Beginning Teacher Guide Evaluation

Beginning Teacher Guide

Beginning Teacher Guide

to Evaluation in Iowa

October, 2007David WilkinsonTeaching and Learning Specialist

Iowa State Education Association

777 Third Street

Des Moines, IA 50309

Ph: 515-471-8000

Fax: 515-471-8016

[email protected]

Table of Contents

From ISEA President Linda Nelson

1

Opportunities and Challenges

2

Needs Hierarchy

4

Teacher Quality Initiative

6Iowa Teaching Standards and Criteria

7

Licensure

9

Key Definitions

10Description of the Comprehensive Evaluation Process

11Training of Evaluators

13Collecting Evidence and Information

14Sixth Grade Math Lesson

19Advice to the Beginning Teacher

25Appendix

Beginning Teacher Comprehensive Evaluation Summative Form

28Sample Comprehensive Evaluation Summative Evaluation Form

36Application for Renewal

46Model Descriptors

52

Model Pre- and Post-Observation Forms

60

Crosswalk of Danielsons Framework for Teaching and

the Iowa Teaching Standards and Criteria

62

Facing the First Year

66From ISEA President Linda NelsonOn behalf of the 32,000 plus members of the Iowa State Education Association, I want to welcome you to teaching and to our professional organization Team ISEA. Teaching is a great profession! It is challenging and demanding, yet the personal rewards are tremendous.At Team ISEA, we are working to improve all aspects of your professional life. Teachers and others from throughout Iowa are united in our efforts to support teachers and the teaching process so that students learn and are successful as a result of their schooling.

This Beginning Teachers Guide to Evaluation is designed to provide you information and assistance as you start your teaching career in Iowa. If you have questions and needs that go beyond the information in this guide, please call on your fellow ISEA members. Leaders of your local association, the director for your UniServ unit, and the ISEA staff who developed this guide are available to help you.

Your evaluation process should go smoothly, but in case you have questions or difficulties, the ISEA is prepared to help. Twenty ISEA staff members participated in the Evaluator Approval Training that is required of all administrators who conduct evaluations of beginning teachers. They understand the terms, the process, and forms. Do not hesitate to call on these ISEA experts for assistance.

Again, welcome and we hope you have a great year and a great career.

Opportunities and Challenges

In 2001, the Teacher Quality legislation (in its early days it was referred to as Teacher Compensation) legislation was passed and then revised annually since. The purpose of the law is to support teacher quality as a means to improve student achievement. Two of the four major elements to the law are:

Mentoring and induction programs provided by local districts for all first- and second-year beginning teachers; and

Career paths with compensation levels that attract and retain teachers.

The Opportunities

The legislation requires school districts to pay a minimum salary paid to a first-year teacher of at least $26,000. It also provides funds for salary increases to veteran teachers to $800. As a result of this legislation, teachers are being paid more

Teaching is often described as a lonely profession. It is complex work and some have said that a teacher makes 3,000 non-routine decisions a day. No matter how good the undergraduate experience in teacher preparation, learning about teaching is easier than teaching. To ensure beginning teachers receive assistance, the State of Iowa requires each school district to provide beginning teachers with a mentoring and induction program that can help with the transition from preparing to teach to teaching.

ISEA strongly supports the provision of quality mentoring and induction programs and actually provides training. ISEA has 30 staff members prepared to provide training to teachers and administrators in the use of the Framework for Teaching created by Charlotte Danielson in her book, Enhancing Professional Practice: A Framework for Teaching (ASCD, 1996). Her framework provides a powerful common language for learning about teaching as well as a self-assessment tool.

ISEA has staff members who can provide training to mentors and administrators in the PATHWISE Induction Program. This program provides one day of training about the Framework for new teachers and mentors and then four intensive days of training for mentors. PATHWISE utilizes ten learning events for the beginning teacher to complete with the assistance of a mentor over two years. This program is built on the mentor-beginning teacher relationship and allows for reflection, self-assessment, and feedback to the beginning teacher on teaching. ISEA also has been working on development of an Iowa Mentoring and Induction Experience Journey to Excellence that is currently being field tested in southwest Iowa. There are other mentoring and induction programs throughout the state provided by districts or area education agencies, all intended to support the beginning teacher.

One intent of the Teacher Quality is to provide better opportunities for professional growth for all teachers.

The Challenge

Implementation of the Teacher Quality program called for high-stakes licensure of beginning teachers starting the spring of 2003. In one way, nothing has changed; yet the context has changed.

In the past, teachers received a two-year initial license and, in order to get a standard license good for five years, the district notified the Bureau of Educational Examiners (BEE) that the teacher successfully completed two years of teaching. That, and completing a form and $50 was all that was necessary for the teacher to receive the regular license.

The timelines are still the same. A beginning teacher receives an initial license and after two years the district recommends to the BEE whether the teacher should receive a standard license. That recommendation today is based not on completing two years of teaching, but on the basis of a comprehensive evaluation of teaching performance. A successful evaluation will lead to recommendation for a standard license; an unsuccessful evaluation may lead to a one-year extension of the initial license or a recommendation that the standard license not be granted. In a situation where licensure is denied, there are procedural and legal protections for the beginning teacher to ensure they are being treated fairly.

At first look, this new licensure approach appears to be threatening. As with many things we encounter, there is a difference between what might occur and what is likely to occur. As your professional organization, ISEA is there to advocate on your behalf, not only for you as an individual, but for programs and policy that support good teaching and provide meaningful experiences in learning, development and evaluation.

This guide will provide you with information to support your decisions and planning as you complete the first stage of your career.

Needs Hierarchy

(Adopted from Abraham Maslow)

Self

Self-fulfillment, fulfilling potential, challenging self,

Actualization

risk taking, free to act, demanding direction.

Accomplishment

Accomplishment, Status and Esteem, accomplishment,

participation, privileges, desire to excel, need response

from others, respect, authority, ego status.

Social needs, seeking trust and feedback, discussions,

Belongingness

being informed, helping others, group membership ties.

Security, orderliness, protective rules, avoidance of

Security

risks, stability, routine, health care.

Physiological needs, for food, clothing, health,

Basic

good working conditions, avoidance of discomforts.

Source: Iowa Department of Education

Teacher Quality Initiative

(Student Achievement and Teacher Quality Program)

Purpose

Outstanding teachers are a key component in student success.

The goals of the program are to:

enhance student achievement;

redesign compensation strategies and teachers professional development to attract and retain high-performing teachers;

reward teachers for improving their skills and knowledge in a manner that translates into better student learning; and

reward school staff for improvement in student achievement.

Beginning teacher salaries raised $1500

Veteran teacher salaries raised from $0 to about $800

Professional Development

Mentoring

Quality Assurance

Comprehensive Evaluation for Licensure Decisions

District Career Development Plans

Individual Career Development Plans

Career Paths

Intensive AssistanceIdentified Providers

Performance Reviews

Comprehensive Evaluations and Performance Reviews

Performance Reviews

Iowa Teaching Standards and Criteria

All the elements of the Iowa Teacher Quality Program are based on eight Iowa Teaching Standards. Those standards are written in the Iowa Code and are:

1.Demonstrates ability to enhance academic performance and support for implementation of the school districts student achievement goals.

2.Demonstrates competence in content knowledge appropriate to the teaching position.

3.Demonstrates competence in planning and preparing for instruction.

4.Uses strategies to deliver instruction that meets the multiple learning needs of students.

5.Uses a variety of methods to monitor student learning.

6.Demonstrates competence in classroom management.

7.Engages in professional growth.

8.Fulfills professional responsibilities established by the school district.

