Idaho Core Teacher Standards

By: Samira Baltic

Standard 1 & 2
Standard 1: 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. The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students' prior understandings. Example- My teaching philosophy statement.

Standard 2: Knowledge of Human Development and LearningThe teacher understands how students learn and develop, and provides opportunities that support their intellectual, social, and personal development. The teacher is aware of diverse and developmental needs of students. Example- photographs, drawings, diagrams, or descriptions of classroom activities/games developed.

Standard 3 & 4
Standard 3: Adapting Instruction for Individual NeedsModifying 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 identifies and designs instruction appropriate to students stages of development, strengths, needs, and cultural backgrounds.

Standard 4: Multiple Instructional Strategies-

The teacher understands and uses a variety of instructional strategies to develop student learning. The teacher evaluates methods for achieving learning goals and chooses various teaching strategies, materials, and technologies to meet instructional purposes and student needs.

Standard 5 & 6
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. The teacher understands the principles of effective classroom management. Example: strategies that promote positive relationships, cooperation, conflict resolution, and purposeful learning.

Standard 6: Communication Skills- The teacher uses a variety of

communication techniques to foster learning and communication skills in the classroom. The teacher understands communication theory and the role of language in learning. Example: audio-visual technology, computers and the internet.

Standard 7 & 8
Standard 7: Instructional Planning SkillsThe teacher plans and prepares instruction based on knowledge of subject matter students, the community, curriculum goals, and instructional strategies. 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.

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. The teacher understands the characteristics, design, purposes, advantages, and limitations of different types of assessment strategies. Examples: Direct Writing and Math Assessments, end of course assessments, ISAT

Standard 9 & 10
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. The teacher is aware of personal biases that affect teaching and know the importance of presenting issues with objectivity, fairness, and respect.

Standard 10: Partnerships- The teacher interacts in a professional, effective

manners with colleagues, parents, and other members of the community to support students learning and well being. The teacher knows how to plan for the effective use of professionals, paraprofessionals, volunteers, and peer tutors. Example: socioeconomic status, culture, and family.

Danielson Framework for Teaching

Created by Charlotte Danielson, is a comprehensive and coherent framework that identifies those aspects of a teacher's responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning.

Domain 1
Planning and Preparation

Demonstrating Knowledge of Content and Pedagogy- Teacher displays

extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines.

Demonstrating Knowledge of Students- The teacher uses ongoing methods to

assess students skill levels and designs instruction accordingly.

Setting Instructional Outcomes- identifying exactly what students will be expected to

learn.

Demonstrating Knowledge of Resources- resources available to students outside

of the classroom, and resources for teachers for their own professional knowledge and skill set.

Designing Coherent Instruction- The lessons or units structure is clear and allows
for different pathways according to diverse student needs.

Designing Student Assessments- Students appear to be aware of, and there is

some evidence that they have contributed to, the assessment criteria.

Domain 2
Classroom Environment

Creating an Environment of Respect and Rapport- Students assume

responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers.

Establishing a Culture for Learning- teacher equally shows enthusiasm for the
subject matter and ensures the students that they can achieve and be successful in learning the subject matter, no matter how difficult it may present itself as.

Managing Classroom Procedures- students need to be engaged in meaningful activities

and transitions are seamless

Managing Student Behavior- set appropriate behavioral expectations for students. Organizing Physical Space- physical space of a classroom, the top priority must be
safety.

Domain 3
Instruction

Communicating With Students- communication is equally important as verbal

communication being spoken and written.

Using Questioning and Discussion Techniques- all students are engaged in the
dialogue and it is more between and among them rather than with the teacher.

Engaging Students in Learning- challenging the students to promote deep learning

through rigorous lessons.

Using Assessment in Instruction- assessing students along the way, teachers can
adjust their teaching to best meet the needs of the students.

Demonstrating Flexibility and Responsiveness- demonstrate their flexibility and

responsiveness by adjusting their lesson midstream.

Domain 4
Professional Responsibilities

Reflecting on Teaching- planning, implementation, assessment, and follow-up to

instruction.

Maintaining Accurate Records- established routines and procedures for keeping

accurate and detailed records of their student's progress.

Communicating with Families- it is the teachers responsibility to provide opportunities

for them to participate in a meaningful way.

Participating in a Professional Community- it is equally important that teachers

engage in active participation of their school professional community.

Growing and Developing Professionally- continually seek out the latest in technology
to use in the classroom, look for best practices and strategies to engage our students and develop skills to become more effective.

Showing Professionalism- Teachers can exhibit professionalism when interacting with

colleagues and parents.

Questions?