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Idaho Core Teacher Standards

All teacher candidates are expected to meet the Idaho Core Teacher Standards and the standards specific to their discipline area(s) at the acceptable level or above. Additionally, all teacher candidates are expected to meet the re !irements defined in State "oard #!le ($%.$&.$&' #!les (overnin) *niformity). The follo+in) ,no+led)e, disposition, and performance statements for the Core Teacher Standards are +idely reco)ni-ed, b!t not all.encompassin) or absol!te, indicators that teacher candidates have met the standards. It is the responsibility of a teacher preparation pro)ram to !se indicators in a manner that is consistent +ith its concept!al frame+or, and that ass!res attainment of the standards. 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 a!e these aspects of subject atter eaningful for students" Knowledge 1" The teacher understands the #daho Student $chie%e ent Standards in his&her discipline's(" )" The teacher understands the role of the discipline in preparing students for the global co unity of the future" *" The teacher understands concepts, assu ptions, debates, processes of inquiry, and ways of !nowing that are central to the discipline taught" +" The teacher understands the relationship of disciplinary !nowledge to other subject areas and to real-life situations" ," The teacher understands the relationship between the discipline and basic technology operations and concepts" -isposition 1" The teacher reali.es that subject !nowledge is not a fixed body of facts but is co plex and e%er e%ol%ing" )" The teacher is co itted to continuous learning to stay abreast of new ideas and perspecti%es in the field" *" The teacher see!s ways to apply learning to life experiences" +" The teacher see!s connections a ong the disciplines" ," The teacher has enthusias for the discipline's( taught"

/erfor ance /. The teacher !tili-es the Idaho St!dent Achievement Standards to identify appropriate content.

&. The teacher presents information that is acc!rate and relevant. *" The teacher effecti%ely lin!s discipline concepts to students0 prior learning and connections to e%eryday life and the global co unity" +" The teacher presents differing %iewpoints, theories, ways of !nowing, and inquiry in his or her teaching of subject atter" a!es

ethods of

," The teacher e%aluates teaching resources and curriculu aterials for their accuracy, co prehensi%eness, and usefulness for representing particular ideas and concepts" 1" The teacher engages students in generating !nowledge and testing hypotheses according to the ethods of inquiry and standards of e%idence used in the discipline" 2" The teacher de%elops and uses curricula that encourage students to recogni.e, question, and interpret ideas fro di%erse perspecti%es" 3" The teacher creates and i ple ents interdisciplinary learning opportunities that allow students to integrate !nowledge, s!ills, and ethods of inquiry" 4" The teacher integrates content representing a di%ersity of cultures, ethnic bac!grounds, fa ily lifestyles, and disabilities" 15" The teacher odels new technologies and integrates the into instruction"

Standard ): Knowledge of 6u an -e%elop ent and 7earning - The teacher understands how students learn and de%elop, and pro%ides opportunities that support their intellectual, social, and personal de%elop ent" Knowledge 1" The teacher understands ultiple perspecti%es on how learning occurs" oral, and

)" The teacher understands that students0 physical, social, e otional, cogniti%e de%elop ent influence learning and instructional decisions"

*" The teacher !nows progressions and ranges of indi%idual %ariation within physical, social, e otional, oral, and intellectual de%elop ent and their interrelationships" +" The teacher understands how students0 conceptual fra ewor!s and regarding an area of !nowledge can influence their learning" isconceptions

-isposition 1" The teacher appreciates indi%idual %ariation within each do ain of de%elop ent" )" The teacher is responsi%e to the di%erse learning and de%elop ental needs of students" *" The teacher is co itted to supporting students0 self-confidence and co petence across all de%elop ental areas"