For each of these standards, the Iowa Department of Education developed criteria that enlarged upon and helped further define each standard. The standards and 42 criteria are listed on the following page.

IOWA TEACHING STANDARDS & CRITERIA

(Iowa Department of Education)

1STANDARD: Demonstrates ability to enhance academic performance and support for implementation of the school districts student achievement goals.5STANDARD: Uses a variety of methods to monitor student learning.

The Teacher:

a. Provides evidence of student learning to students, families and staff.

b. Implements strategies supporting student, building, and district goals.

c. Uses student performance data as a guide for decision making.

d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student

e. Creates an environment of mutual respect, rapport, and fairness.

f. Participates in and contributes to a school culture that focuses on improved student learning.

g. Communicates with students, families, colleagues, and communities effectively and accurately.The Teacher:a. Aligns classroom assessment with instruction.

b. Communicates assessment criteria and standards to all students and parents.

c. Understands and uses the results of multiple assessments to guide planning and instruction.

d. Guides students in goal setting and assessing their own learning.

e. Provides substantive, timely and constructive feedback to students and parents.

f. Works with other staff and building and district leadership in analysis of student progress.

2STANDARD: Demonstrates competence in content knowledge appropriate to the teaching position.6STANDARD: Demonstrates competence in classroom management.

The Teacher:

a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.

b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.

c. Relates ideas and information within and across content areas.

d. Understands and uses instructional strategies that are appropriate to the content area.

The Teacher:a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.

b. Establishes, communicates, models, and maintains standards of responsible student behavior.

c. Develops and implements classroom procedures and routines that support high expectations for student learning.

d. Uses instructional time effectively to maximize student achievement.

e. Creates a safe and purposeful learning environment.

3STANDARD: Demonstrates competence in planning and preparing for instruction.7STANDARD: Engages in professional growth.

The Teacher:a. Uses student achievement data, local standards, and the district curriculum in planning for instruction.

b. Sets and communicates high expectations for social, behavioral, and academic success of all students.

c. Uses students developmental needs, backgrounds, and interests in planning for instruction.

d. Selects strategies to engage all students in learning.

e. Uses available resources including technologies, in the development and sequencing of instruction.

The Teacher:a. Demonstrates habits and skills of continuous inquiry and learning.

b. Works collaboratively to improve professional practice and student learning.

c. Applies research, knowledge, and skills from professional development opportunities to improve practice.

d. Establishes and implements professional development plans based upon the teachers needs aligned to the Iowa teaching standards and district/building student achievement goals.

4STANDARD: Uses strategies to deliver instruction that meets the multiple learning needs of students.8STANDARD: Fulfills professional responsibilities established by the school district.

The Teacher:a. Aligns classroom instruction with local standards and district curriculum.

b. Uses research-based instructional strategies that address the full range of cognitive levels.

c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.

d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.

e. Connects students prior knowledge, life experiences, and interests in the instructional process.

f. Uses available resources, including technologies, in the delivery of instruction.The Teacher:

f. Adheres to board policies, district procedures, and contractual obligations.

f. Demonstrates professional and ethical conduct as defined by state law and district policy.

f. Contributes to efforts to achieve district and building goals.

f. Demonstrates an understanding of and respect for all learners and staff.

f. Collaborates with students, families, colleagues, and communities to enhance student learning.

Licensure

When a teacher leaves a teacher preparation program at a college or university, the teacher can request that the institution recommend one of two licenses for the new teacher. An initial license or a substitute license.Substitute License

a.This license is issued for 5 years and can be renewed as many times as necessary.b.A person with a substitute license can substitute teach at any grade level, any subject, but for no more than 90 days in a single assignment. One may not hold a full-time or part-time contracted position with only a substitute license.

Initial License (previously known as Provisional License)

This is the first regular teaching license. It is issued for two years and may be renewed twice.* No renewal credits are required. The second renewal of the license must be accompanied by a letter from a school district administrator indicating employmentA beginning teacher, at the end of their second year of teaching, must receive a comprehensive evaluation that is used to determine whether the district will recommend to the Board of Educational Examiners (BEE) that the teacher should be issued a standard, five-year license. The district has three choices:

Recommend the teacher for a standard license.

Recommend that the teachers initial license be extended for one year and the teacher receive additional mentoring and induction support in the district with the recommendation on licensure delayed for one year.

Recommend that the teacher not be issued a standard license.

If the teacher is not recommended for licensure, the district formally notifies the individual of the decision against licensure. The teacher has a right to an appeal to an adjudicator if denied licensure (unless, of course, everyone agrees to a one-year extension). A copy of the Application for Renewal is in the Appendix.

*Under new rules, the Initial License may be renewed only if the holder does not yet have the two years of teaching experience (three years if out of state or in a non-public Iowa school) needed to move to the Standard License.Standard License

The standard license costs $85 and is good for five years. Six credits every 5 years are required to renew the standard license. Verification of approved Mandatory Child and Dependent Adult Abuse Training completed within the past five years is required. Acceptable renewal credits include any combination of the following list, but have to be taken within the term of the license:

a. Credit(s) completed which may not lead to a degree but which add greater depth/breadth to present endorsement held. b. Credit(s) completed which leads toward the completion of a planned masters, specialists, or doctors degree program in an endorsement area.

c. Credit(s) completed which may not lead to a degree but which leads to completion of requirements for an endorsement not currently held.d. Credit(s) completed through Iowa staff development courses or activities approved through guidelines established by the Iowa Board of Educational Examiners, in other words, AEA staff development or approved LEA staff development courses.

Master Educator License

One may obtain a master educator license after he or she obtains a Masters Degree in an educational field and has taught for five years. The license is good for five years and costs $85. Renewal of the license requires:a. Four credits every 5 years to renew a Master Educator License. b. Verification of approved Mandatory Child and Dependent Adult Abuse Training completed within the past five years. Employment

In addition to the licensure recommendation, the district also will determine continued employment. All teachers new to a district are on probation for three years.

Key Definitions

A comprehensive evaluation is a summative evaluation of a beginning teacher conducted by an evaluator to determine a beginning teachers level of competency relative to the Iowa Teaching Standards and for recommendation for licensure and to determine whether the teachers practice meets the school districts expectations for a career teacher.

A beginning teacher is an individual working under an initial license who is a assuming the position as a classroom teacher or preschool teacher.

A classroom teacher is an individual who holds a valid practitioners license and who is employed under contract to provide classroom instruction to students, or is a preschool teacher.

An evaluator is an administrator or other practitioner who successfully completes an evaluator training program.

A mentor is a veteran teacher who supports the growth of a beginning teacher.

A data point is a piece of information collected in an evaluation such as a lesson plan, test, test results, and a summary of an evaluation.

A data source is the source of a data point such as teacher or principal.

An artifact is a data point, that is a piece of information collected.Evidence is information that is used to show that a beginning teacher meets a standard.

Description of the Comprehensive Evaluation Process

For years, evaluation of teachers in Iowa has varied widely from district to district. Some districts have used sophisticated evaluation processes that were meaningful to the teachers, principals, and the district. Other districts did little evaluation, or did it poorly.

As part of the Teacher Quality Program (some of us like to refer to it as the Teacher Compensation Program), a renewed focus on quality evaluation was instituted. The program is first implemented using the comprehensive evaluation process for beginning teachers throughout the state.

The beginning teacher is expected to meet the eight Iowa Teaching Standards. The standards are defined or described through the criteria for each standard. The evaluator and the teacher are to collect information that can be used in determining if the teacher meets the standards. Other words used to describe this type of information are data, data points, or evidence. For the purposes of evaluation, this information will allow the evaluator to determine if the beginning teacher meets the eight Iowa Teaching Standards and should be recommended for a standard or career license.

