote
issues/questions and analyzes them from different perspectives. Challenges the
learners' assumptions and questions to help engage them in learning. critical and creative thinking to
solve theoretical or realistic local
• DISPOSITION: The educator is always exploring new avenues of their or global issues.
discipline relating to current issues and events. They respect/value knowledge
outside of their discipline; and also have a flexible learning environment to
promote student learning and growth.
 Instructional Practice
An educator understands the importance of varying ways to assess and plan
curriculum in the most engaging way possible. This planning should be built from a
specific end goal (this will vary from learner to learner) and take into account the
strengths and weaknesses of each learner as the course progresses you may have to
adjust. Is aware of all the technologies and resources available to and how to
incorporate whatever is necessary. Ultimately, this section of standards focuses on
purposeful and meticulous planning and observing.
 WHAT DOES THIS MEAN TO STANDARD
AN EDUCATOR? #6

• KNOWLEDGE: The educator knows how to assess the learner’s progress, ASSESSMENT.
misconceptions, struggles, etc. They also understand the wide variety of types of
assessments, their individual purposes, design them, how to analyze the The educator is knowledgeable
assessments, and how to address what the results reveal. They provide in the many ways to apply
constructive feedback and let learners assess each other to help engage them in different methods of assessment
their own education. to help motivate the learners to
grow; while routinely checking
• PERFOMANCE: The educator uses a healthy amount of assessment data to
understand the ability of each student and then to help guide their learning
the learner’s progress to guide
experience toward the learning objectives. They engage the learners to their and the student’s decisions.
demonstrate knowledge in understanding in multiple ways and call for them to Most importantly, knowing how
reflect frequently on their knowledge. to prepare learners for an
assessment and adjusting it
• DISPOSITION: The educator is committed to engaging learners in the according to each individual
assessment processes in a variety of ways and equitably. They understand that learner’s needs.
they are responsible for aligning assessment practices with the learnings goals of
each individual.
 WHAT DOES THIS MEAN TO STANDARD
AN EDUCATOR? #7

• KNOWLEDGE: The educator knows their content, its respective standards, and how PLANNING FOR INSTRUCTION.
to structure the curriculum with that in mind. Knows what cross-content skills/
knowledge to integrate into learning. They are aware of the processes having to do
with human development as well as the cultural diversity of the learners. Is aware of The educator plans the lessons
the strengths and weaknesses of each student and how to adjust lesson plans and/or curriculum according to the
accordingly. Knows what resources are available and how and when to utilize them. needs of each individual learner, by
meeting the appropriate rigorous
• PERFOMANCE: Individually and collaboratively creates/chooses learning learning goals; and implementing
experiences that are appropriate and relative to learning goals. Ensures that each ALL content/cross-content
student meets their learning goals by utilizing the appropriate strategies and knowledge while planning/building
accommodations. Provides multiple ways for students to learn and demonstrate their material. Also, being aware of what
own knowledge and understanding.
the learners already know.
• DISPOSITION: Has a profound respect for their students’ diverse strengths and
needs. They understand that their own plans must always be ready for adjustment and
are open to input from colleges, learners, and the community. They take
responsibility for the effectiveness of their planning long and short-term.
 WHAT DOES THIS MEAN TO STANDARD
AN EDUCATOR? #8

• KNOWLEDGE: Is aware and knowledgeable of the cognitive processes that take INSTRUCTIONAL
place in the learning process and how to stimulate them. Will apply a range of PRACTICES.
appropriate strategies to achieve the learning goals for each student. Understand all
the different ways to communicate, self-expression, convey ideas, and build The educator is knowledgeable
relationships. and well-versed in a multitude of
teaching strategies. Also
• PERFOMANCE: The educator adapts instruction by utilizing the appropriate
learning strategies. They constantly monitor and assess student growth and needs
knowing when to implement
and play different roles to help the learners understand the content. Provides them to promote learners to
differing ways for learners to demonstrate their own knowledge of the topic; lets develop a deep understanding of
the student assess, evaluate, interpret, and apply different information. Asks a subject content and how it relates
variety of challenging (but appropriate) questions from different perspectives to to other topics.
assess and probe for what the learner knows.

