Idaho Core Standards

and the Danielson

Framework for Teaching
Tatijana Strange-Garasa
 Idaho Core
Standards 
Idaho State Board of Education
State Department of Education 2013
Standards: Revised 2014
 The teacher understands how learners
frow and develop, recognizing that
patterns of learning and development
Idaho Standard vary individually within and across the
One: Learner cognitive, linguistic, social, emotional,
and physical areas, and designs and
Development implements developmentally
appropriate and challenging learning
experiences

Idaho State, 2014, p.7 

 • Knowledge
• The teacher understands how individual students learn, how
to implement this learning, and how to best use language
and culture to convey knowledge.
• Performance
• The teacher assesses group and individual progress and
Idaho Standard modify course design to achieve proper development,
creates developmentally appropriate instructions, and

One collaborates with families, communities, and colleagues to

promote learner development.
• Disposition
Components • The teacher respects each learner's different learning
strengths, commits to learner's growth, and values the input
and contributions from families, colleagues, and other
professionals when understanding a learner's support and
development.

Idaho State, 2014, p.7 

 The teacher uses understanding of
individual differences and diverse
Idaho Standard cultures and communities to
Two: Learning ensure inclusive learning
environments that enable each
Difference learner to meet high standards.

Idaho State, 2014, p.8 

 • Knowledge
• The teacher understands and identifies different
approaches to learning and instruction, taking into
consideration students with exceptionalities, second
languages, personal experiences and diverse cultures.
• Performance
Idaho Standard • The teacher designs and adapts instructions in a timely
and appropriate manner, taking into consideration student
Two exceptionalities, other languages, personal experiences,
and different cultures to best provide instruction that

Components
builds upon itself, and uses proper resources as needed.
• Disposition
• The teacher believes in all learner's potential to achieve
and reach their fullest potential, respects each individual's
differences and perspectives, makes each learner feel
valued, and values their diverse differences such and
languages and cultures.

Idaho State, 2014, p.8-9 

 The teacher works with others to
create environments that support
Idaho Standard individual and collaborative
learning, and that encourage
Three: Learning positive social interaction, active
Environment engagement in learning, and self-
motivation.

Idaho State, 2014, p.9 

 • Knowledge
• The teacher understands the connection between motivation and
engagement in material, helps learners work productively through a
productive learning environment, know how to work with learners to
promote diversity and understanding in communication, and knows
how to help learners use technology in safe and effective ways.
• Performance
Idaho Standard • The teacher works with learners, families, colleagues, and other
education professionals to create a safe and positive learning climate

Three
and to develop shared values and expectations, they also develop
engaging strategies for learning, communicate with their learners in
verbal and non-verbal ways, and intentionally build the learner's

Components
abilities to collaborate in both in-person and virtual spaces.
• Disposition
• The teacher is committed to working with all learners and supports
them as they participate with others in their education, works with
colleagues, families, and communities to establish positive
environments for learning as well as respectful ways to communicate
with each other, and values the roles that each learner plays within
the learning environment.

Idaho State, 2014, p.9-10 

 The teacher understands the
central concepts, tools of inquiry,
and structures of the discipline(s)
Idaho Standard he or she teaches and creates
Four: Content learning experiences that make
the discipline accessible and
Knowledge meaningful for learners to assure
mastery of the content.

Idaho State, 2014, p.11 

 • Knowledge
• The teacher must understand the major concepts, common
misunderstandings, have a deep level of knowledge of, and be able
to use of academic language and area specific jargon of their
specific content area, along with being able to integrate relevant
issues to content to make the material relevant to the learner.  
• Performance
Idaho Standard • The teacher effectively uses multiple types of explanation of content
to engage learners, engages students in content and encourages

Four analysis of ideas and connections to prior knowledge, helps learners

recognize and understand common misconceptions in the content,
modify their instruction as needed clarify the curriculum, and

Components creates opportunities for the learners to practice and master the
content using both their own and district-based resources.
• Disposition
• The teacher recognizes that content area is a complex body of
knowledge and libel to change given that it is not fixed, appreciates
multiple perspectives on the content, recognizes potentials for
biases, and is committed to understanding a mastery of the content.

Idaho State, 2014, p.11-12 

 The teacher understands how to
Idaho Standard connect concepts and use differing
perspectives to engage learners in
Five: critical thinking, creativity, and
Application of collaborative problem solving
related to authentic local and
Content global issues.