/erfor ance 1" The teacher assesses indi%idual and group perfor ance in order to design instruction that eets all students0 needs" )" The teacher sti ulates student reflection and teaches students to e%aluate and be responsible for their own learning" *" The teacher identifies le%els of readiness in learning and designs lessons that are de%elop entally appropriate" +" The teacher creates a positi%e learning en%iron ent that supports students0 selfconfidence and co petence across all de%elop ental areas" Standard *: Modifying #nstruction for #ndi%idual 8eeds - The teacher understands how students differ in their approaches to learning and creates instructional opportunities to eet students0 di%erse needs and experiences" Knowledge 1" The teacher understands and !nows how to identify differences in approaches to learning and perfor ance and how to design instruction that considers students0 strengths and needs as a basis for growth" )" The teacher !nows about areas of exceptionality 'e"g", learning disabilities, %isual and perceptual difficulties, e otional and beha%ioral proble s, physical and cogniti%e delays, and giftedness(" *" The teacher !nows strategies to support the learning of students whose first language is not 9nglish" +" The teacher understands how students0 learning is influenced by indi%idual experiences, and prior learning as well as by language, culture, fa ily and co %alues, and socioecono ic bac!ground" unity

-isposition 1" The teacher ac!nowledges his or her responsibility to ensure that all students learn and is open to expertise that supports student learning 'e"g", the school counselor, school psychologist, co unity professionals(" )" The teacher recogni.es that teacher expectations influence student learning" *" The teacher accepts students as indi%iduals with differing bac!grounds, s!ills, and interests" +" The teacher is sensiti%e to co unity and cultural nor s"

/erfor ance 1" The teacher identifies and designs instruction appropriate to students0 stages of de%elop ent, strengths, needs, and cultural bac!grounds"

)" The teacher a!es odifications to lessons for indi%idual students who ha%e particular learning differences or needs" *" The teacher accesses appropriate ser%ices or resources to eet students0 needs" unities as a

+" The teacher uses infor ation about students0 fa ilies, cultures, and co basis for connecting instruction to students0 experiences" ," The teacher creates a learning co respected"

unity in which indi%idual differences are

1" The teacher persists in helping all students achie%e success" Standard +: Multiple #nstructional Strategies - The teacher understands and uses a %ariety of instructional strategies to de%elop student learning" Knowledge 1" The teacher understands how instructional strategies i pact processes associated with %arious !inds of learning" )" The teacher understands the techniques and applications of %arious instructional strategies 'e"g", cooperati%e learning, direct instruction, disco%ery learning, whole group discussion, independent study, interdisciplinary instruction, anipulati%es, and sheltered 9nglish(" *" The teacher !nows how to enhance learning through the use of a wide %ariety of aterials, hu an resources, and technology" -isposition 1" The teacher recogni.es the i portance of !nowing learning at different le%els" ultiple strategies to pro ote

/erfor ance 1" The teacher e%aluates ethods for achie%ing learning goals and chooses %arious teaching strategies, aterials, and technologies to eet instructional purposes and student needs" )" The teacher uses learning" ultiple teaching and learning strategies to engage students in

*" The teacher uses a %ariety of instructional tools and resources 'e"g", co puters, audio%isual technologies, new technologies, local experts, pri ary docu ents and artifacts, texts, reference boo!s, literature, and other print docu ents(" Standard ,: :lassroo Moti%ation and Manage ent S!ills - The teacher understands indi%idual and group oti%ation and beha%ior and creates a learning en%iron ent that encourages positi%e social interaction, acti%e engage ent in learning, and self- oti%ation . Knowledge 1" The teacher understands the principles of effecti%e classroo anage ent 'e"g",

strategies that pro ote positi%e relationships, cooperation, conflict resolution, and purposeful learning(" )" The teacher understands the principles of hu an beha%ior" oti%ation, both extrinsic and intrinsic, and

*" The teacher recogni.es factors and situations that are li!ely to pro ote or di inish intrinsic oti%ation and !nows how to help students beco e self- oti%ated" +" The teacher !nows the co ponents of an effecti%e classroo anage ent plan"

," The teacher understands how social groups function and influence indi%iduals, and how indi%iduals influence groups" 1" The teacher understands how participation, structure, and leadership pro ote de ocratic %alues in the classroo " 2" The teacher understands the relationship between classroo anage ent, school district policies, and building rules and procedures go%erning student beha%ior" -isposition 1" The teacher recogni.es his&her responsibility in creating and and e otionally safe classroo en%iron ent" aintaining a physically

)" The teacher recogni.es the i portance of leadership, participation, and a de ocratic process appropriate to the classroo and school" *" The teacher ac!nowledges the role of students in pro oting each other0s learning and recogni.es the i portance of peer relationships in establishing a cli ate of learning" +" The teacher recogni.es the %alue of intrinsic and learning" oti%ation to students0 lifelong growth