The evaluator is expected to collect evidence for the eight standards by using all of the 42 criteria. In fact, in the narrative on the actual comprehensive evaluation form, the evaluator is directed to incorporate and address each of the criteria for that standard and then circle whether the teacher meets or does not meet each standard. (The appendix of this document contains the Comprehensive Evaluation Form that is used as well as a completed sample.)

How does the evaluator collect information or evidence to use in the decision making? Much of it can be collected through an observation of a teacher teaching with appropriate pre- and post-conferences. It has been estimated that a classroom observation by the evaluator with the teacher designing a lesson plan that makes more of the teachers planning and intent specific can cover as many as 30 of the 42 criteria. Also, one piece of information or data may address more than one criterion.

What is the teachers responsibility in this process? It is hoped that completing the comprehensive evaluation process does not become a second job for a teacher and the process can be incorporated into the normal teaching and growth process. By keeping instructional materials, communications to others, and student work, a teacher will have a variety of information to provide to the evaluator without doing much extra. The challenge is to make the invisible part of teaching visible to the evaluator.

For example:

Standard One: Demonstrates ability to enhance academic performance and support for implementation of the school districts student achievement goals.

Criterion G: Communicates with students, families, colleagues, and communities effectively and accurately.

You might want to photocopy a piece of student work that you return to a student with your written feedback on it. That information or evidence might also address Standard 5, Criterion E, feedback to students.By keeping copies of notes, letters, emails, and feedback to students, the beginning teacher can have information to provide the evaluator that relates to the standards and criteria. It will require keeping such documents nearby and occasionally making a copy.

What is the process for the evaluation? That will vary from district to district. Each district and the local association have already developed evaluation procedures through collective bargaining and it is part of the local master contract. That process will indicate the number of formal classroom evaluations, the timing of pre- and post-conferences, and the timeline of events. In some cases, these local processes were created prior to the implementation of the comprehensive evaluation process.

Bottom Line

Our first glance at the system of comprehensive evaluation, the process can appear imposing and extremely difficult. With the cooperation of your evaluator, this onerous task can become realistic, and hopefully beneficial.

It is unfair of the evaluator to simple say to the teacher, Find evidence for all 42 of the criteria and give it to me! It is appropriate for the administrator to work with you to find information for some of the criteria. If you believe you are being treated unfairly or inappropriately, contact your local association officers or UniServ director.

Also, how can you use this evaluation to your benefit? After obtaining a standard license, the beginning teacher will be required to develop an individual career development plan. This evaluation can serve as information to use in the identification of growth areas for the future as you develop this plan.

Retention of Beginning Teachers

Many wonder if most beginning teachers will be recommended for a standard license. History tells us that almost all will receive their standard license. In those cases where a teacher is treated inappropriately, ISEA is there to advocate for the teacher and advise.

Training of Evaluators

The State of Iowa has established an extensive training program for administrators.This ten-day program consists of two parts:

QIC-Decide Training lasts for 4 days. This data-driven leadership model focuses on a decision-making process that has four steps:

Identify the question to be answered.

Identify the type of information that is needed in order to answer the question.

Collect, organize, maintain and analyze the needed information.

Make an effective decision for the question based on the data.

Iowa Evaluator Approval Training, lasting for six days, is organized into three two-day modules.

Module One: Support for the Iowa Teaching Standards and Criteria. Participants will demonstrate the intent and purpose of the Iowa Teacher Quality legislation, the Iowa Teaching Standards and criteria, and the best practices in teacher evaluation. Participants will demonstrate the ability to identify teaching examples that support the Iowa Teaching Standards and criteria.

Module Two: Data Collection and Management Skills

Participants will demonstrate knowledge of Personnel Evaluation Standards as they apply to data collection, best practices in data collection for teacher evaluation, and development and collection of multiple data. Participants will demonstrate the ability to collect and manage appropriate data that demonstrate support for the Iowa Teaching Standards and criteria.

Module Three: Coaching and Feedback Techniques

Participants will demonstrate knowledge of Personnel Evaluation Standards as they apply to feedback (bias, confidentially, etc.) and best practices of feedback for purposes of teacher evaluation. Participants will demonstrate the knowledge and skills in the alignment of feedback to the Iowa Teaching Standards and criteria. Participants will demonstrate the ability to identify best practices in teacher evaluation and provide constructive feedback to teachers relating to the Iowa Teaching Standards and criteria.

Participants in evaluator training are expected to:

Attend all sessions of the training.

Fully participate in all activities during the training.

Complete an out-of-class assignment for each module.

Complete a written Checking for Understanding activity at the end of each module.

Demonstrate skill developed by the modules in a real-life conference in the local district with the evaluator trainer observing.

A folder is created for each evaluator participating in the training. This folder will be reviewed to determine if the person successfully completed the training and should be certified as an evaluator.

Evaluators are now taking a renewal course to maintain their license.

Collecting Evidence and InformationOne of the challenges for a beginning teacher is to determine which information to keep that can be used with the evaluator in showing that the teacher meets the Iowa Teaching Standards. In evaluator training, they discuss the terms such as evidence, data source, and data points.

Data source describes who is the source of the information. Some examples:

The teacher is the source of a test to be used by the teacher.

If the information is the student test papers, then the source is the students.

If the information is a teachers analysis of the students tests, the source is the teacher

If the evaluator takes notes during an evaluation, the source of the notes is the evaluator.

A data point is the actual artifact or information.

The various data points make up the evidence that an evaluator uses in making his decision. The following pages contain a sample of possible types of information (evidence or artifacts) that might be used in the evaluation system. It is adapted from a set created by administrators and ISEA staff undergoing evaluation training in SW Iowa.

Possible Data Sources and Points for the Iowa Teaching Standards

(Created in an Evaluator Approval Class in SW Iowa)

Standard 1

Descriptor / EvidenceData SourceInformation (Data Point or Evidence)

Progress reportsTeacherGrade Card, Midterms

Student GoalsTeacherIEP Goals Pages

Using Data to Make Decisions Teacher, PrincipalConversation

Classroom CultureEvaluator, StudentsObservation, Office Referrals

Staff DevelopmentOfficeCheck for Understanding

Standard 2


Lesson PlansTeacherPlanbook

Modifications in StrategiesIEP Team/ Observer/ CounselorIEP/ Lesson Plans/Observations

Cross Curricular ThemesCC Team MeetingsMinutes from Meetings

Observations of different instructional strategiesEvaluatorDocumentation of Instructional strategies

Standard 3


Lesson Plans / ObjectivesTeacherDocument Itself

Conference with TeacherTeacherRecord of Meeting/Discussion

Uses of Multiple StrategiesPrincipal/Teacher/ Building RepObservations/Lesson Plans/Check-out/Media

Utilization of Student Achievement DataStudent Assessment Component/TeacherStudent Record Sheet

Communication High ExpectationsTeacherLetter to Parents/ Student Hand-outs

Use Student Development / Needs / InterestsStudent / ParentSurveys

Standard 4


Modifications, Adaptations for AssessmentsTeacher, AEA Cons., Sp. Ed. Teachers,TAGTests/Quizzes/Assignments

Questioning TechniquesEvaluatorDocumentation of questions in Classroom

Standards, BenchmarksEvaluator, TeacherLesson Plans/ Conversations/ Curr. Maps

Monitors and Adjusts Lesson to Student's NeedsEvaluator, SAT, Grade Level Team, ParentParent Feedback, AEA Consultant

Students Engaged in Varied ExperiencesField Trips, Guest Speakers,Interdisciplines

Job ShadowingStudent/EmployerReport/ Survey / Presentation

Technology & Hand-on ActivitiesStudent/Teacher/ConsultantWeb Page/ Projects/ Power Point Pres.