• DISPOSITION: The educator shows commitment to deepening awareness and

being aware of the diversity among every student and adjusting instruction
accordingly. Always encourages learners to communicate in various ways.
 Professional Responsibility
An educator is dedicated to creating a safe, supportive, and productive
learning environment and treats this as a top priority. It requires someone
who constantly self-reflects and continues to improve in their practices.
Also, requires that an educator should be proactive in collaborating with
colleagues as well as learners to be the best leader(s), or example(s), you
all can be.
 WHAT DOES THIS MEAN TO STANDARD
AN EDUCATOR? #9

• KNOWLEDGE: The educator understands and constantly self-assesses and reflects PROFESSIONAL LEARNING
upon their practice and methods. Is aware of how to apply student data to develop a & ETHICAL PRACTICE.
different instruction plan. Is aware and respectful of personal identity, knowledge, life
experiences, and opinions, but also realizes what biases some learners might have. The educator is actively engaged
Understands education laws and the responsibilities of an educator in the field and is in professional learning and uses
constantly striving to improve themselves and expand their knowledge.
any evidence to improve their
• PERFOMANCE: The educator is actively engaged in professional development and effectiveness. Is constantly
strives to provide an engaging learning environment. Engages in purposeful professional aware of how their
developmental opportunities. Independently and cooperatively uses various sources of choices/actions may affect the
data to the teaching outcome and gauge what learning is taking place. Keeps their own learners and other members of
biases away from the curriculum and is a model of ethical actions. the school’s community and
adapts and applies strategies to
• DISPOSITION: The educator understands they’re responsible for student learning and meet the needs of each learner.
monitor progress accordingly. They are committed to deepening their own points of view
and sees themselves as a lifelong learner. They seize any opportunity to improve their
skill set and understand what is expected from their profession.
 WHAT DOES THIS MEAN TO
AN EDUCATOR? STANDARD
#10

• KNOWLEDGE: The educator understands schools work as organizations in the LEADERSHIP &
community and they have their own history, culture, and social context. They
understand the intermingling of family, school, and community; and how it
COLLABORATION.
influences and interferes with learning. They know how to work with and
communicate with and communicate with other adults through necessary channels. The educator pursues appropriate
They know how to contribute to the school’s culture and promote learner success. opportunities to fulfill a leadership role
or some other type of responsibility for
• PERFOMANCE: They are a proactive part of the team and provide and receive the sake of student learning. Also,
feedback(constructive). They’re team player always coordinating with colleagues collaborates with learners, colleagues,
and the community to support school culture and learning environment. Is always and the school’s community to help
improving and sharing resources to help others improve; is not afraid to take a promote/protect student and
leadership role. Is an advocate for learners and colleagues.
professional growth and development.
• DISPOSITION: They are taking active responsibility in contributing to and shaping
the school’s culture/characteristics and its overall success. Is respectful of the varying
views and lifestyles in the school and community. They look forward to the challenge
of constant improvement.
HOW AM I AFFECTED BY
THESE STANDARDS?

These standards are a level of

knowledge and experience that
educators should strive to achieve, and
how an educator’s skills and success
will be gauged. An educator not only
has to meet these standards consistently
but always improve themselves through
practice and professional development.
 “
Teachers open the door,
but you must enter
yourself.
” - CHINESE PROVERB
THE FRAMEWORK
FOR TEACHING
EVALUATION
• The framework teaching evaluation method is used in addition to the
ITS, to use as a second tool (not a secondary tool) to help evaluate the
effectiveness and competency of an educator in the classroom.
• This framework was developed by Charlotte Danielson (Danielson
Group) with the help of most states in the US and 15 other countries.
• This framework has been broken down into 22 components and 4
domains of responsibility for an educator.
FRAMEWORK FOR TEACHING
Domain 1: Planning and Preparation

1a – Applying knowledge of content and pedagogy

1b – Knowing and valuing Students
1c – Setting instructional outcomes
1d – Using resources effectively
1e – Planning coherent instruction
1f – Designing and analyzing assessments
FRAMEWORK FOR TEACHING
Domain 2: Classroom Environment

2a – Cultivating respectful and affirming environments

2b – Fostering a culture for learning
2c – Maintaining purposeful environments
2d – Supporting positive student behavior
2e – Organizing spaces for learning
FRAMEWORK FOR TEACHING
Domain 3: Instruction

