Beginning Teacher Guide Evaluation

Beginning Teacher Guide
to Evaluation in Iowa
October, 2007
David Wilkinson
Teaching and Learning Specialist
Iowa State Education Association
777 Third Street
Des Moines, IA 50309
Ph: 515-471-8000
Fax: 515-471-8016
dwilkinson@isea.org
Table of Contents
From ISEA President Linda Nelson
Opportunities and Challenges
Needs Hierarchy
Teacher Quality Initiative
Iowa Teaching Standards and Criteria
Licensure
Key Definitions
10
Description of the Comprehensive Evaluation Process
11
Training of Evaluators
13
Collecting Evidence and Information
14
Sixth Grade Math Lesson
19
Advice to the Beginning Teacher
25
Appendix
Beginning Teacher Comprehensive Evaluation Summative Form
28
Sample Comprehensive Evaluation Summative Evaluation Form
36
Application for Renewal
46
Model 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
Iowa State Education Association: Beginning Teachers Guide to Evaluation
66
From ISEA President Linda Nelson

On 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 selfassessment 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
Actualization
Accomplishment
response
Belongingness
Self-fulfillment, fulfilling potential, challenging self,

risk taking, free to act, demanding direction.
Accomplishment, Status and Esteem, accomplishment,
participation, privileges, desire to excel, need
from others, respect, authority, ego status.
Social needs, seeking trust and feedback, discussions,
being informed, helping others, group membership ties.
Security
Security, orderliness, protective rules, avoidance of

risks, stability, routine, health care.
Basic
Physiological needs, for food, clothing, health,

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
Quality Assurance
Mentoring
Comprehensive Evaluation for

Licensure Decisions
District Career Development Plans
Identified Providers
Individual Career Development Plans
Performance Reviews
Career Paths
Comprehensive Evaluations and

Performance Reviews
Intensive Assistance
Performance Reviews

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.
2.
3.
4.
5.
6.
7.
8.
Demonstrates ability to enhance academic performance and support for implementation

of the school districts student achievement goals.
Demonstrates competence in content knowledge appropriate to the teaching position.
Demonstrates competence in planning and preparing for instruction.
Uses strategies to deliver instruction that meets the multiple learning needs of students.
Uses a variety of methods to monitor student learning.
Demonstrates competence in classroom management.
Engages in professional growth.
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)
1
STANDARD: Demonstrates ability to enhance academic

performance and support for implementation of the
school districts student achievement goals.
STANDARD: Uses a variety of methods to monitor student

learning.
The Teacher:
The Teacher:
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ppppppppppppppppppppppppppppppppppppppppppppppppppppppppppp
Provides evidence of student learning to students,
Aligns classroom assessment with instruction.
families and staff.
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uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu
Communicates assessment criteria and standards to all
Implements strategies supporting student, building,
students and parents.
and district goals.
rrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrrr
vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
Understands and uses the results of multiple assessments
Uses student performance data as a guide for
to guide planning and instruction.
decision making.
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wwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwww
Guides students in goal setting and assessing their own
Accepts and demonstrates responsibility for creating
learning.
a classroom culture that supports the learning of
tttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttttt
every student
Provides substantive, timely and constructive feedback to
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
students and parents.
Creates an environment of mutual respect, rapport,
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and fairness.
Works with other staff and building and district leadership in
yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy
analysis of student progress.
Participates in and contributes to a school culture that
focuses on improved student learning.
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Communicates with students, families, colleagues,
and communities effectively and accurately.
2
STANDARD: Demonstrates competence in content

knowledge appropriate to the teaching position.
STANDARD: Demonstrates competence in classroom

management.
The Teacher:
The Teacher:
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hhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh
Understands and uses key concepts, underlying
Creates a learning community that encourages positive
themes, relationships, and different perspectives
social interaction, active engagement, and self-regulation for
related to the content area.
every student.
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iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii
Uses knowledge of student development to make
Establishes, communicates, models, and maintains
learning experiences in the content area meaningful
standards of responsible student behavior.
and accessible for every student.
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nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn
Develops and implements classroom procedures and
Relates ideas and information within and across
routines that support high expectations for student learning.
content areas.
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oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
Uses instructional time effectively to maximize student
Understands and uses instructional strategies that are
achievement.
appropriate to the content area.
llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll
Creates a safe and purposeful learning environment.
3
STANDARD: Demonstrates competence in planning and

preparing for instruction.
The Teacher:
zzzzzzzzzzzzzz.
Uses
student
achievement
data, local standards, and the district curriculum in
planning for instruction.
aaaaaaaaaaaaaaa. Sets and communicates high
expectations for social, behavioral, and academic
success of all students.
bbbbbbbbbbbbbbb. Uses students developmental
needs, backgrounds, and interests in planning for
instruction.
ccccccccccccccc.
Selects strategies to engage all
students in learning.
ddddddddddddddd. Uses
available
resources
including technologies, in the development and
sequencing of instruction.
STANDARD: Uses strategies to deliver instruction that

meets the multiple learning needs of students.
STANDARD: Engages in professional growth.

The Teacher:
vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv.
Demonstrates
habits and skills of continuous inquiry and learning.
wwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwwww.
Works collaboratively to improve professional practice and
student learning.
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Applies research,
knowledge, and skills from professional development
opportunities to improve practice.
yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy.
Establishes and
implements professional development plans based upon the
teachers needs aligned to the Iowa teaching standards and
district/building student achievement goals.
STANDARD: Fulfills professional responsibilities established by

the school district.
The Teacher:
The Teacher:
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Aligns
a. Adheres to board policies, district procedures, and
classroom instruction with local standards and district
contractual obligations.
curriculum.
b. Demonstrates professional and ethical conduct as defined
ssssssssssssssssssssssssssssssssssssssssssssssssssssss.
by state law and district policy.
Uses research-based instructional strategies that address the
c. Contributes to efforts to achieve district and building goals.
full range of cognitive levels.
d. Demonstrates an understanding of and respect for all
tttttttttttttttttttttttttttttttttttttttttttttttttttttt.
Demonstrates
learners and staff.
flexibility and responsiveness in adjusting instruction to
e. Collaborates with students, families, colleagues, and
meet student needs.
communities to enhance student learning.
uuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuuu.
Engages students in varied experiences that meet diverse
needs and promote social, emotional, and academic
growth.
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Connects students prior knowledge, life experiences, and
interests in the instructional process.
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Uses available resources, including technologies, in the
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 employment
A 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.
10
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 postconferences. 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.
11
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.
12
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 decisionmaking 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:
13
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 Information