," The teacher is co itted to the continuous de%elop ent of indi%idual students0 abilities and considers how different strategies encourage self- oti%ation" 1" The teacher respects school district policies and building rules and procedures in go%erning student beha%ior" /erfor ance /. The teacher establishes a positive and safe climate in the classroom and participates in maintainin) a healthy environment in the school as a +hole. )" The teacher designs and i ple ents a classroo anage ent plan that axi i.es class producti%ity by organi.ing, allocating, and anaging the resources of ti e, space, and acti%ities and by clearly co unicating curriculu goals and objecti%es" *" The teacher utili.es a classroo anage ent plan consistent with school district policies and building rules and procedures go%erning student beha%ior" +" The teacher creates a learning co unity in which students assu e responsibility for

the sel%es and one another, participate in decision- a!ing, wor! collaborati%ely and independently, resol%e conflicts, and engage in purposeful learning acti%ities" ," The teacher organi.es, prepares students for, and onitors independent and group wor! that allows for the full and %aried participation of all indi%iduals" 1" The teacher engages students in indi%idual and cooperati%e learning acti%ities that help the de%elop the oti%ation to achie%e 'e"g", relating lessons to real-life situations, allowing students to ha%e choices in their learning, and leading students to as! questions and pursue proble s that are eaningful to the (" 2" The teacher analy.es the classroo en%iron ent, a!ing adjust ents to enhance social relationships, student self- oti%ation and engage ent, and producti%e wor!" Standard 1: :o unication S!ills ; The teacher uses a %ariety of co techniques to foster learning and co unication s!ills" Knowledge 1" The teacher understands co )" The teacher understands the co unication

unication theory and the role of language in learning" unication needs of di%erse learners"

*" The teacher !nows how to use a %ariety of co unication tools 'e"g", audio-%isual technology, co puters, and the #nternet( to support and enrich learning opportunities" +" The teacher understands strategies for pro oting student co unication s!ills"

-isposition 1" The teacher recogni.es the power of language for fostering self-expression, identity de%elop ent, and learning" )" The teacher appreciates the ways in which people see! to co unicate" unication" unication"

*" The teacher appreciates the influence of cultural di%ersity on co

+" The teacher recogni.es the i portance of %erbal as well as non%erbal co /erfor ance 1" The teacher is a thoughtful and responsi%e listener" )" The teacher adjusts co

unication so that it is age and indi%idually appropriate"

*" The teacher odels effecti%e co unication strategies in con%eying ideas and infor ation and in as!ing questions to sti ulate discussion and pro ote higher-order thin!ing" +" The teacher supports and expands student s!ills in spea!ing, writing, reading, and listening, and in using other ediu s" ," The teacher de onstrates the ability to co unicate effecti%ely orally and in writing"

1" The teacher adjusts co unication in response to cultural differences 'e"g", appropriate use of eye contact and interpretation of body language(" 2" The teacher uses a %ariety of co unication tools 'e"g", audio-%isual technologies, co puters, and the #nternet( to support and enrich learning opportunities" Standard 2: #nstructional /lanning S!ills - The teacher plans and prepares instruction based on !nowledge of subject atter, students, the co unity, curriculu goals, and instructional strategies" Knowledge 1" The teacher understands how to apply !nowledge about subject atter, learning theory, instructional strategies, curriculu de%elop ent, and child and adolescent de%elop ent to eet curriculu goals" )" The teacher !nows how to ta!e into account such ele ents as instructional aterials< indi%idual student interests, needs, and aptitudes< and co unity resources in planning instruction that creates an effecti%e bridge between curriculu goals and student learning" *" The teacher !nows when and how to adjust plans to +" The teacher understands how curriculu axi i.es learning" axi i.e student learning"

align ent across grade le%els and disciplines

-isposition 1" The teacher recogni.es the i portance of long-ter student learning"