Standard 5


Modifications, Adaptations for AssessmentsTeacher, AEA Cons., Sp. Ed. TeachersTests/Quizzes/Assignments

Questioning TechniquesEvaluatorDocumentation of questions in Classroom

Standards, Benchmarks Incorporated IntoEvaluator, TeacherLesson Plans/ Conversations/ Curr. Maps

Alignment of InstructionTeacherTests / Lesson Plans

CommunicationTeacherConferences/ Conf Notes/ Newsletters/Phone

CommunicationStudent / ParentSurvey/ Parent Letter/Conversation

CommunicationPrincipalDocumentation of Communication

Uses of Assessments and UnderstandingsTeacherLesson Plans/Analization of Assessments

Goal Setting / Assessment LearningStudent/Teacher/PrincipalSurvey/ Documentation / Conversation

FeedbackTeacher / Parent / OfficeRecords/ Logs/ Progress Reports

Staff/ Building AnalysisPrincipal / Other TeachersObservation of Work Session/ Attendance

Standard 6


Discipline ReferralsTeacherDiscipline Report

Classroom ManagementTeacher / AdministratorPrinted Rules/ Syllabus Observation

Classroom OrganizationTeacher / AdministratorRoom Set-up, Seating Arrangement

Evidence of RoutineAdministrator / Teacher SubstituteObservation / Printed Instruction

Appropriate BehaviorAdministratorReprimands/ Prompts Issued During Class

Clear ExpectationsTeacher / ParentTeacher / Parent Communication

Time on TaskTeacher / Student / AdministratorNotebooks/ Behavior Plans

Positive Social InteractionStudentLimited Amount of Down Time/ Student

Standard 7


Professional OrganizationTeacher / OrganizationMembership Card / Minutes

CollaborationTeacher / CommitteeMinutes / Observation

Applies Knowledge from ResearchEvaluator / TeacherObservation / Lesson Plans

Professional DevelopmentEvaluator / TeacherPlan/ Hard Copy

Continual LearningTeacher / OfficeTranscript / Grade of Class

Iowa Teaching Standards - UnderstandsTeacher / AdministratorConservation / Portfolio/ Lesson Plans

Standard 8


Teacher AttendanceOfficeRecord

Timelines / GradingOfficeJMC / SASSI

Compliance with ExpectationSecretary and District MinutesComments

Community ParticipationTeacherLog

Portfolio ChartTeacherLog

Teacher / Student Interaction PhysicalOralObservation

Review of A Lesson in Terms of

Iowa Teaching Standards and CriteriaOn the following page is a lesson plan for a sixth grade math class.

1. After reading the lesson, refer to the chart of the Iowa Teaching Standards and Criteria on page 8 of this packet. Write the number of a Standard and of a Criterion on the place on the lesson plan where you might see this lesson addressing that Standard and Criteria.

For example, by the District Curriculum Standards: Math 6.14 you could write: 3a(Planning and Preparation uses student achievement data, local standards, and the district curriculum planning for instruction).2. On page 22 entitled Seen in the Sixth Grade Math Lesson Plan is a list of Standards and Criteria that some people have identified as being seen in the plan.

3. On the next page entitled Likely to be Seen During an Observation is a list of Standards and Criteria that may be seen during an observation of this lesson taught.

Linking the Iowa Teaching Standards and Criteria with teaching is an art, not a science. Different people have different interpretations.

Iowa Elementary School

Sixth Grade Math - Ms. Henson

Lesson Plan for November 20thGoal:Each student will know how to add numbers that have up to three decimal places (thousandths).

District Curriculum Standard: Math 6.14

Activities:

1. Review Homework 12 problems of addition of columns of two and three digit numbers from page 82.

a. T provides the correct answers.

b. S use correcting pens to note errors and corrections.

c. S ask questions

d. T emphasize the key points from the task

e. T collects the papers and records them

2. Introduce New Concept addition of numbers with up to three decimal places

a. T explains similarities and differences from the homework to todays work.

b. T places a problem on the board

c. T & S jointly solve the problem.

d. T notes importance of aligning columns with the decimal points.

e. T places 4 problems on the board and S solve them at their desk.

f. S volunteer to solve the problems at the board

g. T & S discuss each problem with T pointing out key concepts and working with S to make any necessary corrections.

3. Classroom Practice

a. T assigns 10 problems from page 85

b. S work individually on the problems

c. Class discusses the problems with S providing answers.

d. T corrects as necessary

4. Homework

a. T assigns 10 problems from p. 87.Iowa Teaching Standards and Criteria

Seen In the Sixth Grade Math Lesson Plan

Standard 1: Academic Performance

b.Implements strategies supporting student, building, and district goals.

d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.

Standard 2: Content Knowledge

a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.

c.Relates ideas and information within and across content areas.

d. Understands and uses instructional strategies that are appropriate to the content area.

Standard 3: Planning and Preparation

a. Uses student achievement data, local standards, and the district curriculum in planning for instruction.

b. Sets and communicates high expectations for social, behavioral, and academic success of all students.

d.Selects strategies to engage all students in learning.

e.Uses available resources, including technologies, in the development and sequencing of instruction.

Standard 4: Instructional Strategies

a.Aligns classroom instruction with local standards and district curriculum.

d.Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.

f.Uses available resources, including technologies, in the delivery of instruction.Standard 5:Monitor Learning

a.Aligns classroom assessment with instruction.

d.Guides students in goal setting and assessing their own learning.

Iowa Teaching Standards and Criteria

Likely To Be Seen During An Observation

.

1DAccepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.

1ECreates an environment of mutual respect, rapport, and fairness.

1GCommunicates with students, families, colleagues, and communities effectively and accurately.

2AUnderstands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.2BUses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.

2CRelates ideas and information within and across content areas.2DUnderstands and uses instructional strategies that are appropriate to the content area.4AAligns classroom instruction with local standards and district curriculum.4CDemonstrates flexibility and responsiveness in adjusting instruction to meet student needs.

4DEngages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.4EConnects students prior knowledge, life experiences, and interests in the instructional process.

4FUses available resources, including technologies, in the delivery of instruction.5EProvides substantive, timely and constructive feedback to students and parents.

6ACreates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.

6BEstablishes, communicates, models, and maintains standards of responsible student behavior.

6CDevelops and implements classroom procedures and routines that support high expectations for student learning.

6DUses instructional time effectively to maximize student achievement.

6ECreates a safe and purposeful learning environment.

8DContributes to efforts to achieve district and building goals.

Iowa Teaching Standards and Criteria printed in italics are also included in Seen In the Sixth Grade Math Lesson Plan.

Sample Reflection Worksheet

One of the tasks of an evaluator is to make judgments on teaching based on evidence, not opinion or personal bias.

Some of the work of a teacher is invisible to others, since it occurs in teachers mind.

The following worksheet is an example of a way to take the thinking of a teacher and make it explicit for an evaluator or someone else to see. For some beginning teachers, the process of thinking about and responding to such questions can be helpful.

This worksheet is directed to Standard 6 Classroom ManagementCriterion B: The teacher establishes, communicates, models, and maintains standards of responsible behavior.

Feel free to adapt or modify this form if it could be useful to you.

Standard 6 Classroom Management

Demonstrates Competence in Classroom Management

Worksheet for Reflecting on Criterion B:

The teacher establishes, communicates, models, and maintains

Standards of responsible student behavior.

As you think about this standard and criterion in your current teaching, please jot down responses to these simple questions.