One 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.
14
Possible Data Sources and Points for the Iowa Teaching Standards
(Created in an Evaluator Approval Class in SW Iowa)
Standard 1
Descriptor / Evidence
Data Source
Progress reports
Student Goals
Using Data to Make Decisions
Classroom Culture
Staff Development
Teacher
Teacher
Teacher, Principal
Evaluator, Students
Office
Information (Data Point or

Evidence)
Grade Card, Midterms
IEP Goals Pages
Conversation
Observation, Office Referrals
Check for Understanding
Standard 2
Data Source
Lesson Plans
Modifications in Strategies
Cross Curricular Themes
Observations of different instructional strategies
Teacher
IEP Team/ Observer/ Counselor
CC Team Meetings
Evaluator

Evidence)
Planbook
IEP/ Lesson Plans/Observations
Minutes from Meetings
Documentation of Instructional
strategies
Standard 3
Data Source
Lesson Plans / Objectives

Conference with Teacher
Uses of Multiple Strategies
Teacher
Teacher
Principal/Teacher/ Building Rep
Utilization of Student Achievement Data

Communication High Expectations
Use Student Development / Needs / Interests
Student Assessment Component/Teacher

Teacher
Student / Parent

Evidence)
Document Itself
Record of Meeting/Discussion
Observations/Lesson Plans/Checkout/Media
Student Record Sheet
Letter to Parents/ Student Hand-outs
Surveys
Standard 4
Data Source
Modifications, Adaptations for Assessments

Questioning Techniques
Teacher, AEA Cons., Sp. Ed. Teachers,TAG

Evaluator
Standards, Benchmarks
Evaluator, Teacher
Monitors and Adjusts Lesson to Student's Needs

Students Engaged in Varied Experiences
Job Shadowing
Technology & Hand-on Activities
Evaluator, SAT, Grade Level Team, Parent

Field Trips, Guest Speakers,Interdisciplines
Student/Employer
Student/Teacher/Consultant

Evidence)
Tests/Quizzes/Assignments
Documentation of questions in
Classroom
Lesson Plans/ Conversations/ Curr.
Maps
Parent Feedback, AEA Consultant
Report/ Survey / Presentation
Web Page/ Projects/ Power Point Pres.
Standard 5
Data Source
Modifications, Adaptations for Assessments

Questioning Techniques
Teacher, AEA Cons., Sp. Ed. Teachers

Evaluator
Standards, Benchmarks Incorporated Into
Evaluator, Teacher
Alignment of Instruction
Communication
Teacher
Teacher
Communication
Communication
Uses of Assessments and Understandings
Student / Parent
Principal
Teacher
Goal Setting / Assessment Learning

Feedback
Staff/ Building Analysis
Student/Teacher/Principal
Teacher / Parent / Office
Principal / Other Teachers

Evidence)
Tests/Quizzes/Assignments
Documentation of questions in
Classroom
Lesson Plans/ Conversations/ Curr.
Maps
Tests / Lesson Plans
Conferences/ Conf Notes/
Newsletters/Phone
Survey/ Parent Letter/Conversation
Documentation of Communication
Lesson Plans/Analization of
Assessments
Survey/ Documentation / Conversation
Records/ Logs/ Progress Reports
Observation of Work Session/
Attendance
16
Standard 6
Data Source
Discipline Referrals
Classroom Management
Classroom Organization
Evidence of Routine
Appropriate Behavior
Teacher
Teacher / Administrator
Administrator / Teacher Substitute
Administrator
Clear Expectations
Time on Task
Positive Social Interaction
Teacher / Parent
Teacher / Student / Administrator
Student

Evidence)
Discipline Report
Printed Rules/ Syllabus Observation
Room Set-up, Seating Arrangement
Observation / Printed Instruction
Reprimands/ Prompts Issued During
Class
Teacher / Parent Communication
Notebooks/ Behavior Plans
Limited Amount of Down Time/
Student
Standard 7
Data Source
Professional Organization
Collaboration
Applies Knowledge from Research
Professional Development
Continual Learning
Iowa Teaching Standards - Understands
Teacher / Organization
Teacher / Committee
Evaluator / Teacher
Evaluator / Teacher
Teacher / Office

Evidence)
Membership Card / Minutes
Minutes / Observation
Observation / Lesson Plans
Plan/ Hard Copy
Transcript / Grade of Class
Conservation / Portfolio/ Lesson Plans
Standard 8
Data Source
Teacher Attendance
Timelines / Grading
Compliance with Expectation
Community Participation
Portfolio Chart
Teacher / Student Interaction Physical
Office
Office
Secretary and District Minutes
Teacher
Teacher
Oral

Evidence)
Record
JMC / SASSI
Comments
Log
Log
Observation
17
Review of A Lesson in Terms of

On 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.
18
Iowa Elementary School

Sixth Grade Math - Ms. Henson
Lesson Plan for November 20th
Goal: 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.
19