and short-ter

planning for

)" The teacher recogni.es the i portance of state student achie%e ent standards and district goals in instructional planning" *" The teacher recogni.es that plans ust always be open to adjust ent and re%ision based on student needs and input and changing circu stances" +" The teacher appreciates planning as a collaborati%e acti%ity" /erfor ance 1" The teacher, as an indi%idual and a e ber of a tea , selects and creates learning experiences that are appropriate for curriculu goals, rele%ant to students, and based on principles of effecti%e instruction and perfor ance odes" )" The teacher creates short-range and long-range instructional plans, lessons, and acti%ities that are differentiated to eet the de%elop ental and indi%idual needs of di%erse students" *" The teacher responds to unanticipated sources of input by adjusting plans to pro ote and capitali.e on student perfor ance and oti%ation" +" The teacher establishes student assess ents that align with curriculu goals and

objecti%es" ," The teacher de%elops instructional plans based on student assess ent and perfor ance data" 1" The teacher integrates ultiple perspecti%es into instructional planning with attention to students0 personal, fa ily, and co unity experiences and cultural nor s" 2" The teacher uses infor ation fro students, parents, colleagues, and school records to assist in planning instruction to eet indi%idual student needs" Standard 3: $ssess ent of Student 7earning - The teacher understands, uses, and interprets for al and infor al assess ent strategies to e%aluate and ad%ance student perfor ance and to deter ine teaching effecti%eness" Knowledge 1" The teacher understands the purposes of for ati%e and su e%aluation" )" The teacher !nows how to use ati%e assess ent and

ultiple strategies to assess indi%idual student progress"

*" The teacher understands the characteristics, design, purposes, ad%antages, and li itations of different types of assess ent strategies" +" The teacher !nows how to use assess ents in designing and odifying instruction"

," The teacher !nows how to select, construct, and use assess ent strategies and instru ents appropriate to students and their learning outco es 'e"g", -irect =riting and Math $ssess ents, end of course assess ents, #S$T(" 1" The teacher understands easure ent theory and assess ent-related concepts such as %alidity, reliability, bias, and scoring" 2" The teacher !nows how to co unicate assess ent infor ation and results to students, parents, colleagues, and others" 3" The teacher !nows how to apply technology to facilitate effecti%e assess ent and e%aluation strategies" -isposition 1" The teacher is co process" itted to ongoing assess ent as essential to the instructional

)" The teacher recogni.es that a %ariety of different assess ent strategies are necessary for onitoring and pro oting student learning" *" The teacher is co itted to using assess ent strategies and co unicating results to pro ote student growth rather than li it student learning opportunities" +" The teacher respects the ethical issues related to assess ent 'e"g", confidentiality, labeling, and use of assess ent results("

/erfor ance 1" The teacher selects, constructs, and uses a %ariety of for al and infor al assess ent techniques 'e"g", obser%ation, portfolios of student wor!, teacher- ade tests, perfor ance tas!s, projects, student self-assess ent, peer assess ent, standardi.ed tests, and tests written in pri ary language( to enhance !nowledge of indi%idual students, e%aluate student perfor ance and progress, and odify teaching and learning strategies" )" The teacher uses ultiple assess ent strategies to easure students0 current le%el of perfor ance in relation to curriculu goals and objecti%es" *" The teacher e%aluates the effect of instruction on indi%iduals and the class as a whole using a %ariety of assess ent strategies" +" The teacher appropriately uses assess ent strategies to allow students to beco e aware of their strengths and needs and to encourage the to set personal goals for learning" 1" The teacher onitors student assess ent data and adjusts instruction accordingly" unicates

2" The teacher aintains records of student wor! and perfor ance, and co student progress to students, parents, colleagues, and others"

3" The teacher utili.es technology to facilitate a %ariety of effecti%e assess ent and e%aluation strategies" Standard 4: /rofessional :o it ent and >esponsibility - The teacher is a reflecti%e practitioner who de onstrates a co it ent to professional standards and is continuously engaged in purposeful astery of the art and science of teaching" Knowledge 1" The teacher !nows The :ode of 9thics for #daho /rofessional 9ducators )" The teacher !nows a %ariety of self-assess ent strategies for reflecting on the practice of teaching" *" The teacher is aware of the personal biases that affect teaching and !now the i portance of presenting issues with objecti%ity, fairness, and respect" +" The teacher !nows where to find and how to access professional resources on teaching and subject atter" ," The teacher understands the need for professional acti%ity and collaboration beyond the school" 1" The teacher !nows about professional organi.ations within education and his or her discipline" 2" The teacher understands the dyna ics of change and recogni.es that the field of education is not static" 3" The teacher !nows how to use technology to enhance producti%ity and professionalis "