Idaho State, 2014, p.12 

 • Knowledge
• The teacher understands ways of knowing their discipline and how
it interacts with other disciplines, the demands of accessing and
managing data within the discipline, how to use technology
alongside the discipline, understands critical thinking and
creative processes, and knows where and how to access the
information needed to build a global awareness withing the

Idaho Standard curriculum.

• Performance

Five • The teacher develops and implements diverse projects that guide
and engage learners in understanding a diverse social and cultural
perspective within the content, develop learner communication

Components skills, apply content to real-world problems, and use current tools to
maximize teaching of content.
• Disposition
• The teacher is constantly exploring how to use their content
knowledge as a lens to view current problems and solutions within
the world, values the addition of other discipline's content and the
added knowledge they bring to the greater global academic
community, and a learner's education as a whole.

Idaho State, 2014, p.12-14 

 The teacher understands and uses
multiple methods of assessment
to engage learners in their own
Idaho Standard growth, to monitor learner
Six: Assessment progress, and to guide the
teacher's and learner's decision
making.

Idaho State, 2014, p.15 

 • Knowledge
• The teacher understands the different types of application of
assessment, their purpose, and when to use them, knows how to
analyze data from those assessments to better understand learner's
performance, how to engage learners for those assessments, creates a
positive environment for feedback, and knows when and how to
evaluate the reports and prepare the learners for those reports and

Idaho Standard
assessments, taking exceptionalities and abilities into consideration.
• Performance
• The teacher balances the types of assessments used and designs them

Six to match the learning objectives of the unit and learning styles of the
learners, works to understand the results of assessments, engages
learners in understanding their work, engages learners to demonstrate

Components knowledge in multiple ways, guides learners to understand what is

expected of them on each assessment, and how to use technologies
within those assessments to the best of their abilities.
• Disposition
• The teacher is committed to engaging the learners in the assessment
process, takes responsibility for relaying clear instruction for the
assessment, provides clear and timely instruction for feedback of the
assessment, 

Idaho State, 2014, p.15-16 

 The teacher plans instruction that
supports every student in meeting
rigorous learning goals by drawing
Idaho Standard upon knowledge of content areas,
Seven: Planning curriculum, cross-disciplinary
skills, and pedagogy, as well as
for Instruction knowledge of learners and the
community context.

Idaho State, 2014, p.17 

 • Knowledge
• The teacher understands content standards and how they connect to the
curriculum, understands cross-disciplinary skills within the content area,
understand theories of learning and cultural diversity and the effect it has
upon learning, knows evidence based instructional strategies and
resources, understands how to engage learner's strengths, and knows how
to collaborate with others to access resources to support student learning.

Idaho Standard
• Performance
• The teacher develops and implements individually and collaboratively
selected learning experiences for students based upon the student's

Seven
learning goals, curriculum standards, and appropriate sequencing of
information within learning experience, along with changing instruction
based upon assessment data, collaborate with fellow professionals for best

Components
practices within specialized areas, and align instruction plans to short and
long-term goals. 
• Disposition
• The teacher respects each learner's diverse set of strengths and needs, and
reevaluates plans for instruction as needed, being flexible with their
teaching methods to be reactive to student needs, uses short and long-term
goals to evaluate the need of different types of instruction, and values
planning with colleagues, families, and the larger community.

Idaho State, 2014, p.17-18 

 The Teacher understands and uses
Idaho Standard a variety of instructional strategies
Eight: to encourage learners and develop
deep understanding of content
Instructional areas and their connections, and
Strategies build skills to apply knowledge in
meaningful ways.

Idaho State, 2014, p.18 

 • Knowledge
• The teacher understands the cognitive process associated with different types
of learning, knows how to apply a range of techniques to achieve
developmental, cultural and linguistically appropriate instruction, knows when
and how to implement those appropriate strategies and a wide variety of
resources to help engage students, and understands how to use multiple forms
of communication and how content and skill development can all be
supported through means of media and technology. 

Idaho Standard • Performance

• The teacher uses appropriate resources and strategies when addressing the
needs of diverse learners, continually monitor's student learning and

Eight engagement in assessing progress within content, collaborates with the

learners to design methods of learning that are relevant for them, varies their
role withing the learning process, provides multiple models of instruction, and

Components engages learners to develop a range of learning skill such as higher order
questioning, technological skills, and uses a variety of instructional strategies
to support and expand student learning.
• Disposition
• The teacher values the diverse strengths and needs of each diverse learner and
the variety of ways people communicate, adjusts instruction to meet the needs
of learner's multiple means of communication, is flexible to change as needed
for the student differences, and is committed to exploring the different means
of new and emerging technologies.