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.
20

Likely To Be Seen During An Observation
.
1D
1E
1G
2A
2B
2C
2D
4A
4C
4D
4E
4F
5E
6A
6B
6C
6D
6E
8D
Accepts and demonstrates responsibility for creating a classroom culture that supports the
learning of every student.
Creates an environment of mutual respect, rapport, and fairness.
Communicates with students, families, colleagues, and communities effectively and
accurately.
Understands and uses key concepts, underlying themes, relationships, and different
perspectives related to the content area.
Uses knowledge of student development to make learning experiences in the content area
meaningful and accessible for every student.
Relates ideas and information within and across content areas.
Understands and uses instructional strategies that are appropriate to the content area.
Aligns classroom instruction with local standards and district curriculum.
Demonstrates flexibility and responsiveness in adjusting instruction to meet student
needs.
Engages students in varied experiences that meet diverse needs and promote social,
emotional, and academic growth.
Connects students prior knowledge, life experiences, and interests in the instructional
process.
Uses available resources, including technologies, in the delivery of instruction.
Provides substantive, timely and constructive feedback to students and parents.
Creates a learning community that encourages positive social interaction, active
engagement, and self-regulation for every student.
Establishes, communicates, models, and maintains standards of responsible student
behavior.
Develops and implements classroom procedures and routines that support high
expectations for student learning.
Uses instructional time effectively to maximize student achievement.
Creates a safe and purposeful learning environment.
Contributes 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.
21
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.
22
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?
23
A Framework for Understanding

The Iowa Teaching Standards and Criteria
In 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 kbosovich@isea.org.
24
Advice 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.
25
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
11.
Administrator
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.
26
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.html
Iowa Board of Educational Examiners -- Licensure
www.state.ia.us/boec/forms/rtl.pdf
National Education Association
www.nea.org
Appendix
27
Comprehensive Evaluation Summative Form

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.
28
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
Does Not Meet
Standard
Additional documentation/artifacts applicable to this standard are attached as Appendix A-2.
29
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
Does Not Meet
Standard
30
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
Does Not Meet
Standard
31
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
Does Not Meet
Standard
32
6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT.

The teacher:
a. Creates a learning community that encourages positive social interaction, active engagement, and selfregulation 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
Does Not Meet
Standard
33
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
Does Not Meet
Standard
34
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.
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
Does Not Meet
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:
Evaluation Period:
Date:
, 20____ to
Teachers Signature:
, 20____
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
35
Sample 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.
36
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 (820-02) along with 2001-02 student achievement data.
37
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.
Circle one:
Meets Standard
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.
Does Not Meet

Standard
All criteria for Standard 1 have been addressed using multiple sources and multiple data
points.
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 researchbased instructional strategies (e.g., guided reading) that are being used in his room with
positive results.
Circle one:
Meets Standard
Does Not Meet
Standard
points.
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.
Circle one:
Meets Standard
Does Not Meet
Standard
points.
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 2 nd 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.
Circle one:
Meets Standard
Does Not Meet
Standard
All criteria for Standard 4 have been addressed using multiple sources and multiple data points
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 2 nd 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.
Circle one:
Meets Standard
Does Not Meet
Standard
points.
6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT.

The teacher:
a. Creates a learning community that encourages positive social interaction, active engagement, and selfregulation 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.
Circle one:
Meets Standard
Does Not Meet
Standard
All criteria for Standard 6 have been addressed using multiple sources and multiple data points
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.
Circle one:
Meets Standard
Does Not Meet
Standard
points.
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.
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:
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 cocoach 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
Does Not Meet
Standard
All criteria for Standard 8 have been addressed using multiple sources and multiple data points.
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 2 nd year teacher. This
form will be available in the spring of 2003.
Enclose check or
money order
DO NOT
SEND
CASH
State of Iowa
Board of Educational
Examiners
Licensure
Grimes State Office
Building
Des Moines, Iowa
50319-0146
Model Descriptors to Support the