-isposition /. The teacher is committed to adherin) to The Code of 0thics for Idaho 1rofessional 0d!cators. )" The teacher recogni.es the i portance of critical thin!ing and self-directed learning" *" The teacher is co itted to ongoing reflection, assess ent, and learning as a process"

+" The teacher recogni.es the i portance of wor!ing with professionals" ," The teacher is co itted to see!ing, de%eloping, and continually refining practices that address indi%idual student needs" 1" The teacher recogni.es the professional responsibility for engaging in and supporting appropriate practices for self and colleagues" 2" The teacher has enthusias for learning and the discipline taught"

3" The teacher e braces lifelong learning" /erfor ance /. The teacher practices behavior con)r!ent +ith The Code of 0thics for Idaho 1rofessional 0d!cators. &. The teacher adheres to local, state, and federal la+s. *" The teacher uses a %ariety of sources for e%aluating his&her teaching 'e"g", classroo obser%ation, student achie%e ent data, infor ation fro parents and students, and research(" +" The teacher uses self-reflection as a eans of i pro%ing instruction"

," The teacher participates in eaningful professional de%elop ent opportunities in order to learn current, effecti%e teaching practices" 1" The teacher stays abreast of professional literature, consults colleagues, and see!s other resources to support de%elop ent as both a learner and a teacher" 2" The teacher engages in professional discourse about subject pedagogy" atter !nowledge and

3" The teacher uses technology to enhance producti%ity and professionalis " Standard 15: /artnerships - The teacher interacts in a professional, effecti%e anner with colleagues, parents, and other e bers of the co unity to support students0 learning and well-being" Knowledge 1" The teacher understands the relationships between schools, fa ilies, and the co unity and how such relationships foster student learning"

)" The teacher !nows the structure and the historical and political context of local, state, and national educational syste s and the role of education in society" *" The teacher !nows that factors other than the for al education syste 'e"g", socioecono ic status, culture, and fa ily( influence students0 li%es and learning" +" The teacher !nows how to plan for the effecti%e use of professionals, paraprofessionals, %olunteers, and peer tutors" ," The teacher understands laws related to students0 rights and teachers0 responsibilities" 1" The teacher !nows how to respond respectfully to a parent, co another educator in conflict situations" unity e bers, or anner in

2" The teacher understands the i portance of interacting in a professional curricular and extracurricular settings"

3" The teacher !nows signs of e otional distress, child abuse, substance abuse, and neglect in students and how to follow the procedures to report !nown or suspected abuse or neglect to the appropriate authorities" 4" The teacher understands the social, ethical, legal, and hu an issues surrounding the use of technology in schools" -isposition 1" The teacher appreciates input fro the student" parents&guardians and others !nowledgeable about

)" The teacher recogni.es the i portance of the relationship between school and co unity" *" The teacher is sensiti%e to the ethical and oral culture of the co unity" anner in

+" The teacher recogni.es the i portance of interacting in a professional curricular and extracurricular settings" ," The teacher recogni.es the i portance of students0 experiences" 1" The teacher shows concern for each student0s well-being" /erfor ance 1" The teacher uses infor ation about students and lin!s with co eet student needs"

unity resources to

)" The teacher acti%ely see!s to de%elop producti%e, cooperati%e, and collaborati%e partnerships with parents&guardians in support of student learning and well-being" *" The teacher effecti%ely uses professionals, paraprofessionals, %olunteers, and peer tutors to pro ote student learning" +" The teacher respects the pri%acy of students and the confidentiality of infor ation"

," The teacher wor!s with colleagues, other professionals, parents, and %olunteers to i pro%e the o%erall school learning en%iron ent for students" 1" The teacher de%elops rapport with students 'e"g", tal!s with and listens to students and is sensiti%e and responsi%e to clues of distress(" 2" The teacher acts as an ad%ocate for students" 3" The teacher applies an understanding of the social, ethical, legal, and hu an issues surrounding the use of technology in schools"