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Matt Moxham EDUC 290. The Idaho Core Teacher Standards are ten standards set by the State of Idaho that teachers are expected to uphold. This is because.

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Presentation on theme: "Matt Moxham EDUC 290. The Idaho Core Teacher Standards are ten standards set by the State of Idaho that teachers are expected to uphold. This is because."— Presentation transcript:

1 Matt Moxham EDUC 290

2 The Idaho Core Teacher Standards are ten standards set by the State of Idaho that teachers are expected to uphold. This is because these standards sum up the skills that teachers should have in order to be successful. Because of the importance of these standards, all new teachers must demonstrate a thorough understanding of these standards before entering the workforce These standards are what administrative personnel at schools evaluate their teachers on, so knowing how to apply them to a class is key

3  Standard 1: Learner development  Teachers must understand how learners grow and develop, individually and as a whole, across varying areas  Teachers must understand how learning occurs, what things in the students’ lives influence their learning, and know how to identify readiness to learn  Teachers must create lessons appropriate for students’ level of development to promote learning  Teachers take responsibility for promoting the growth and development of learners

4  Standard 2: Learning Differences  Teachers use their understanding of individual and cultural differences to create and inclusive learning environment  Teachers must identify the differences in students in order to draw on their strengths to help them achieve their highest potential  Teachers must design lessons in a way that creates an even playing field for learners. This may include specific adaptations for students with exceptional needs.  Teachers must respect the various backgrounds of students and believe that all can achieve at high levels

5  Standard 3: Learning Environments  Teachers must work with students to create and environment conducive of learning, positive social interaction, and self- motivation  Teachers must know how to motivate students to take ownership of their learning and maintain productivity while also interacting with their peers  Teachers must develop lessons that focus on students’ discovery and collaboration to promote social interactions that allow for productivity  Teachers must be responsive listeners who promote respectful communication in a positive learning environment

6  Standard 4: Content Knowledge  Teachers must understand the central concepts of the discipline(s) they teach and know how to make them meaningful  Teachers must understand both major concepts and common misconceptions in their discipline and know how to use academic language to convey them  Teachers must design lessons that capture key ideas of the discipline, encourage students to question the ideas, and aid students in applying their knowledge  Teachers must realize their content knowledge is ever changing and appreciates various perspectives within the discipline

7  Standard 5: Application of Content  Teachers must understand how to connect concepts to local and global issues  Teachers must understand how their discipline is related to others so that they are able to connect core subjects to everyday experiences  Teachers must design lessons that allow students to access information from other disciplines to deepen their understanding of core topics  Teachers must find ways to use disciplinary knowledge as a way to address current issues

8  Standard 6: Assessment  Teachers must understand and use multiple methods of assessment to engage learners  Teachers must understand the differences between methods of assessments and how to use each one to help students grow in different areas of learning  Teachers must design assessments in a way that they use multiple methods to test students in a variety of ways to both challenge and grow students  Teachers must use assessments to help students learn by providing timely feedback and developing their capacity to review

9  Standard 7: Planning for Instruction  Teachers must plan instruction that supports students in meeting their goals  Teachers must understand what they goals are for students and how to best plan classes to help student reach these goals in the time allotted  Teachers must design lessons that are relevant to the goals for students and in a way that reinforces their understanding to push towards the goals  Teachers must respect students’ strengths and input and use both to plan effective instruction

10  Standard 8: Instructional Strategies  Teachers must understand and use a variety of strategies to encourage learners  Teachers must understand the cognitive processes associated with learning and how to apply instructional strategies to aid these processes  Teachers must collaborate with learners to design effective lessons and must vary their role in the instruction process  Teachers must be committed to understanding the needs of the students and exploring new ways to present lessons in a way that will promote understanding

11  Standard 9: Professional Learning and Ethical Practice  Teachers must always be educating themselves and evaluating the effects of the choices they make  Teachers must know how to use self assessment to improve on their teaching and realize how personal identity has an effect on their relationship with students  Teachers must engage in learning opportunities aligned with personal needs as well as the needs of the students and school  Teachers must see themselves as a learner and take responsibility for student learning by improving on their teaching methods

12  Standard 10: Leadership and Collaboration  Teachers must seek opportunities to take responsibility for students learning and to advance the profession  Teachers must understand how the different aspects of the social system work together inside the school and know how to work with other adults with similar skills  Teachers must work with colleagues and generate meaningful research on education issues and policies  Teachers must realize the need for self improvement and take full responsibility for contributing to the profession

13 School administrators have chosen to use Charlotte Danielson’s “Framework for Teaching” in addition to the Idaho Core Teachers Standards as a way of evaluating the performance of their teachers The Framework for Teaching is broken into 4 sets totaling 22 components that are aligned with the state standards but provide a different angle for evaluation of teachers Teachers are graded on their performance like this:  Unsatisfactory-Level 1  Basic-Level 2  Proficient-Level 3  Distinguished-Level 4

14  Domain 1: Planning and Preparation  Demonstrate knowledge of content and pedagogy  Demonstrate knowledge of students  Setting instructional outcomes  Demonstrating knowledge of resources  Designing coherent instruction  Designing student assessments This domain is used to evaluate teachers based on their knowledge of course material and how they used that knowledge to prepare for the class

15  Domain 2: Classroom Environment  Creating and environment of respect and rapport  Establishing a culture for learning  Managing classroom procedures  Managing student behavior  Organizing physical space This domain is used to evaluate teachers based on their interactions with the class and the environment that is created before, during, and after the lesson

16  Domain 3: Instruction  Communicating with students  Using questioning and discussion techniques  Engaging students in learning  Using assessment in instruction  Demonstrating flexibility and responsiveness This domain is used to evaluate teachers based on the methods they use to convey the lesson to the student and how well they do so. It is also noted how the lesson aligns with the goal for the grade.

17  Domain 4: Professional Responsibilities  Reflecting on teaching  Maintain accurate records  Communicating with families  Participating in the professional community  Growing and developing professionally  Showing professionalism This domain is used to evaluate teachers based on their contribution to the school as a professional, whether it be the interactions with other teachers or the work they are doing to further education as a whole

18 Framework: Danielson Domain 1: Planning and Preparation Danielson Domain 2: The Classroom Environment Danielson Domain 3: Instruction and Assessment Danielson Domain 4: Professional Responsibilities Idaho Teaching Standard: Standards 1, 2, & 7 Standard 5 Standards 3, 4, 6, & 8 Standards 9 & 10

19 Danielson, Charlotte. "The Danielson Group." Promoting Teacher Effectiveness and Professional Learning. Danielson Group, 2011. Web. 24 Feb. 2014.. Danielson, Charlotte. The Framework for Teaching: Evaluation Instrument. 2013 Edition ed. Princeton, NJ: Danielson Group, 2013. Print. Idaho State Department of Education, ed. "Performance Assessment Portfolio Guidance & Performance Assessment Rubric." (2011): 1-13. Idaho State Department of Education. 18 Jan. 2011. Web. 20 Feb. 2014.. "Teacher Certification." Idaho State Department of Education. Ed. Idaho State Department of Education. N.p., 2014. Web. 21 Feb. 2014..

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