September, 2002
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 on improved
student learning.
Descriptors: The teacher develops strategies with colleagues who share responsibility for a student(s) to
increase the likelihood of success and engages in active inquiry with colleagues about the schools
fulfillment of instructional goals. The teacher provides opportunities for families and community
members to take an active role in the classroom, the school, and the school district. The teacher accepts
personal responsibility for nurturing the school as a community of learners.
Criterion g: The teacher communicates with students, families, colleagues, and communities effectively
and accurately.
Descriptors: The teacher demonstrates professionalism and self-confidence in routine circumstances and
eases stressful situations when they occur. The teacher uses appropriate spelling, grammar, mechanics
and style and varies vocal cues, rate, and volume. The teacher demonstrates and leads quality
discussions.
Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position.
Criterion a: The teacher understands and uses key concepts, underlying themes, relationship, and
different perspectives related to the content area.
Descriptors: The teacher knows the content that supports district standards and benchmarks in the grade
level courses that the teacher is assigned and uses an integrative approach for content that supports those
local standards and benchmarks. There is incorporation of accurate content knowledge into instruction
aligned with the local content standards and benchmarks. The teacher locates and uses multiple
resources to expand subject matter beyond manuals, texts, and curriculum guides.
Criterion b: The teacher uses knowledge of student development to make learning experiences in the
content area meaningful and accessible for every student.
Descriptors: The teacher knows the content appropriate to the learner needs and selects meaningful
instructional objectives aligned with those students learning needs. The teacher provides significant,
challenging, varied, and appropriate learning goals designed to meet the learning needs of each student.
The teacher knows when it is appropriate to use adaptations and accommodations to meet individual
student needs, including curriculum compacting, enrichment, and acceleration. The teacher uses
appropriate assessment techniques to assess the learning experiences provided in the classroom.
Technology is integrated that is appropriate to student intellectual and physical development.
Criterion c: The teacher relates ideas and information within and across content areas.
Descriptors: The teacher organizes curricular materials to facilitate understanding of central themes,
concepts, and skills. The teacher knows the content taught at grade levels below and above the current
grade level taught and inter-relates ideas and information within and across curricular areas to assist or
facilitate student understanding. The teacher uses multiple questioning techniques for student inquiry
within and across disciplines and knows when appropriate technology can be used to assist student
application of knowledge and skills across content areas.
Criterion d: The teacher understands and uses instructional strategies that are appropriate to the
content area.
Descriptors: The teacher knows when and how a variety of instructional strategies can be used in the
content area to improve student learning and uses those strategies as appropriate. The teacher also
knows which strategies are developmentally appropriate for various groups of students and applies that
knowledge as needed. The teacher integrates the use of technology as an instructional strategy when it
supports and enhances learning for the content area.
Standard 3: Demonstrates competence in planning and preparing for instruction.
Criterion a: The teacher uses student achievement data, local standards, and the district curriculum in
planning for instruction.
Descriptors: The teacher designs and uses a variety of instructional strategies and classroom materials
that align with local content standards, benchmarks, and district curricular expectations. The teacher
uses these local content standards and benchmarks to determine what students should know and be able
to do. The teacher analyzes individual student and classroom achievement data to determine the
sequencing of and adjustments to instruction.
Criterion b: The teacher sets and communicates high expectations for social, behavioral, and academic
success of all students.
Descriptors: The teacher establishes classroom goals for social, behavioral and academic success and
develops classroom routines to support these goals. The teacher provides feedback to students and
routinely assesses their progress toward these goals.
Criterion c: The teacher uses student developmental needs, background, and interests in planning for
instruction.
Descriptors: The teacher seeks and collects information to understand students needs and interests for
use in planning and designs and uses lessons/units that provide for varied student learning needs. The
teacher incorporates multiple levels of thinking and conceptualization into planning for instruction and
incorporates multiple mechanisms for students to attain knowledge and skills in varied modalities.
Criterion d: The teacher selects strategies to engage all students in learning.
Descriptors: The teacher knows or actively seeks instructional strategies that produce increased student
learning. There is a plan for a variety of types of effective instructional strategies, facilitation
techniques, and classroom activities that actively engage students in learning. The teacher organizes
content in a manner that facilitates each students construction of his/her learning and incorporates
inquiry methods to encourage critical and creative thinking. The teacher plans for adjustments in
instruction to meet student learning needs based on the assessment of student progress.
Criterion e: The teacher uses resources, including technologies, in the development and sequencing of
instruction.
Descriptors: The teacher integrates resources in developing and sequencing instruction that are
appropriate to the content, to curriculum alignment, and to students prior learning. The teacher uses
challenging resources that are mentally, visually, aurally, and kinesthetically stimulating and integrates
the use of technology as a curricular support when appropriate. The teacher assesses students use of
technological resources before integrating into student expectations.
Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of
students.
Criterion a: The teacher uses research-based instructional strategies that address the full range of
cognitive levels.
Descriptors: The teacher uses instructional strategies that are effective for students at varied cognitive
levels and is able to adjust strategies during instruction to meet student learning needs. The teacher uses
questioning techniques that foster classroom discussion to increase student knowledge and skills and
monitors students learning.
Criterion b: The teacher aligns classroom instruction with local standards and district curriculum.
Descriptors: The teacher works collaboratively to develop and maintain standards, benchmarks, and
performance assessments for student achievement. The teacher implements classroom instructional
strategies that support the achievement of district standards and benchmarks.
Criterion c: The teacher demonstrates flexibility and responsiveness in adjusting instruction to meet
student needs.
Descriptors: The teacher uses appropriate curriculum, instruction, and assessments to accommodate
individual needs and uses analysis of student learning before and after instruction to make instructional
decisions. The teacher adjusts instructional strategies as needed to meet student learning needs for
remediation, differentiation, and extension for standards and benchmarks attainment. The instruction is
paced to optimize effective learning by all students, provide clear directions, clarify when students are
confused and use spontaneous events as a teaching and learning opportunity.
Criterion d: The teacher engages students in varied experiences that meet diverse needs and promote
social, emotional, and academic growth.
Descriptors: The teacher uses individual, cooperative, and whole class instruction to promote maximum
student participation and uses instructional materials that are mentally engaging to the student.
Criterion e: The teacher connects students prior knowledge, life experiences, and interests in the
instructional process.
Descriptors: The teacher draws on the prior knowledge, life experience, interest and language of
students during instruction. They identify for learners the connections and potential applications of
curriculum to real-life issues and problems. The teacher assigns in-class and homework tasks that
provide students with links or transition to life experiences and interests.
Criterion f: The teacher uses available resources, including technologies, in the delivery of instruction.
Descriptors: The teacher provides classroom settings and activities that are mentally, visually, aurally,
and kinesthetically stimulating and uses resources that are appropriate to the content, and to students
prior learning. The teacher encourages students use of technological resources and integrates the use of
technology as an instructional support when appropriate.
Standard 5: Uses a variety of methods to monitor student learning.

