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DCSD Induction Program Project Plan for

Quarter 4: Iowa Teaching Standard 6


Note: This project is for “year 1” teachers. Teachers who are “year 2”s may opt instead to use
the Quarter 4 Induction Time to finalize anything with their portfolios and prepare for licensure.

Overview
The focus for the Quarter 4 work will be in Competence in Classroom Management as we look towards
starting or completing our professional portfolios in preparation for applying for a standard teaching
license.

Directions:
● By the 4th quarter Induction Meeting:
○ Review the connections (linked below) in the document so that there is a sound
understanding of why the project at hand is in direct alignment with the Iowa Teaching
Standards, the NIET Instructional Rubric, the DCSD Teaching and Learning Plan, and the
Induction Program Portfolio.
○ Review the Project Details section of this document (linked below) for the specific
actions you will undergo in this Plan/Teach/Reflect experience.
● At the 4th quarter Induction Meeting:
○ You will be provided professional learning to support Standard 6. You will also be given
time to work with your Mentor on the project and portfolio.
● By the end of 4th quarter:
○ Complete all items listed within the project (linked below).

Overview

Project Details

Connection to the Iowa Teaching Standards and Criteria

Connection to the Induction Program Portfolio

Connection to the National Board for Professional Teaching Standards

Connection to the NIET Instructional Rubric

Connection to the DCSD Teaching and Learning Plan


Project Details

All of our projects will revolve around a collaboration cycle with your Mentor Teacher in which you will
plan, teach, and reflect. The steps for each part of the cycle are outlined below. Please reach out to your
Mentor or Jen Van Fleet if you have any questions about completing the project requirements:

Plan
1. Setting a goal:
a. Review A Framework for Understanding the Iowa Teaching Standards and Criteria pages
for Standard 6.
b. For each criterion page, select one of the elements on which you would like to grow.
Circle where you believe you are now on the rubric, and draw an arrow where you
would like to be.
c. On one of the blank pages within the book, write a goal for yourself. Examples are
below:
i. Example 1: Goal for Standard 6, Criterion A: By the end of the school year I will
ensure all voices are heard in my classroom by using CLR discussion protocols
each week.
ii. Example 2: Goal for Standard 6, Criterion C: By the end of the school year I will
support my students in working in independent groups that are productively
engaged with students assuming responsibility for productivity by empowering
students with ownership roles in my classroom.
d. Pre-Observation Meeting: Your Mentor will arrange a time to meet with you to plan the
upcoming Mentor observation.
e. Before the meeting:
i. Create an initial lesson plan to share with your Mentor at or before the pre-
observation meeting. You could also do this as a co-planning activity with your
Mentor.
ii. In your lesson plan, include your thoughts on the following three items:
1. What kind of teacher actions/resources, student actions/resources, and
special considerations would you need to plan to have high quality
classroom management and procedures during the lesson?
2. At the meeting:
a. Review your lesson plan with your Mentor. He or she will provide you with feedback on
ideas to consider before you teach.
b. Review the observation and what you are most interested in your Mentor observing.
c. Confirm the date/time of observation.
d. Confirm the date/time of the post-observation meeting.

Teach
1. With your lesson plan as your guide, relax and teach! Remember that your Mentor is your
colleague who is there to help you grow. Do not worry about perfection. Your goal is to meet
later and reflect on what occurred and to adjust future instruction as needed.