1. Have you established formal rules for your classroom?

2. If you have rules, are they posted?

3. If someone would ask your students to explain the expectations for behavior in your classroom, how well could they do that without using any notes?

4.Do students follow instructions the first time they are stated?

5.When student misbehave, what do you do?

6.List interventions you use from low to high escalation.

7.How do students respond to your interventions when they misbehave?

8.What are consequences for inappropriate behavior?

9.What are responsibilities of teacher, student, parents, administrators, and other faculty?

10.Other thoughts?

A Framework for Understanding

The Iowa Teaching Standards and CriteriaIn November 2002, ISEA published a book that linked the work of Charlotte Danielson and her Framework for Teaching with the Iowa Teaching Standards and Criteria. It is entitled, A Framework for Understanding the Iowa Teaching Standards and Criteria.Danielsons Framework brings a research base and clarity to the ITS and Criteria.

The member cost of the book is $5.00 and the cost for a person who is not an ISEA members is $20. Since its first printing, 10,000 copies have been sold to Iowa educators.

If you would like to order a copy, go to the ISEA website (www.isea.org), click on more news, and click on order ISEAs new Framework. Or, you may contact Kathy Bosovich at (515) 471-8000 or by email at [email protected] to Beginning Teachers

1. Good planning is important! Be prepared to teach. Teaching is complex work and requires much thinking ahead and preparation. Planning does get easier with experience. It will always be important.

Unsuccessful beginning teachers often have difficulty planning effectively. Planning includes both preparation of teaching strategies and the organization of the classroom procedures and routines.

2. Be attentive to the evaluation process and cooperate with your evaluator. The comprehensive evaluation is a significant step in your career and an important task for the evaluator. Your roles in the process overlap and have many mutual interests.

The evaluator must fairly and objectively conduct the evaluation.

3. Remember, many of the standards and criteria can be demonstrated and seen in a well organized lesson plan and observation. Use that to everyones benefit. Early in the year, after an observation by your evaluator that includes a pre- and post-conference, ask your evaluator which standards you are meeting and for which standards additional information is needed. Perhaps you and the evaluator can then identify those standards and identify a reasonable time period for the two of you to collect the information.

4. Keep teaching and classroom-generated items (artifacts or evidence) that might be used as information for the evaluator to use in the comprehensive evaluation. Rarely should it be necessary for you to create new documents just for the comprehensive evaluation; you should be able to use what you create and use in teaching. (Examples are included on pages 14-16 in the section on Possible Data Points and Standards.

By keeping these items, you can be prepared for what you might need. Once your comprehensive evaluation is completed, retain all the records and notes you may need in the future and dispose of the others.

You may wish to write the number and letter of any Iowa teaching standards and criteria (e.g. 6a) to which a document might relate right on the document. Remember, many documents will relate to more than one standard.

5. Keep a Kudos folder in which you keep positive notes that others, including students, parents, and staff, send to you. They might be useful later.

6. Ask your evaluator if you are not sure about any verbal or written comment made during any conference related to your evaluation. It is important to be clear in understanding all feedback and suggestions for growth from the evaluator. Feel free to ask the evaluator how you are doing and then make notes of the response for your records.

7. Have conversations throughout year with evaluator regarding standards met to focus work and time.

8. Ask assistance from your mentor in understanding information needed for the comprehensive evaluation or how to accomplish a task. The main role of the mentor is to support your teaching; but the mentor may be a good source of aid in the comprehensive evaluation process. The mentor may assist you in the collection of information.

9. Seek advice from local association leaders or your UniServ director if needed. One of the advantages of the association is our commitment to support and help each other grow and succeed in teaching. Dont wait to seek advice. It is usually easier to clear up issues or problems sooner rather than later.

10. It is recommended by many that the mentor have a relationship that is focused on supporting the beginning teacher and is separate from the needs of an administrator to evaluate a beginning teacher. A trusted mentor can assist as a new teacher attempts to carry out directions from the principal and understand any feedback. The mentor can assist the new teacher in preparing for observation and steps in the evaluation process. The mentor relationship is shown below:

Teacher

Mentor

Administrator

11. Dont worry excessively. This comprehensive evaluation is a step in your teaching career. If there are difficulties, your local association and ISEA are there to help and support you. There are many safeguards built into the process that promote a fair and objective process.

Additional Resource Information Websites:

Iowa State Education Association:

www:isea.org

Iowa Department of Education for Teacher Quality Program:

www:state.ia.us/educate/ecese/tqt/tc/index.htmlIowa Board of Educational Examiners -- Licensure

www.state.ia.us/boec/forms/rtl.pdf

National Education Association

www.nea.org

Appendix

Comprehensive Evaluation Summative Form

(Iowa Department of Education)

Teacher:______________________________________Folder #:______________________________________

Evaluator:_____________________________________Folder #:______________________________________

School Name:________________________________________________________________________________

Grade Level:_________Subjects:____________________________________________________ Year: 1 2 3

Directions:In the narrative under each standard, the evaluator should incorporate and address each criterion.

1. DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT'S STUDENT ACHIEVEMENT GOALS. The teacher:a. Provides evidence of student learning to students, families, and staff.b. Implements strategies supporting student, building, and district goals.c. Uses student performance data as a guide for decision making.d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.e. Creates an environment of mutual respect, rapport, and fairness.f. Participates in and contributes to a school culture that focuses on improved student learning.g. Communicates with students, families, colleagues, and communities effectively and accurately.

Evidence to support attainment of or failure to meet standard:

Circle one:

Meets Standard

Does Not Meet Standard

( Additional documentation/artifacts applicable to this standard are attached as Appendix A-1.2.

DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION. The teacher:a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.c. Relates ideas and information within and across content areas.d. Understands and uses instructional strategies that are appropriate to the content area.


Circle one:

Meets Standard


( Additional documentation/artifacts applicable to this standard are attached as Appendix A-2.

3. DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION. The teacher:a. Uses student achievement data, local standards and the district curriculum in planning for instruction.b. Sets and communicates high expectations for social, behavioral, and academic success of all students.c. Uses student developmental needs, background, and interests in planning for instruction.d. Selects strategies to engage all students in learning.e. Uses available resources, including technologies, in the development and sequencing of instruction.


Circle one:

Meets Standard


( Additional documentation/artifacts applicable to this standard are attached as Appendix A-3.4. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE LEARNING NEEDS OF STUDENTS. The teacher:a. Aligns classroom instruction with local standards and district curriculum.b. Uses research-based instructional strategies that address the full range of cognitive levels.c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth. e. Connects students' prior knowledge, life experiences, and interests in the instructional process.f. Uses available resources, including technologies, in the delivery of instruction.


Circle one:

Meets Standard



5. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING. The teacher:

a. Aligns classroom assessment with instruction.b. Communicates assessment criteria and standards to all students and parents.c. Understands and uses the results of multiple assessments to guide planning and instruction. d. Guides students in goal setting and assessing their own learning.e. Provides substantive, timely, and constructive feedback to students and parents.f. Works with other staff and building and district leadership in analysis of student progress.


Circle one:

Meets Standard



6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT. The teacher:

a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.b. Establishes, communicates, models and maintains standards of responsible student behavior.c. Develops and implements classroom procedures and routines that support high expectations for learning.d. Uses instructional time effectively to maximize student achievement.e. Creates a safe and purposeful learning environment.


Circle one:

Meets Standard



7. ENGAGES IN PROFESSIONAL GROWTH. The teacher:

a. Demonstrates habits and skills of continuous inquiry and learning.b. Works collaboratively to improve professional practice and student learning.c. Applies research, knowledge, and skills from professional development opportunities to improve practice.d. Establishes and implements professional development plans based upon the teacher needs aligned to the Iowa Teaching Standards and district/building student achievement goals.