Criterion a: The teacher aligns classroom assessment with instruction.
Descriptors: The teacher assesses what is taught. They use classroom assessments that reflect multiple
ways by which students can demonstrate knowledge and skills and use multiple assessment strategies
that are aligned to instructional goals. The teacher accepts the primary responsibility for ongoing
classroom assessment of the local standards and benchmarks appropriate to his/her classroom. They use
grading systems that reflect students knowledge and skills and continually monitor student progress
toward the attainment of instructional objectives.
Criterion b: The teacher communicates assessment criteria and standards to all students and parents.
Descriptors: The teacher establishes, with students, and parents, realistic goals for individual
improvement on student achievement and tracks achievement data over time to clearly communicate
student progress. The assessment information provided to students and parents is clear and makes sense
and defines what success is. The teacher understands and communicates what performance levels or
proficiency levels mean to all students and parents.
Criterion c: The teacher understands and uses the results of multiple assessments to guide planning and
instruction.
Descriptors: The teacher uses student achievement information from a variety of sources for decision
making. The teacher continually analyzes assessment information for alignment with student
expectations and ongoing classroom observation to adjust instruction. They determine the types of
student responses (essay, T/F, multiple choice, project, etc.) that best align with the goals for instruction
and provide individual instruction and assistance to students in need.
Criterion d: The teacher guides students in goal setting and assessing their own learning.
Descriptors: The teacher involves students in establishing goals for learning and helps students to
understand and monitor their own learning goals. The teacher works with student to gather and monitor
information on their progress and assists student in analyzing their own learning progress through
meaningful measures and conferencing with the student.
Criterion e: The teacher provides substantive, timely, and constructive feedback to students and parents.
Descriptors: Through the teacher maintaining accurate records about each student's progress, the teacher
provides adequate feedback to students and parents so it is clear what students have learned and what
still needs to be learned. The teacher celebrates increased student achievement with students and
parents.
Criterion f: The teacher works with other staff and building and district leadership in analysis of
student progress.
Descriptors: The teacher engages in collaborative study of student learning data and uses these data to
design instruction on student learning needs. The teacher exchanges information about student learning
with students, families, and school personnel who share the responsibility for the student.
Standard 6: Demonstrates competence in classroom management
Criterion a: The teacher creates a learning community that encourages positive social interaction,
active engagement, and self-regulation for every student.
Descriptors: The teacher creates and communicates clear expectations for individual student interaction,
engagement, and self-regulation. Students are taught to become responsible and self-directed, consistent
with students developmental needs. The teacher encourages collaboration and self-reliance and
interacts with students in a respectful and appropriate manner and creates a classroom with a climate of
respect for all.
Criterion b: The teacher establishes, communicates, models, and maintains standards of responsible
student behavior.
Descriptors: The teacher clearly communicates guidelines for responsible student behavior and instructs
students about behavioral expectations and appropriate social skills. The teacher maintains consistent
and clear expectations and accountability and models positive social skills to students while providing
opportunities for students to practice those skills.
Criterion c: The teacher develops and implements classroom procedures and routines that support high
expectations for learning.
Descriptors: The teacher consistently implements management techniques that create an engaging
learning environment and make behavioral modifications in specific situations to support individual
learning needs. The teacher develops and implements schedules, timelines, procedures, and routines to
support high expectations for learning.
Criterion d: The teacher uses instructional time effectively to maximize student achievement.
Descriptors: The teacher develops and implements classroom procedures and routines that optimize
learning time. Instructional time is used effectively and productively for maximum student engagement
with tasks.
Criterion e: The teacher creates a safe and purposeful learning environment.
Descriptors: The teacher creates a classroom setting that is safe and provides an accessible learning
environment for all students. They insist upon fairness and respect as elements in each interpersonal
relationship and encourage each student to be self-reflective. The teacher provides learning
opportunities for students to become responsible, self-reliant, and collaborative. They create
opportunities for students to make decisions appropriate to students developmental levels.
Standard 7: Engages in professional growth.
Criterion a: The teacher demonstrates habits and skills of continuous inquiry and learning.
Descriptors: The teacher actively pursues opportunities for learning embedded in daily experiences and
engages in formal learning opportunities to increase his/her repertoire of knowledge and skills.
Responsibility is accepted for his/her mental, physical, and social well being. The teacher routinely
reflects on his/her practices. There is a habit of reading current educational journals and other
professional literature.
Criterion b: The teacher works collaboratively to improve professional practice and student learning.
Descriptors: The teacher collaborates with others to improve their teaching and their students learning
and supports joint efforts for the improvement of instruction. The teacher contributes experience and
ideas toward the continuing development of the school/district as a learning community and builds
relationships that enable them to become valuable members of the school community. The teacher plans
lessons, rehearses strategies, demonstrates strategies, and observes with a mentor and/or peer coaching
partner.
Criterion c: The teacher applies research, knowledge, and skills from professional development
opportunities to improve practice.
Descriptors: The teacher integrates his/her working knowledge of psychology (human development and
motivation), sociology (organizational membership), pedagogy (instructional strategies) and subject
matter to construct a coherent educational philosophy. Research ideas, knowledge, and skills are tried in
the context of best practices. The teacher monitors the implementation and effect of using new learning
within the classroom.
Criterion d: The teacher establishes and implements professional development plans based upon the
teacher needs aligned to the Iowa Teaching Standards and district/building student achievement goals.
Descriptors: The teacher collaborates in the development of their own professional development plan to
meet district/building goals. Suggestions are elicited about their teaching and adapt their teaching to
new ideas, findings, ideals, and theories. The teacher routinely participates/ contributes to collective
study with colleagues in order to implement district career plans and uses data about student
performance and his/her practice to design individual career development plans.
Standard 8: Fulfills professional responsibilities established by the school district.
Criterion a: The teacher adheres to board policies, district procedures, and contractual obligations.
Descriptors: The teacher demonstrates professional commitment and respects the contractual
requirements of his/her employment.
Criterion b: The teacher demonstrates professional and ethical conduct as defined by state law and
individual district policy.
Descriptors: The teacher presents himself/herself to the school and community in a manner that elicits
respect and complies with state laws defining the profession.
Criterion c: The teacher contributes to efforts to achieve district and building goals.
Descriptors: The teacher participates in professional development opportunities to improve achievement
of district and building goals. They initiate sharing of ideas with colleagues and contribute to schoolwide events and learning activities.
Criterion d: The teacher demonstrates an understanding of and respect for all learners and staff.
Descriptors: The teacher respects different values and beliefs other than ones own and works to ensure
that all students are treated fairly. The teacher functions effectively in situations that require differing
approaches and understanding of differing family and community contexts.
Criterion e: The teacher collaborates with students, families, colleagues, and communities to enhance
student learning.
Descriptors: The teacher values and respects others roles in student learning and welcomes their
participation in the teaching process. They build acceptable and professional relationships with students,
colleagues, and families that are student-centered and conducive to learning. The teacher reaches out to
others to establish constructive relationships and rapport especially in challenging situations.
TIER I
PRE-OBSERVATION FORM
Name
School/Administrator
Date of Pre-Conference
Date/Time of Observation
Grade level/Curriculum Area Observed