Idaho State, 2014, p.18-19 

 The teacher engages in ongoing
professional learning and uses
Idaho Standard evidence to continually evaluate
his/her practice, particularly the
Nine: effects of his/her choices and
Professional actions on others (learners,
families, other professionals, and
Learning and the community), and adapts
Ethical Practice practice to meet the needs of each
learner.

Idaho State, 2014, p.20 

 • Knowledge
• The teacher understands how personal identity, world view
and prior experience affect learning, knows how to use a
variety of strategies to analyze and reflect on data to
implement a plan for professional growth.
• Performance
Idaho Standard • The teacher actively engages in continued and appropriate
meaningful learning and development opportunities, uses

Nine data and other resources about learning outcomes and

adapts, reflects on their own personal bias and perspectives
in conjunction to their content discipline, and advocates and

Components models for safe, legal, and ethical use of technology.

• Disposition
• The teacher takes responsibility for student learning through
ongoing improvement and analysis of their own frame of
reference and potential bias, in connection to their own
continued learning and furthering of their content area, all
while following a code of ethics.

Idaho State, 2014, p.20-21 

 The teacher seeks appropriate
leadership roles and opportunities
Idaho Standard to take responsibility for student
learning, to collaborate with
Ten: Leadership learners, families, colleagues, and
and other school professionals, and
community members to ensure
Collaboration learner growth, and to advance
the profession.

Idaho State, 2014, p.21 

 • Knowledge
• The teacher understands the cultural, historical, and political context of
schools as an organization, understands the role that families, school,
and community play regarding a student’s education, knows how to
work with others to develop skills to continue professional
development in technological fields, and understand how schools and
communities contribute to a larger culture.

Idaho Standard • Performance

• The teacher takes an active part in the giving and receiving of feedback
about teaching practices, joins other faculty members to meet the

Ten needs of all diverse learners, collaborates with school-wide efforts to

build community and a shared cultural vision, continues to engage in
professional development of their content and teaching craft, and uses

Components and creates meaningful research within their learning environment to

further understand ways of improving their teaching methods.
• Disposition
• The teacher actively participates in shaping and supporting the culture
and mission of their school, while still respecting the diverse beliefs of
families and other community cultures, and participates in professional
development for themselves and other colleagues and to push the
teaching craft forward.

Idaho State, 2014, p.21-23 

The Danielson
Framework for
Teaching
The Danielson Group 2022
Standards
 A. Applying Knowledge of
Content and Pedagogy
B. Knowing and Valuing Students
Domain One: C. Setting Instructional
Outcomes
Planning and D. Using Resources Effectively
Preparation E. Planning Coherent Instruction
F. Designing and Analyzing
Assessments
Danielson, 2022, p. 2
 A. Cultivating Respectful and
Affirming Environments
B. Fostering a Culture for
Learning
Domain Two:
C. Maintaining Purposeful
Learning Environments
Environments D. Supporting Positive Student
Behavior
E. Organizing Spaces for
Learning
Danielson, 2022, p. 3
 A. Communicating About
Purpose and Content
B. Using Questioning and
Discussion Techniques
Domain Three:
C. Engaging Students in
Learning Learning
Experiences D. Using Assessment for
Learning
E. Responding Flexibility to
Student Needs
Danielson, 2022, p. 4
 A. Engaging in Reflective Practice
B. Documenting Student Progress
C. Engaging Families and
Communities
Domain Four: D. Contributing to School
Community and Culture
Principled Teaching E. Growing and Developing
Professionally
F. Acting in Service of Students
Danielson, 2022, p. 5
 How Do They Compare?

InTASC
Danielson Framework
• The Learner and Learning
• Planning and Preparation
• Content
• Learning Environment
• Institutional Practice
• Learning Experiences
• Professional Responsibility
• Principled Teaching
d text
 • Application of Danielson to
InTASC 
• Many line up together
• Teaching should follow the
basic standards
• Need to be flexible
and understanding
• Listen to Students and Families

Conclusion
Sources
Idaho State Board of Education. (2014).
Idaho Standards for Initial Certification
of Professional School Personnel. p. 2-
23.
The Danielson Group. (2022). The
Framework for Teaching: At A Glance.
http://danielsongroup.org/resources/
htthttps://danielsongroup.org/resource
s/ps://danielsongroup.org/resources/
https://danielsongroup.org/resources/