3a – Communicating about purpose and content

3b – Using questioning and discussion techniques
3c – Engaging students in learning
3d – Using assessment for learning
3e – Responding flexibly to student needs
FRAMEWORK FOR TEACHING
Domain 4: Professional Responsibilities

4a – Engaging in reflective practice

4b – Documenting student progress
4c – Engaging families and communities
4d – Contributing to school community and culture
4e – Growing and developing professionally
4f – Acting in service of students
HOW DO THEY CORRESPOND?
Danielson Framework State Standards

Domain 1: Standard 2: Learning Differences

Planning and Preparation Standard 4: Content Knowledge
Standard 7: Planning for Instruction

Domain 2: Standard 1: Learner Development (falls

Classroom Environment in Domain 1 & 2)
Standard 3: Learning Environment
Standard 5: Content Application

Domain 3: Standard 6: Assessment

Instruction and Assessment Standard 8: Instructional Practice

Domain 4: Standard 9: Professional Learning &

Professional Responsibilities Ethical Practice
Standard 10: Leadership & Collaboration
 FRAMEWORK FOR TEACHING
WHEN USED FOR EVALUATION

When it is utilized in assessing an educator’s

performance, the administrator(s) use a rubric that details
each domain of this framework.

The following labels are performance grades:

Unsatisfactory – Level 1
Basic – Level 2
Proficient – Level 3
Distinguished – Level 4
 FRAMEWORK FOR TEACHING
EXAMPLE RUBRIC
Unsatisfactory Basic Level 2 Proficient Distinguished
Level 1 Level 3 Level 4

Domain During the learning The educator is The educator The educator
1a: and planning familiar with the exhibits solid displays extensive
process, the processes behind the comprehension of knowledge of crucial
educator makes learning and the learning and concepts of the
Knowledge
errors and does not planning process planning processes learning and planning
of content correct them. The and shows and their relations. process. They also
and educator shows awareness of their Their practice exhibit an extensive
Pedagogy minimal relations. Their shows an accurate understanding of
understanding of plans, practices, and understanding of relationships,
what students need relationships show relationships, learning, and
to succeed. Shows some understanding planning, and planning in the class
little understanding but are lacking learning in class. setting. Their practice
of the various depth and reflect Their practice demonstrates much
educational limited knowledge reflects a good familiarity with
approaches to of pedagogical variety of pedagogical
teaching the topic practices. pedagogical practices.
practices.
 FRAMEWORK FOR TEACHING
EXAMPLE RUBRIC
Domain 1a: Unsatisfactory Basic Level 2 Proficient Level Distinguished
Level 1 3 Level 4

Critical • Educator • Educator is • Is adept at • The educator is

makes multiple somewhat identifying aware of relevant
Attributes knowledgeable of
errors without concepts and and related
their discipline
correction. but does not have their relations to information on/to
• Does not take complete one another. their subject.
all information understanding. • Is consistent in • Demonstrates
into • Does take student providing clear awareness of
consideration information into and digestible their own
during consideration information. misconception
whilst planning
planning. • They answer and the students’.
but may be
• Their planning misinterpreted. student inquiries • Their plans
does not apply • Educator has a with accuracy incorporate
the proper limited number and provide newer
strategies. of proper productive pedagogical
strategies. feedback. practices.
CONCLUSION

• This ICTS consists of 10 standards that the state of Idaho

does expect from all educators. Educators in training
need to demonstrate their knowledge before certification.

• The Danielson Framework is an additional set of

standards meant to evaluate an educator-in-training’s
ability.
• Compose of 4 domains similar to ICTS standards.
• This framework rates the educator’s ability and
knowledge by rating their performance; by

RE
CLASSICAL LITERATU
unsatisfactory, basic, proficient, and distinguished.

31
SOURCES WEBSITES
• https://www.uopeople.edu/blog/13-inspiring-educational-quotes-for-stud
ents-to-help-them-thrive/www.relecloud.com
• https://onedrive.live.com/View.aspx?resid=F83A00A19D1F7564!1830&
wdEmbedFS=1&wdo=2&authkey=!AAy2cUsXM2kmFqQ
• https://www2.ed.gov/parents/needs/speced/iepguide/index.html#contents
• https://danielsongroup.org/the-framework-for-teaching/