Circle one:

Meets Standard



8. FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL DISTRICT. The teacher:

a. Adheres to board policies, district procedures, and contractual obligations.b. Demonstrates professional and ethical conduct as defined by state law and individual district policy.c. Contributes to efforts to achieve district and building goals.d. Demonstrates an understanding of and respect for all learners and staff.e. Collaborates with students, families, colleagues, and communities to enhance student learning.


Circle one:

Meets Standard



( The teacher is a first year Beginning Teacher.( The teacher meets or exceeds all eight Iowa Teaching Standards and is recommended for a standard license.( The teacher fails to meet the Iowa Teaching Standards.( The teacher is being recommended for a third year before a license decision is made.*

Evaluators Signature:

Date:

Evaluation Period: , 20____ to , 20____

Teachers Signature:

Date:

*The district must contact the Board of Educational Examiners to extend the provisional license for a third year. There will be a form provided by the Board of Educational Examiners for the evaluator to use to communicate the decision made on each 2nd year teacher. This form will be available in the springSample Comprehensive Evaluation

Of a Beginning Teacher

Sample 1

Iowa Department of Education

January 17, 2003

Thanks to the following people for assistance with this project: Cindy Slauson, Jane Neff, Joan Crowl, Tonya Urbatsch, Bonnie Graeber, Judy Keith, and Deb Etchseon. Additional thanks to Mitzi Chizek, who is not an IEATP trainer. These Iowa Evaluator Approval Training Program trainers coordinated with working evaluators in the field to develop sample comprehensive evaluations based on real work. This work, while based on real information, is modified to make it a generic sample.

This sample is not intended to be an exemplar, but to simply present a possible way that this comprehensive evaluation can be developed. In all cases, the final product and determination of whether a beginning teacher meets all eight standards through the collection of evidence to support the criteria is a local issue.

Comprehensive Evaluation

Summative Evaluation Form

Teacher: Bob Smith_______________________Folder #: 0000___________________________

Evaluator: Bee A. Betterprincipal_______Folder #: 1111___________________________

School Name: High Standards CSD_________________________________________________

Grade Level: 2______Subjects: Elementary (all)________________________ Year: 1 2 3

Bob Smith and I met on August 20, 2002 to go over our plan for the school year.

We first discussed his participation in the mentor induction program and coordinated all dates with his mentor.

Next, we went over the comprehensive evaluation form that is being used for his final evaluation in March and set up dates for the three classroom observations that I would be conducting. The schedule is below:

Observation (1) :Pre-observation conference: October 22

Observation (1): October 23

Post-observation conference 25

Observation (1) would be from 8:30 a.m. 9:45 a.m. Subjects covered: reading

Observation (2): Pre-observation conference: January 20, 2003

Observation: January 23, 2003

Post-observation conference: January 24, 2003

Observation (2) would be from 8:25 a.m. 11:50 a.m. Subjects covered: reading, spelling, language and math

Observation (3): Pre-observation conference: February 18, 2003

Observation (3): February 19, 2003

Post-observation conference: February 20,2003

Observation (3) would be from 1:30 2:30 p.m. Subjects covered: science, writing

Final Evaluation: March 6th, 8:00 a.m.

Bob and I both understood that circumstances could arise that would cause us to have to change this schedule, however, we will try to reserve these dates with any changes that are made adequate and timely notification given. Fortunately, we were able to maintain the conferencing and observation schedule this year without any changes.

It was discussed at this time that informal observations would be conducted at random during the school year. He was encouraged to ask for my assistance at any time.

A rubric that includes the Iowa Teaching Standards and Criteria plus our districts descriptors and what artifacts that he would need to include as evidence for his final evaluation was given to Bob on 8-20-02. We went over this rubric in great lengths, going through each standard/criteria and talking about district expectations. After the August 20 meeting we scheduled meetings monthly so we could develop a deeper meaning of the standards and examine artifacts and evidence collected. We developed a timeline in which we would need to have artifacts collected and determine the evidence still needed to collect. We discussed at this time some good ideas for filing, record keeping and putting organizing any evidence of progress.

Bob was given copies (8-20-02) of all evaluation guidelines and forms and is aware that he must show evidence of all eight Iowa Teaching Standards and Criteria in order to obtain licensure in Iowa.

Copies of the district and building student achievement goals for 2002-03 were also given to Bob at this time (8-20-02) along with 2001-02 student achievement data.

Directions:In the narrative under each standard, the evaluator should incorporate and address each criterion.

1. DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT'S STUDENT ACHIEVEMENT GOALS. The teacher:a. Provides evidence of student learning to students, families, and staff.b. Implements strategies supporting student, building, and district goals.c. Uses student performance data as a guide for decision making.d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.e. Creates an environment of mutual respect, rapport, and fairness.f. Participates in and contributes to a school culture that focuses on improved student learning.g. Communicates with students, families, colleagues, and communities effectively and accurately.

Evidence to support attainment of or failure to meet standards:

Bob has shown that he documents students learning with meaningful measures using data that is understandable. He has shared individual and classroom goals, and results, with students families, and staffs this year. Bob has provided evidence such as the Achievement Level testing data, which is a standardized, criterion-referenced test that is used in our district to determine his flexible skill grouping in math.

He also shared with me the reporting that he does weekly to parents in his Friday folders. A copy of a student report card shows that he is aligning students achievement goals with our districts goals. Bob also knows the short and long-range building and district goals for student learning, and does implement these goals in his classroom. He has posted in his room the buildings goals for reading and has communicated what the students, parents and teachers responsibilities for reaching these goals with each group. He also has submitted as evidence his unit plans, which align learning with our districts standards and benchmarks.

Included in Bobs collection of artifacts is the performance data such as our districts Achievement Level tests, the reading program probes, math timed test results and evidence of how he has used this to make decisions regarding the students progress and planning for instruction.

He motivates students to make positive choices to enhance their learning. I have received many notes from parents supporting Mr. Smith and his ability to run his classroom in a safe and respectful manner. He has included one of these notes from a parent as evidence. He has also submitted as evidence his classroom rules, which are posted, along with the building level behavioral expectations. He has developed, and supported our districts character education goals, by incorporating the building level behavioral expectations into his unit plans for teaching. He has submitted evidence of this through a unit plan and has included as evidence a student artifact a student-developed book, which is now available for check out in our school library. I have observed Mr. Smith on each formal classroom observation encouraging students to work cooperatively and independently and including students in decision-making when appropriate. He has a very responsible classroom culture.

Bob has submitted as evidence the strategies developed with colleagues to improve student learning by including team meeting planning notes and documentation of discussions he has made on the behalf of students with the special education teacher, AEA personnel and parents. The ability to communicate well is one of Bobs strong attributes. Bob has included as artifacts under Standard 1 a weekly Friday folder log to parents, e-mail communications, and articles written for the district and building newsletters that demonstrates communications with families that is effective and accurate.

All criteria for Standard 1 have been addressed using multiple sources and multiple data points.Circle one:

Meets Standard



2. DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION. The teacher:a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.c. Relates ideas and information within and across content areas.d. Understands and uses instructional strategies that are appropriate to the content area.


Bob knows the content that supports our district standards and benchmarks and displays these in his unit planning. As evidence Bob has included a unit plan that displays the practice of matching lessons taught with the districts standards and benchmarks. It is also evident through my observation of Bob in his classroom that the student artifacts are directly tied into our district and building goals.

Bob has also included a list of professional literature read and resource materials used in class. He used this material in an integrated approach that uses multiple resources to expand beyond manuals, texts, and curriculum guides.