1. Briefly describe the students in this
class, including those with special
needs.
4. How do you plan to engage students in

the content? What will you do? What
will the students do?
2. What are the goals for the lesson? What

do you want the student to learn?
5. What difficulties do students typically

experience in this area and how do you
plan to anticipate these difficulties?
3. How do these goals support the

districts curriculum?
6. What instructional materials or other

resources, if any, will you use? (Attach
sample materials you will be using in
the lesson.)
7. How do you plan to assess student

achievement of the goals? What
procedures will you use? (Attach any
tests or performance tasks with rubrics
or scoring guides.)
8. What Iowa Teaching Standards/criteria

will be demonstrated in this observation?
Teacher comments pertaining to observation setting: List any items you might want to
call to the attention of the administrator.
TIER I
OBSERVATION REFLECTION FORM
Name
School
Grade/Subject
Observation Date
Time
Post conference Date
Time
1. As I reflect on the lesson, to what extent were students productively engaged?
2. Did the students learn what I intended? Were my instructional goals met? How do I know?
3. Did I alter my goals or instructional plan as I taught the lesson? If so, why?
4. If I had the opportunity to teach this lesson again to this same group of students, what would I do
differently? Why?
5. Provide several samples of student work related to this lesson. The samples should reflect the full
range of student ability in your class and include the feedback you provide to students on their
papers.
6. List the Iowa Teaching Standards/Criteria that were related to this lesson.
Teachers signature/date
Administrators signature/date
Crosswalk of
Iowa Teaching Standards & Criteria with Danielsons Framework Elements
Standard &
Criteria
Fully Identified Elements
ITS # 1
Enhance Academic Perform.
A
B
C
D
E
F
G
ITS # 2
A
B
C
D
ITS # 3
A
B
C
D
E
ITS # 4
A
B
C
D
E
F
3D(1), 3D(2), 4C(2)

1C(1), 3C(4), 4D(3)
1F(3)
3E(3), 2B(3), 2B(2)
2A(1), 2A(2), 3B(3)
4F(1), 4F(2), 4F(3)
4C(1), 4C(2), 3A(2), 4B(2)
Content Knowledge
1A(1), 1A(2), 3C(1)
1B(1), 1B(2), 1B(3)
1A(1), 1A(2)
1A(3), 1E(1), 1A(2)
Planning and Preparation
1F(1), 1F(3), 4B(2), 4A(2)
1C(1), 2B(3), 3A(1), 2D(1)
1B(1), 1B(2), 1B(3), 1C(3)
1C(4), 1E(1), 3C(3), 2B(3)
1D(1), 1D(2), 1E(2)
Instructional Strategies
3B(1), 3B(2), 3E(3)
1E (1), 1F(1)
3C(5), 3E(1), 3E(2), 1E(3)
3C(2), 3C(3), 3C(4)
1B(2), 1B(3), 1B(4), 3C(1)
1E(2), 3C(4)
Mentioned Elements
1F(1), 1F(2), 4B(1), 4B(2), 4D(1), 4C(1), 4C(3)

1A(3), 1E(1), 2B(3)
4A(1), 1B(3), 3D(1), 4A(2)
1B(2), IB(3), 1B(4), 2B(3)
2B(2), 2B(3)
2B(1), 2B(2), 2B(3),
4C(3)
3C(2), 3C(4)
1C(3), 1B(4), 3E(3)
1E(1), 3B(1)
4E(1), 3C(1), 1A(1), 3C(2), 3C(5)
1C(1), 1C(2), 1F(2)
3D(1), 3D(2), 1B(4), 1C(3)
1F(3), IB(4), 1E(1)
3B(3), 3B(1), 3C(2)
3C(4)
3E(1), 1B(2), 1B(3), 1C(4), 3B(3), 3C(2)
1F(2), 1F(3)
3E(3), 4A(2), 1F(3), 3A(1)
1E(1), 2C(1), 2B(2)
2A(1), 1C(3), 3C(2)
1A(3), 1D(1), 1D(2), 1E(1)
ITS # 5
A
B
C
D
E
F
ITS # 6
A
B
C
D
E
ITS # 7
A
B
C
D
ITS # 8
A
B
C
D
E
Monitoring Learning
1C(2), 1F(1), 1F(3), 1F(2)
1F(2), 3A(1), 4C(2)
1F(3), 3E(1), 4A(1), 4A(2)
2B(2), 1F(3), 2B(3), 1F(2)
3D(1), 3D(2), 4C(2), 4B(1)
4F(3), 4D(1), 4D(3), 4F(2)
Classroom Management
2A(1), 2A(2), 2B(1), 3B(3)
2D(1), 2D(2), 2D(3)
2B(3), 2C(1), 2C(2), 2C(3)
2C(1), 2C(2), 2C(3), 2C(4)
2B(3), 2E(1), 2A(1), 2A(2)
Continuous Learning
4A(1), 4E(1), 4A(2), 4E(2)
4E(2), 4F(3), 4D(1)
1A(1), 1A(3), 4E(1)
4E(1)
Adheres to Obligations
4E(2), 4D(3)
4D(1), 4F(1), 4F(2), 2A(1)
4C(3), 4D(1), 4D(3)
4C(1), 3A(2)
3E(3)
1F(1), 3C(2)
1F(2),1F(3), 4B(2), 4C(3)
3E(3), 4A(2), 1F(3), 4B(2)
2B(2), 2B(3), 2C(1)
3C(5), 1E(4)
2E(2)
1D(1)
4E(2), 4A(2)
4D(3), 4E(2)
1C(1), 4D(2)
2A(2)
4C(1), 4C(2), 2C(5)
Other Danielson Elements not found in Crosswalk:

1E(4), 2C(5), 2E(2), 4B(3), 4D(2)
Crosswalk of
Danielsons Framework Elements with Iowa Teaching Standards & Criteria
Framework
Element
1A(1)
1A(2)
1A(3)
1B(1)
1B(2)
1B(3)
1B(4)
1C(1)
1C(2)
1C(3)
1C(4)
1D(1)
1D(2)
1E(1)
1E(2)
1E(3)
1E(4)
1F(1)
1F(2)
1F(3)
2A(1)
2A(2)
2B(1)
2B(2)
2B(3)
2C(1)
2C(2)
2C(3)
2C(4)
2C(5)
ITS Criteria Addressed
ITS Criteria Noted
2A, 2C, 7C
2A, 2C, 2D
2D, 7C
2B, 3C
2B, 3C, 4E
2B, 3C, 4E
4E
1B, 3B
5A
3C
3D
3E, 8E
3E
2D, 3D, 4B
3E, 4F
4A
2D
3A, 4B, 5A
5A, 5B, 5D
1C, 3A, 5A, 5C, 5D
1E, 6A, 6E, 8D
1E, 6A, 6E
6A
1D, 5D
1D, 3B, 3D, 5D, 6C, 6E
6C, 6D
6C, 6D
6C, 6D
6D
1B, 4F
1D, 4A
1C, 1D, 4A
1D, 3B, 2B, 3C
3A, 8C
3A
2B, 4E, 3B
4A
4F, 7A
4F
1B, 2C, 4D, 4F, 3C
6D
1A, 5D
1A, 3A, 4B, 5E
3C, 4B, 4C, 5E, 5F
4E
8D
1F
1E, 1F, 4D, 6A
1B, 1D, 1E, 1F, 6A
4D, 6A
8E
Framework
Element
2D(1)
2D(2)
2D(3)
2E(1)
2E(2)
3A(1)
3A (2)
3B(1)
3B(2)
3B(3)
3C(1)
3C(2)
3C(3)
3C(4)
3C(5)
3D(1)
3D(2)
3E(1)
3E(2)
3E(3)
4A(1)
4A(2)
4B(1)
4B(2)
4B(3)
4C(1)
4C(2)
4C(3)
4D(1)
4D(2)
4D(3)
4E(1)
4E(2)
4F(1)
4F(2)
4F(3)
ITS Criteria Addressed
ITS Criteria Noted
3B, 6B
6B
6B
6E
3B, 5B
1G
4A
4A
1E, 6A
2A, 4E
4D
3D,4D
1B, 4F, 4D
4C
1A, 5E
1A, 5E
4C,5C
4C
1D, 4A
5C, 7A
3A, 5C, 7A
5E
1G, 3A
1G
1A, 1G, 5B, 5E
8E, 1A
5F, 7B, 8D, 8E, 1B
5F, 8C, 8E
7A, 7C, 7D
7A, 7B, 8C
1F, 8D
1F, 5F, 8D
1F, 5F, 7B
6E
4C
5B
2C, 3D
3D, 4A
2D
2A, 2D, 3D, 4A, 5D, 4E
2A, 3E
2D, 6D
1C, 3B
3B
4A
2B, 4C, 5C, 5F
1C
1C, 4C, 5F, 7C
1A
1A, 5E, 5F
5B, 8E
8E
1G, 5E
1A
8C
7D
2D
7C, 7D
FACING THE FIRST YEAR

(Source Unknown)
FIRST YEAR RELATIONSHIPS

As a first-year educator you have much to look forward to in an age of fast-moving political, social, and
economic changes. These changes may, in fact, be the only constants you can rely on, as established
institutions change slowly to meet the demands of an evolving society. You will have to decide for
yourself just what changes are acceptable to you as an individual. Your own principles will come under
constant re-examination as you come into contact with your first faculty, administration, and students.
However bound together educators are by the supposed common goal of education, they are as diverse
in personalities and interests as any group could and should be. You will need to make the adjustment
that is often referred to as the ideal vs. reality. Your ability to adjust to reality in the modern education
environment will go a long way toward determining your success as an educator.
The following selected list of adjustments will perhaps be helpful to you in feeling your way as a firstyear educator.
RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO THE ADMINISTRATION
Before the first day of class, find out what the districts and your administrators policies are on
discipline, on child abuse, and other policies of the individual building and/or school district. This will
help you to identify what procedures you may follow and the type of back-up support you will receive
from your administrator. Be aware of as many policies as possible. Ask questions when you are not sure
of a possible problem or outcome. This will help you to get off on the right foot and will make you
more confident in your decisions. Understanding the policies of the school district and building to
which you are assigned will help you maintain a positive attitude toward the administration.
RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO THE FACULTY AND STAFF
Get to know your colleagues as soon as possible at the beginning of the year. Listen to their ideas and
comments about school and about students. This will give you a general idea about the educational and
social values of your colleagues. Always listen with an open mind. This will give you a chance to form
your own opinions. Faculty members, in general, will try to help make your first year a good one.
Remember, what you say and do is a reflection of you and will make impressions. Secretaries, aides,
librarians, and janitors are very important person to educators; keep on the good side of them!
RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO STUDENTS
This is your classyour group of students for one quarter, semester, or year. You will make an
impression on their lives. Get to know your class and try to understand their values, needs, and their
backgrounds. This means getting used to your students, their ideals or lack of them, their ideas on life,
their hopes, problems, and frustrations. You must show them that you care, yet remain a little apart from
them, as the dignity of your position requires. You can be friendly, but not their best buddy. You will
always remember your first class. Have a good year with your students.
RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO WORK
As an educator, you will be involved in what seems to be a mountain of work. Preparation for class
alone requires much time and work. Paperwork seems to never end; there are papers to correct, grades
to record, seatwork and assignments to prepare, forms to fill out, objectives to write, and much more. It
may require more time than you have during the school day. You may have to take work home but, if
possible, do your work at school so that when you leave the building, you are finished for the day. This
may mean coming earlier or staying late, but you will have other responsibilities too (family, friends,
cooking, cleaning, committees, sports, etc.). Budget your time and do what you can each day. Leave
time for yourself so that you dont suffer from burn-out. Remember, when you are tired, your
problems at school and home seem bigger, so develop a plan and attempt to stay with it. Learn to
manage your time and not overload yourself in extra paper work.
RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO PARENTS
Parents and their attitudes are a very important part of your teaching career. There are many parents
who care very much about their child and his/her education. These parents are usually very cooperative.
However, you should be aware that there are parents with whom you may become very frustrated.
These are the parents who will not show up for conferences, who will not give the school a phone
number to reach them in case of an emergency, and who seem not to care about their child or their
childs education. Do as much as you can to reach them and use your support services such as the
principal, school nurse, and social worker when necessary. But, remember you are just one human
being. You see that individual child for six or seven hours a day and there is only so much that can
change. It is a hard fact to accept, but an important one to learn. This is not a negative attack on
parents, but it is an attempt to inform you that a few parents can be difficult.
RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO THE ASSOCIATION
Being a member of a local association, the Iowa State Education Association and National Education
Association provide an opportunity for you to have professional relationships with your colleagues
locally and distant. The Association works for the good of students, public education, and its members.
With your membership, you will have access to all of the professional growth resources of the
Association as well as its support and assistance when questions arise.
RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO FURTHERING A CAREER
The continuance of your education will present a problem if for no other reason than the cost involved in
terms of time and money spent. Education today is a continuous effort. Knowledge does not stand still
and neither should you. The previous list covers six major areas of possible conflict for you as a firstyear teacher. It is by no means an all-inclusive list, but you should be aware of these general problem
areas.
CLASSROOM MANAGEMENT TIPS
Discipline has been labeled as one of the biggest problems for beginning teachers. Perhaps these
classroom management tips can assist you.
Always be prepared to have plenty of things to do when the students are finished with their work. This
can be accomplished by utilizing learning centers and by having library books and educational games
available. This way, the children can keep busy learning instead of sitting and waiting for the other
students to finish their work. It is better to have too much prepared than too little. Always be prepared
to have plenty of learning or educational activities available when the students are finished with their
assigned work.
The following is a list of often-neglected items which first-year educators should think over before
stepping into the classroom:
1.
Storage for completed papers.
2.
Restroom privileges.
3.
Pencil sharpening times.
4.
Disciplinary procedures.
5.
Preparation for lunch time
6.
Playground procedures.
7.
Roll call method.
8.
Seating arrangement.
9.
Lunch count.
10.
Moving students from room to room.
11.
Grading procedure.
12.
Fire evacuation procedure.
13.
Absence and tardiness procedures.
14.
Schedules.
15.
Regulations regarding the acquisition and use of materials.
16.
Media.
17.
Text and trade books.
18.
Dress codes.
19.
Discipline philosophies.
20.
Library rules.
21.
Conferences.
22.
Lesson plans.
23.
Rules for field trips.
24.
Reports and record keeping
25.
Report cards.
26.
Room change procedure.
The above are just a few of the areas of which you need to be aware. Some of these procedures are
determined totally by each individual teachers experiences and goals. Some decisions must be made
after talking to fellow faculty members and school building officials. Often these are the little things
that can be overlooked. Be aware of these possibilities; be prepared for them, and your class day will
run much more smoothly.
Beginning Teacher
Comprehensive Evaluation Workshop
Goals
To provide beginning teachers with an in-depth understanding of the comprehensive

