IDAHO CORE TEACHER

STANDARDS
 STANDARD : KNOWLEDGE OF
SUBJECT MATTER
• Knowledge of Subject Matter - The • The teacher understands how
teacher understands the central students’ conceptual frameworks
concepts, tools of inquiry, and and misconceptions regarding an
structures of the discipline taught area of knowledge can influence
and creates learning experiences their learning.
that make these aspects of subject • The teacher understands concepts,
matter meaningful for students. assumptions, debates, processes of
inquiry and ways of knowing that
are central to the discipline taught.
 STANDARD 2: KNOWLEDGE OF
HUMAN DEVELOPMENT AND
LEARNING
• The teacher understands how • The teacher provides opportunities
children learn and develop and can for students to assume responsibility
provide learning opportunities that for and be actively engaged in their
support their intellectual, social, and learning.
personal development. • The teacher creates relevance for
students by linking with their prior
experiences.
 STANDARD 3: ADAPTING INSTRUCTION
FOR INDIVIDUAL NEEDS
• The teacher understands how • The teacher adjusts instruction to
students differ in their approaches to accommodate the learning
learning and creates instructional differences or needs of students
opportunities that are adapted to (time and circumstance of work,
diverse learners. tasks assigned, communication and
response modes).
• The teacher creates a learning
community that respects individual
differences.
 STANDARD 4: MULTIPLE
INSTRUCTIONAL STRATEGIES
• The teacher understands and uses a • The teacher assumes different roles
variety of instructional strategies to in the instructional process
encourage students’ development (instructor, facilitator, coach,
of critical thinking, problem solving, audience) to accommodate
and performance skills. content, purpose, and learner
needs.
 STANDARD 5: CLASSROOM
MOTIVATION AND MANAGEMENT
SKILLS
• The teacher uses an understanding • The teacher analyzes classroom
of individual and group motivation environment and interactions and
and behavior to create a learning makes adjustments to enhance
environment that encourages social relationships, student
positive social interaction, active motivation/engagement and
engagement in learning, and self- productive work.
motivation. • The teacher organizes, allocates,
and manages time, space and
activities in a way that is conducive
to learning.
 STANDARD 6: COMMUNICATION
AND TECHNOLOGY
• The teacher uses knowledge of • The teacher uses a variety of media
effective verbal, nonverbal, and communication tools to enrich
media communication techniques learning opportunities.
to foster active inquiry, • The teacher demonstrates that
collaboration, and supportive communication is sensitive to
interaction in the classroom. gender and cultural differences
(e.g., appropriate use of eye
contact, interpretation of body
language and verbal statements,
acknowledgment of and
responsiveness to different modes of
communication and participation).
 STANDARD 7: INSTRUCTIONAL
PLANNING SKILLS
• The teacher plans instruction based • The teacher develops plans that are
on knowledge of subject matter, appropriate for curriculum goals
students, the community, and and are based on effective
curriculum goals. instruction.
• The teacher adjusts plans to
respond to unanticipated sources of
input and/or student needs.
 STANDARD 8: ASSESSMENT OF
STUDENT LEARNING
• The teacher understands and uses • The teacher evaluates the effects of
formal and informal assessment class activities on individuals and on
strategies to ensure the continuous groups through observation of
intellectual, social, and physical classroom interaction, questioning
development of the learner. and analyzing student work.
• The teacher maintains useful
records of student work and
performance and can
communicate student progress
knowledgeably and responsibly.
 STANDARD 9: PROFESSIONAL
COMMITMENT AND RESPONSIBILITY
• The teacher is a reflective • The teacher consults with
practitioner who continually professional colleagues within the
evaluates the effects of his or her school and other professional
choices of actions on others arenas as support for reflection,
(students, parents, and other problem-solving and new ideas,
professionals in the learning actively sharing experiences and
community) and who actively seeks seeking and giving feedback.
out opportunities to grow
professionally.
 STANDARD 10: SCHOOL AND
COMMUNITY INVOLVEMENT
• The teacher fosters relationships with • The teacher links with counselors,
school colleagues, parents, and teachers of other classes and
agencies in the larger community to activities within the school,
support students’ learning and well- professionals in community
being. agencies, and others in the
community to support students’
learning and well-being.
• The teacher has communication
with parents/guardians of students.