It is clear that he knows the content appropriate to the learners needs. He adapts and accommodates to meet the individual needs of students. Bob has included as evidence a unit plan that shows differentiated instruction and assessment while using multiple teaching strategies.

Bob also has worked closely with both third grade and first grade teachers to help facilitate students understanding in his second grade classroom. The flexible skill grouping information is passed on at the end of the grade level to the next grade. Bob has team meeting notes to indicate this planning that has occurred with the flexible skill groups. Bob has also included as an artifact a note from a first grade teacher thanking him for his help with the locally-adopted reading program.

Bob uses a variety of instructional strategies that are documented in his unit plans. He has also demonstrated leadership in the building by providing colleagues with current research-based instructional strategies (e.g., guided reading) that are being used in his room with positive results.


Meets Standard



3. DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION. The teacher:a. Uses student achievement data, local standards and the district curriculum in planning for instruction.b. Sets and communicates high expectations for social, behavioral, and academic success of all students.c. Uses student developmental needs, background, and interests in planning for instruction.d. Selects strategies to engage all students in learning.e. Uses available resources, including technologies, in the development and sequencing of instruction.


Bob designs and uses instructional strategies that align with standards and benchmarks. He demonstrates this skill by providing evidence of this planning in his unit plans. In his plans he maps out what events, real or simulated, can students experience to make the ideas and issues real. Then he designs learning activities that will help students to explore the big ideas and essential questions and what instructional needs the students will need to do the final performances. Bob also works very closely with the special needs teacher and has included in his artifacts achievement data that is being used to determine the adjustments for instruction he will need. Bob has included a peer evaluation from the special needs teacher as evidence of this planning.

I have observed that Bob has rules posted, the building level behavioral expectations on display in his classroom and has evidence of including both in the unit planning. He reinforces the classroom expectations and routines for social, behavioral and academic success. Bobs Friday folders, that go home to parents each week, also shows evidence of the high expectations for academic and social success that he sets for the students in his room.

When sitting in on one of Bobs conferences with parents he communicated effectively the academic classroom expectations to parents that would enhance the success of their students. He had appropriate data and records to support his concerns.

Bob put together a student interest survey that he has includes as evidence of understanding students needs and interests. He then has demonstrated through his unit planning that he included many of the items learned about from these surveys. The unit that Bob has submitted also has evidence of KWL planning.

On each scheduled observation Bobs students were actively engaged in learning through a variety of instructional strategies. Bob has included as evidence of the criteria the unit plans that list the strategies and revisions of these plans that will provide for increased learning. Bob has also included as an artifact for this standard a communication from a high school student who is mentoring in his room. This observation from this student included many of the instructional strategies that he was using and the effectiveness of them.

Challenging resources that stimulate students learning are integrated into Bobs unit planning. He has included a unit plan that demonstrates the use of the Internet sites, software, books, games and field trips.


Meets Standard


( Additional documentation/artifacts applicable to this standard are attached as Appendix A-3.4. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE LEARNING NEEDS OF STUDENTS. The teacher:a. Aligns classroom instruction with local standards and district curriculum.b. Uses research-based instructional strategies that address the full range of cognitive levels.c. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth. e. Connects students' prior knowledge, life experiences, and interests in the instructional process.f. Uses available resources, including technologies, in the delivery of instruction.


As evidence in support of this standard Bob has included the planning he did to adjust strategies during instruction to meet the students learning needs. He also included test scores for a particular student and explained how these scores where used to adjust instruction.

Bobs classroom unit plans are all aligned with the districts curriculum and the classroom instructional strategies. Bob again has included the Achievement Leveling tests that are used to do flexible skill grouping as evidence.

During my classroom observations Bob consistently used appropriate curriculum instruction and assessment accommodation for individual students. This pacing by Bob allows for optimum effective learning. Within our flexible skill grouping Bob has taken both the low and middle skill groups. He provides clear directions and makes sure that all students have learned concepts before moving on. Bobs unit plans provide clear evidence of the planning to adjust for individual student needs, and providing individual, cooperative and whole class instruction to promote maximum learning and growth. During my classroom observations I have been impressed with the number of different instructional strategies that Bob has employed in his teaching. You can tell this is a group effort with his 2nd grade team in planning and Bob has submitted his team minutes as evidence of this planning for the diverse needs in the class.

At the beginning of the year and before each unit of study Bob has used student surveys to connect students prior knowledge, experiences and interests. Bob has submitted as artifacts those student surveys. If Bob ever has a concern for students he is quick to come seek out information and help from the special needs teachers, school nurse, guidance councilor or myself. He has documentation from peers who would share the same sentiment.

In the delivery of instruction Bob is very comfortable in using available resources in instruction. During my classroom observations I have been very pleased in how he has incorporated our classroom computers and software into his unit planning. Bob makes a committed effort to make sure that all students are comfortable using the computer in many different aspects of the school day. He has also exhibited leadership by sharing with peers unit planning, or student artifacts, that demonstrate using multiple resources to enhance learning. Bob has submitted evidence through team meeting logs, unit plans, student artifacts and some great digital pictures of students using technology in his classroom.

All criteria for Standard 4 have been addressed using multiple sources and multiple data points

Circle one:

Meets Standard



5. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING. The teacher:

a. Aligns classroom assessment with instruction.b. Communicates assessment criteria and standards to all students and parents.c. Understands and uses the results of multiple assessments to guide planning and instruction. d. Guides students in goal setting and assessing their own learning.e. Provides substantive, timely, and constructive feedback to students and parents.f. Works with other staff and building and district leadership in analysis of student progress.

Evidence to support attainment of or failure to meet standards:

In all planning that Bob does he creates and uses multiple methods of classroom assessments that is representative of taught curriculum and are aligned with district standards/benchmarks. Bob has provided evidence of student growth by submitting the rubrics created for math problem solving and writing in 2nd grade as evidence. These rubrics were developed by the second grade team and are used by Bob to monitor progress of his students in the fall, winter and spring. Bob has also submitted curriculum data monitoring reading. These probes are done every six weeks to show students growth in reading comprehension, fluency and accuracy.

Bob communicated to parents the assessment criteria and standards in his use of weekly Friday folders, along with report cards and conferencing with parents. My observation of Bobs conferences supports his efforts in this skill. At the observed conferences Bob has all classroom and district data well organized, so that parents can easily understand, and presents this information in a caring concerned manner.

Bob has many different sources of reference he using in making curricular decisions for students to increase student learning. Bob uses pretest/posttest date, Achievement Level testing (which is criterion-referenced), running records (reading), math-timed tests done weekly, and six week reading probes. He has submitted all of these artifacts, and the unit plans that show incorporation of these data sources, as evidence of how he uses data to increase student achievement. During my classroom observation I was very impressed with how Mr. Smith involves students in establishing goals for learning and how he helps students to understand their own learning. Bob submitted into evidence a students personal goals. He asks students, even though they are very young, to be aware of what areas they need to spend more time on to improve. He then conferences with each student to go over possible ways to achieve their goal and then they write a plan of action. These plans are reviewed every month to chart progress. He has submitted into evidence a students plan.

During my classroom observations Bob had made available his student records for my review. He has submitted into evidence his grading, running records, timed tests results, and standardized testing records. Bob has always reported this information accurately and timely to the parents.

Bob shares freely the progress monitoring of the students his classroom always looking for other school personnel who shares the responsibility for students. He collaborates with his peers.


Meets Standard



6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT. The teacher:

a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.b. Establishes, communicates, models and maintains standards of responsible student behavior.c. Develops and implements classroom procedures and routines that support high expectations for learning.d. Uses instructional time effectively to maximize student achievement.e. Creates a safe and purposeful learning environment.


