Idaho Core Teacher Standards and the Danielson Framework

Idaho Core Teacher Standards and the Danielson Framework for Teaching Evaluation Method Bryan Zaharko 02/28/2015 Education Exit Seminar

Purpose BY THE END OF HE PRESENTATION WE WILL BE ABLE TO: • Understand what the expectations are for new and existing teachers in the great state of Idaho. • Become accustomed to the Idaho Core Standards in teaching. • Become more familiar with the Framework for Teaching Evaluation Instrument and how it is used. • Better understand appreciate what we as Educators can do better to not only further our own expertise as teachers, but, enhance the educational experience of the students which we teach.

Purpose BY THE END OF HE PRESENTATION WE WILL BE ABLE TO: Identify • The expectations that the State of Idaho has of teachers. • And he importance those expectations play in the lives of their students Understand • Understand the differences between unsatisfactory, basic, proficient and distinguished expectations of a teacher. Appreciate • The fact that Idaho holds it’s educators to the standards which we are held, and always remember the weight and magnitude of ur calling

Knowledge of Subject Matter Standard 1 The teacher understands the central concepts, tools of inquiry, and structure of the discipline taught, and creates learning experiences that make these aspects of subject matter meaningful for students. What Does this mean for the Educator? The teacher must be able to demonstrate exceptional competence in the understanding of what they are teaching so they are able to customize their lessons and lesson plans to fit the educational needs of heir students. The Teacher is also able to answer students questions, give advice, and instinctually impress students with their grasp of understanding and comprehension.

Knowledge of Human Development and Learning Standard 2 The teacher understands how students learn and develop, and provides opportunities that support their intellectual, social and personal development. What Does this mean for the Educator? The teacher demonstrates exceptional understanding of the fact that learn and develop at different rates, and the teacher must make sure that they are not letting their students whom are progressing slowly fall between the cracks. The teacher must be willing and prepared to answer questions which arise in the classroom, and be flexible with their lesson plans as to not leave students with more questions then enlightenment.

Adapting Instruction for Individual Needs Standard 3 The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to students with diverse needs. What Does this mean for the Educator? The teacher demonstrates exceptional understanding of the fact that no two students are alike, and there is no one-size-fits-all approach to lesson planning an teaching. The teacher must be willing to customize ideas to fi the needs of their class, not just on a year by year basis but a day by day basis as the situation necessitates professional adaptation.

Instructional Strategies Standard 4 The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. What Does this mean for the Educator? The teacher demonstrates exceptional aptitudes for thinking on their feet and adapting to the unexpected when extenuating circumstances arise in class. The teacher must also have an impressive repertoire for teaching in different situation , and to different crowds which may or may not handle instruction differently then others.

Motivation and Management Skills Standard 5 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. What Does this mean for the Educator? The teacher demonstrates exceptional ability to recognize how to increase individual and group output through motivation and positive behavioral reinforcements. Teachers must construct a positive and conductive classroom learning environment that encourages affirmative social collaboration.

Communication Skills Standard 6 The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. What Does this mean for the Educator? The teacher demonstrates exceptional ability to use a variety of communication techniques from what they have learned during educational training and on the job experience. A teacher must be able to connect with students, and affectively relay their purposes, goals, and expectations to future students, inside and outside of the classroom.

Instructional Planning Skills Standard 7 The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. What Does this mean for the Educator? The teacher demonstrates an exceptional knack for planning ahead and ensuring the material is relevant and related to curriculum goals. Teachers must also be willing in necessitate new information, different opinion, and new teaching methods when appropriate.

Assessment of Student Learning Standard 8 The teacher understands, uses and interprets formal and informal assessment strategies to evaluate and advance student performance and to determine program effectiveness. What Does this mean for the Educator? The teacher demonstrates exceptional understanding of the importance of education and why assessment strategies are vital for the betterment of not only the students, but the teacher as well. Teachers must me able t properly identify those students which are in need of deeper assistance, and those that are capable to assist based on individual academic performance.

Professional Commitment and Responsibility Standard 9 The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mentoring of the art and science of teaching. What Does this mean for the Educator? The teacher demonstrates exceptional responsibility for their students learning and also be responsible for learning from their students. Teachers need advice and be willing to turn to their colleagues for assistance. We must understand that teaching is a big collaboration between teachers, parents, administrators, and students.

Partnerships Standard 10 The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to support students' learning and well being. What Does this mean for the Educator? The teacher demonstrates exceptional understand of the understanding of processional and civic relationships with both colleagues and members of the community alike. Educators will work with, and for, those around them – and both personally and professionally conduct themselves with a dignified manner worthy of other’s trust.

The Frameworks for Teaching Evaluation Method In addition to the Idaho Core Teacher Standards which administrators, peers, and even the parents of your students will use to assess the efficacy of an educators teaching ability, as well as, a foundation of the requirements expected of teachers for continued employment as an educator; many school administrators, as well as the State of Idaho, use Charlotte Danielson’s “Framework for Teaching” as a supplementary tool to gauge the capability and aptitude of a teacher. The “Framework for Teaching” is an instrument which teachers need to be aware is commonly used alongside Idaho Core Standards and should be thought of as a very valuable evaluation tool. The following slides will be display the basic structural foundation and conclusive indicators of Charlotte Danielson’s “Framework for Teaching”:

Charlotte Danielson’s “Framework for Teaching” Domain 1: Planning and Preparation 1 a Demonstrating Knowledge of Content and Pedagogy 1 b Demonstrating Knowledge of Students 1 c Setting Instructional Outcomes 1 d Demonstrating Knowledge of Resources 1 e Designing Coherent Instruction 1 f Designing Student Assessments

Charlotte Danielson’s “Framework for Teaching” Domain 2: Classroom Environment 2 a Creating an Environment of Respect and Rapport 2 b Establishing a Culture for Learning 2 c Managing Classroom Procedures 2 d Managing Student Behavior 2 e Organizing Physical Space

Charlotte Danielson’s “Framework for Teaching” Domain 3: Instruction 3 a Communicating With Students 3 b Using Questioning and Discussion Techniques 3 c Engaging Students in Learning 3 d Using Assessment in Instruction 3 e Demonstrating Flexibility and Responsiveness

Charlotte Danielson’s “Framework for Teaching” Domain 4: Professional Responsibilities • 4 a Reflecting on Teaching • 4 b Maintaining Accurate Records • 4 c Communicating with Families • 4 d Participating in a Professional Community • 4 e Growing and Developing Professionally • 4 f Showing Professionalism

Correlations Between Core Standards and Framework

Correlations Between Core Standards and Framework

Correlations Between Core Standards and Framework

Correlations Between Core Standards and Framework

Conclusion When it comes to learning, students are no longer the only one’s accountable for their educational development. Due to new education reform policies both educators and students are being held to increasing high standards. Core Teaching Standards and Educational Frameworks help us as educators strive for success, and give us achievable measurement in which we should strive to attain. After all, when a student succeeds then we succeed, and if we succeed then the education process is (to the fullest capacity) a success.

Thank You Very Much for enjoying my presentation of Idaho Core Teacher Standards and the Danielson Framework for Teaching Evaluation Method

Work Cited College of Southern Idaho. 2015. “Idaho Core Teacher Standards. " Education department. Web. Retrieved from: <http: //education. csi. edu/Te/core. Standards. asp>. Danielson, Charlotte. 2013. "The Danielson Group. " The Framework. Danielson Group, Retrieved from: <http: //danielsongroup. org/framework/>. In. TASC Model Core Teaching Standards: A Resource for State Dialogue. April 2011. Council of Chief State School Officers. Print.