evaluation system
To support and reassure beginning teachers in the comprehensive evaluation system
process.
To introduce the Iowa Framework as a tool for self-assessment and identifying
information that can be used in the comprehensive evaluation.
Agenda
I.
Welcome
II.
Introduction
III.
Quick Overview of Teacher Quality Legislation
IV.
Key Definitions and Description of the Comprehensive Evaluation Process
V.
Training of Evaluators and Possible Information Sources
VI.
Review a Math Lesson Plan in Terms of Iowa Teaching Standards and Criteria
VII.
A Framework for Understanding the Iowa Teaching Standards and Criteria
VIII.
Ways that ISEA will Support A Framework for Understanding the Iowa Teaching
Standards and Criteria
IX.
Advice for Beginning Teachers
X.
Closure

Beginning Teacher Guide Evaluation

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Beginning Teacher Guide Evaluation

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Beginning Teacher Guide

Opportunities and Challenges

Teacher Quality Initiative

Iowa Teaching Standards and Criteria

Description of the Comprehensive Evaluation Process

Collecting Evidence and Information

Sixth Grade Math Lesson

Advice to the Beginning Teacher

Sample Comprehensive Evaluation Summative Evaluation Form

Application for Renewal

Model Pre- and Post-Observation Forms

Crosswalk of Danielsons Framework for Teaching and

Facing the First Year

Iowa State Education Association: Beginning Teachers Guide to Evaluation

From ISEA President Linda Nelson

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Opportunities and Challenges

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Self-fulfillment, fulfilling potential, challenging self,

Security, orderliness, protective rules, avoidance of

Physiological needs, for food, clothing, health,

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Source: Iowa Department of Education

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Teacher Quality Initiative

Comprehensive Evaluation for

District Career Development Plans

Individual Career Development Plans

Comprehensive Evaluations and

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Iowa Teaching Standards and Criteria

Demonstrates ability to enhance academic performance and support for implementation

Iowa State Education Association: Beginning Teachers Guide to Evaluation

IOWA TEACHING STANDARDS & CRITERIA

STANDARD: Demonstrates ability to enhance academic

STANDARD: Uses a variety of methods to monitor student

STANDARD: Demonstrates competence in content

STANDARD: Demonstrates competence in classroom

STANDARD: Demonstrates competence in planning and

STANDARD: Uses strategies to deliver instruction that

STANDARD: Engages in professional growth.

STANDARD: Fulfills professional responsibilities established by

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Recommend the teacher for a standard license.

b. Credit(s) completed which leads toward the completion of a planned masters,

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Description of the Comprehensive Evaluation Process

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Criterion G: Communicates with students, families, colleagues, and communities

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Retention of Beginning Teachers

Participants in evaluator training are expected to:

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Attend all sessions of the training.

Collecting Evidence and Information

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

A data point is the actual artifact or information.

Iowa State Education Association: Beginning Teachers Guide to Evaluation

Information (Data Point or

Information (Data Point or

Lesson Plans / Objectives

Utilization of Student Achievement Data