Reflect
1. Post-Observation Meeting:
a. Review the lesson plan, and discuss with your Mentor what he/she observed. Either
with your Mentor or individually, record your lesson reflection on your lesson plan
document.
i. What went well?
ii. What would you change going forward?
iii. How did your actions contribute to student learning?
iv. How do the results of your assessment impact your future instruction?
v. What information, if any, do you need to share with your CTT?
b. With your Mentor’s advice and connections, make plans to observe a colleague’s
classroom for a lesson. Your mentor will help to select the right person and make the
arrangements for a coverage if needed. Following the observation, complete the post-
observation reflection form.
2. Review your goal:
a. Return to the goal you made during your planning phase. Update it as needed, and then
make your goal visible. Ideas for visibility: Post it in your classroom. Post it in your
portfolio. Share it with your Mentor. Tweet it out. #dcsdpln
3. Update your portfolio:
a. For this project, you have produced some artifacts that should be included in your
portfolio: Goal, lesson plan. Note: If addressed in your lesson plan for this project, your
lesson plan could satisfy the following criteria: 1b, 1d, 1e, 1f, 2a, 2b, 2d, 3a, 3b, 3c, 3d,
3e, 4a, 4b, 4c, 4d, 5b, 6a, 6b, 6c, 6d, and 7c. There might even be others! These were the
ones that jumped out as solid connections.
b. You may not have artifacts for all the criteria for Standards 1 and 2 yet, and that is okay.
Add what you have now, and add the rest later.
c. You may have collected evidence that would work for other standards/criteria. That’s
okay! Add those ahead of time if you wish. Hint: Look at the artifact examples if you’re
not sure what you could include.
Connection to the Iowa Teaching Standards and Criteria

Standard 6:
● 6a: The teacher creates a learning community that encourages positive social interaction, active
engagement, and self-regulation for every student.
● 6b: The teacher establishes, communicates, models, and maintains standards of responsible
student behavior.
● 6c: The teacher develops and implements classroom procedures and routines that support high
expectations for learning.
● 6d: The teacher uses instructional time effectively to maximize student achievement.
● 6e: The teacher creates a safe and purposeful learning environment.
Connection to the Induction Program Portfolio

Below you will find a list of suggested evidence that you collect around Iowa Teaching Standards 1 and
2. While you do not have to collect all this evidence at this point, you will want to be aware of how it
showcases your connection to the Iowa Teaching Standards.

Remember that for your portfolio, you will need to include evidence that demonstrates all of the Iowa
Teaching Standards and each individual criterion. Click here for even more examples.

Note: If addressed in your lesson plan for this project, your lesson plan could satisfy the following criteria:
1b, 1d, 1e, 1f, 2a, 2b, and 2d. There might even be others! These were the ones that jumped out as
obvious connections.

Criterion Suggested Evidence

6a: The teacher creates a learning community that encourages cooperative learning strategies,
positive social interaction, active engagement, and self-regulation for annotation of classroom set up -
every student. photos
6b: The teacher establishes, communicates, models, and maintains expectations posted - photo/link
standards of responsible student behavior.
6c: The teacher develops and maintains classroom procedures and agenda/calendar posted -
routines that support high expectations for learning. photo/link

6d: The teacher uses instructional time effectively to maximize student transitions - video
behavior.

6e: The teacher creates a safe and purposeful learning environment. student roles/jobs - photo/link
Connection to the National Board for Professional Teaching Standards

Developed and revised by practicing educators based on research and practitioner expertise, the
National Board Five Core Propositions and Standards describe what accomplished teachers should know
and be able to do to have a positive impact on student learning.

As we work together in the DCSD Induction Program, we will align our work always with the goal of
becoming accomplished educators.
Connection to the NIET Instructional Rubric
The Iowa Teaching Standard 6 connect to several indicators on the NIET Instructional Rubric.

6 - Classroom Management
● Motivating Students
● Teacher Knowledge of Students
● Expectations
● Managing Student Behavior
● Environment
● Respectful Culture
Connection to the DCSD Teaching and Learning Plan

In a district as large as Davenport, we have a dynamic workforce. It is crucial that when this many people
work together that we have common mission, vision, values, and goals so that we can work smarter not
harder. A few years ago, a number of leaders from all different roles in our district worked together to
develop and launch a long range plan for Davenport so that no matter your role, you knew where you fit
into our mission.

Everything that you’ll experience as a DCSD educator is linked


somehow to the details outlined in the Teaching and Learning Plan. It
would be helpful for this project to have a general awareness of its
existence and the “4 pillars”:
● Multi-Tiered System of Support for Students (MTSS)
● Standards-Based Assessment and Reporting (SBAR)
● Davenport Way
● Instructional Practices

In future induction program meetings, we will go in depth into each of the four pillars and what details
impact your classroom.

DCSD Vision: Education that challenges conventional thinking, prepares all students to compete in a
global society, and inspires our students, parents, staff, and community to answer the question, “What
if?”

DCSD Mission Statement: To enhance each student’s abilities by providing a quality education enriched
by our diverse community.