During my observation of Bob in the school setting he has always maintained a respectful and appropriate manner. He also has demonstrated that he expects that of his students. Bob has classroom rules posted and I have observed Bob on numerous occasions discuss, reference and reinforce these rules. Through the use of the weekly folders sent home he has allowed students the opportunity to become self-directed learners by incorporating some activities in his planning that take place after the school day.

In all of my observations of Mr. Smith he has modeled positive social skills to students and provided opportunities for students to practice these skills. The expectations that he maintains for responsible student behavior is communicated to parents during Open House, conferences and his weekly communication log. He has submitted evidence of all of these data points.

In direct correlation to Bob successfully establishing, communicating and modeling his classroom management skills is the consistency that he has developed in his classroom. This has attributed to his high expectations for learning that can be observed. Bob has also included into evidence his unit planning that incorporates the use of our building level behavioral intervention programming.

With the characteristics mentioned above it has lead to Bob optimizing instructional time with students and provided a safe and purposeful learning environment. These attributes have been observed on a consistent basis during formal and informal observations of Bob.

All criteria for Standard 6 have been addressed using multiple sources and multiple data points

Circle one:

Meets Standard



7. ENGAGES IN PROFESSIONAL GROWTH. The teacher:

a. Demonstrates habits and skills of continuous inquiry and learning.b. Works collaboratively to improve professional practice and student learning.c. Applies research, knowledge, and skills from professional development opportunities to improve practice.d. Establishes and implements professional development plans based upon the teacher needs aligned to the Iowa Teaching Standards and district/building student achievement goals.


Bob has demonstrated, and documented, his formal learning opportunities to increase his repertoire of knowledge and skills. Bob is submitting into evidence his conferences, study group and in-service logs. Bob has developed a professional reading log and has shown evidence by summarizing professional materials read and the impact it has made in his teaching. This log is very impressive and demonstrates many hours of personal time devoted to continuous inquiry and learning.

Bob has devoted his teaching time to working collaboratively with his peers also. I take part in team meetings with Bob and have documented his willingness and collaborative efforts to improve teaching, student learning and instructional strategies with his peers. Bob works closely with his peer mentor to rehearse teaching strategies. Bob has submitted into evidence his peer coaching log, professional development log and a list of district professional development teams he has served on.

Bob demonstrates the research-based building strategies that are in context with best practice that our elementary school has embraced. Bob has submitted into evidence the planning of instruction using these strategies and a peer observation log. Bob has made a collaborative effort between his team members, peer coach and myself to adhere to and obtain the help he has needed. He has submitted into evidence the professional growth plan he developed on his own and artifacts to support his growth.

All criteria for Standard 7 have been addressed using multiple sources and multiple data points.

Circle one:

Meets Standard



8. FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL DISTRICT. The teacher:

a. Adheres to board policies, district procedures, and contractual obligations.b. Demonstrates professional and ethical conduct as defined by state law and individual district policy.c. Contributes to efforts to achieve district and building goals.d. Demonstrates an understanding of and respect for all learners and staff.e. Collaborates with students, families, colleagues, and communities to enhance student learning.


Bob has adhered to all board policies, district procedures and contractual obligations during his employment with the High Standards Community schools. He demonstrates professional commitment and respects his obligations and has shown evidence of this through his attendance at district Open Houses, conferences and in-services. All district and building generated reports have been submitted in a timely fashion. Upon observation of Bob it has been documented that he also adheres to all building duties.

Bob is a coach in our district and currently serves as a 9th grade football and basketball coach. He has had many opportunities to present himself to the school and community in this role and I have observed his respectful manner with parents, players and community members.

Bob also maintains this professional manner in the classroom and has submitted as evidence many e-mail communications and positive notes from parents.

Bob has served as a mentor in our district to a student with special needs. I have observed Bob giving up his planning and personal time to help this student with homework and taking him to different school functions. He has brought this student along with his 9th grade football team to games and let him be a co-coach for the afternoon.

Bob participates in all district professional development opportunities and volunteers to be part of many study groups that are not required of him. His documentation of team meeting notes shows his sharing of ideas with colleagues and contributions to school-wide events and learning activities.

Bob has submitted as evidence unit plans that incorporate diversity issues that stress the respect of values and beliefs of others. During my many observations of Bobs classroom I have witnessed many opportunities where he has treated students with respect and fairness. He does understand the differing families and community contexts that we have in our school and has shown this by the communications he has had with parents. His weekly communications with families have been submitted as evidence of his collaboration with the families to enhance student learning. He has many other articles to submit as evidence such as; field trips planning, collaborative planning with community members, guest speaker notes, and written progress reports to parents. He does an excellent job of showing leadership by demonstrating to his peers effective collaborative teaming strategies that are student centered and meet with the district/building goals and expectations.


Meets Standard



( The teacher is a first year Beginning Teacher.X The teacher meets or exceeds all eight Iowa Teaching Standards and is recommended for a standard license.( The teacher fails to meet the Iowa Teaching Standards.( The teacher is being recommended for a third year before a license decision is made.*

Evaluators Signature: {signature}

Date: {date}

Evaluation Period: August, 2001 to March, 2003

Teachers Signature: {signature}

Date: {date}

*The district must contact the Board of Educational Examiners to extend the provisional license for a third year. There will be a form provided by the Board of Educational Examiners for the evaluator to use to communicate the decision made on each 2nd year teacher. This form will be available in the spring of 2003.

Model Descriptors to Support the

Iowa Teaching Standards and CriteriaSeptember, 2002(Iowa Department of Education)

These model descriptors are intended to depict examples of behaviors of a regular second-year teacher that support the established criteria for the Iowa Teaching Standards. These descriptors are only examples and a guide to further conversation. Local districts will determine expectations that support the established Iowa Teaching Standards and Criteria and can use this model as a guide to that work.

Standard 1: Demonstrates ability to enhance academic performance and support for implementation of the school district's student achievement goals.

Criterion a: The teacher provides evidence of student learning to students, families, and staff.

Descriptors: The teacher documents student learning with meaningful measures using data that is understandable and shares individual and classroom goals and results with students, families and staff members. The teacher uses multiple artifacts, including achievement trends for local standards and benchmarks, to document and provide evidence of student learning to students, families and staff members. The teacher plans parent conferences so his/her teacher and learning objectives have the greatest likelihood of serving the students best interests.

Criterion b: The teacher implements strategies supporting student, building, and district goals.

Descriptors: The teacher knows the short and long-range building and district goals for student learning and implements classroom instructional strategies that clearly align with these established goals. The teacher effectively communicates these goals and accomplishments to various constituents including students, parents, and colleagues.

Criterion c: The teacher uses student performance data as a guide for decision making.

Descriptors: The teacher uses performance data such as achievement scores, individual products, writing samples, and teacher made tests to profile student learning. The teacher analyzes these and other data to make decisions regarding student progress and bases curricular and instructional decisions on student performance data. The teacher also uses individual student's performance data to make decisions about individual student needs.

Criterion d: The teacher accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.

Descriptors: The teacher develops and communicates a clear big picture to motivate students to make positive choices regarding their own learning and acts in accordance with the belief that all students can learn. The teacher encourages students to work cooperatively as well as independently and includes students in decision making when appropriate.

Criterion e: The teacher creates an environment of mutual respect, rapport, and fairness.

Descriptors: The teacher demonstrates clear expectations of developing responsible, self-directed learners and models acceptance of all students based on awareness of individual student differences. The teacher facilitates ways to get students to cooperate with one another and take responsibility for their work.

Criterion f: The teacher participates in and contributes to a school culture that focuses o

Beginning Teacher Guide Evaluation

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