Fairfield Community Schools Certified Teacher Evaluation ......Probationary Summative-A summative evaluation that may lead to standard licensure for beginning educators or dismissal

Fairfield Community Schools

Certified Teacher Evaluation Instrument

May 2017

The Fairfield Community School District believes teacher evaluation must be a meaningful process which:

Promotes continuous growth

Validates effective practice

Documents impact on student achievement

Encourages a collaborative exchange of ideas

Satisfies the legal framework

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Table of Contents

Overview 1-2

Glossary of Terms 3-4

Performance Review Purpose and Process Outline 5-8

Table of Requirements by Status 9-10

Forms A: Tier I Pre-Observation Form 11

B: Tier I Post-Observation Reflection Form 12

C: Tier I Comprehensive Evaluation 13-15

D: Tier I, II, & Probationary Evaluator Observation Form 16

E: Tier II & Probationary Pre-Observation Reflection Form 17

F: Tier II & Probationary Post-Observation Reflection Form 18

G: Tier II & Probationary Performance Review Form 19-21

H: Tier II & Probationary Performance Review Summary w/Standards Review 22

I: Tier II & Probationary IPDP Guidance 23

J: Tier II & Probationary IPDP Form 24

K: Tier II & Probationary IPDP Mid-Year Reflection 25

L: Tier II & Probationary IPDP End of Year Report 26

M: Tier III Assistance Plan Identification of Concern Form 27

N: Tier III Assistance Plan Final Summary Awareness 28

O. TIER III Intensive Assistance Plan Form 29

P. TIER III Intensive Assistance Plan-Final Summary 30

Additional Resources Iowa Teaching Standards 32

Teacher Reflection Rubric 33-38

Guiding Questions & Portfolio Suggestions 39

ORID Questioning Techniques 40

Evaluator Observation Log 41

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Glossary

I. Terms Used in This Instrument

A. Artifacts: are types of evidence that show a teacher is meeting one or more criteria listed under the 8 Iowa Teaching

Standards. This evidence might include but is not limited to: student portfolios, videotapes of lessons/classes, study

groups, case study analysis, student inventories, published work, curriculum units, performance assessments

(including ITBS and district assessments), reflective journals, professional portfolios, electronic portfolios, letters and

communications to parents, and information from the evaluator observation.

B. Evaluator: Individuals responsible for teacher evaluation will be certified in accordance with Iowa Code 284.10.

C. Formal Observation: A classroom observation of a teacher’s performance which is used for the development of the

Summative Performance Review is known as a formal observation. Formal observations involve a pre-observation

form filled out by the teacher and pre-observation conference with the evaluator, as well as a post-observation

reflection form filled out by the teacher and signed by both evaluator and teacher. Formal observations focus on the

Iowa Teaching standards and criteria.

1. Tier I Beginning Teachers will have three formal observations per year;

2. All Probationary Teachers will have 2 formal observations per year;

3. Tier II Career Teachers will have a minimum of one formal observation once every three years, during their

summative performance review.

D. Individual Professional Development Plan (IPDP): A professional growth plan designed by a Tier II teacher or

team of Tier II teachers with the goal of improving student achievement is known as an IPDP. The area of focus of

an IPDP should be linked to the district’s staff development initiative as set forth in the Comprehensive School

Improvement Plan, or building goals. Ideally, IPDP’s are completed within one to three years. Progress on the IPDP

is assessed by the teacher(s) on the forms provided both mid-year and end-of-year, with a conference with the

evaluator at Mid-Year and End of Year.

E. Informal Observation: An unannounced observation of a teacher’s performance by an evaluator that results in a

written informal report is known as an informal observation, or a walk through.

F. Iowa Teaching Standards (ITS) Review: serves as the summary event of the FCSD Performance Review.

G. Peer Review: A school district shall provide for an annual review of each teacher‘s performance for purposes of

assisting teachers in making continuous improvement, documenting continued competence in the Iowa teaching

standards, identifying teachers in need of improvement, or to determine whether the teacher’s practice meets school

district expectations for career advancement in accordance with section 284.7. The review shall include, at minimum,

classroom observation of the teacher, the teacher’s progress, and implementation of the teacher’s individual

professional development plan, subject to the level of resources provided to implement the plan; and shall include

supporting documentation from parents, students, and other teachers. The first and second year of review shall be

conducted by a peer group of teachers. The peer group shall review all of the peer group members. Peer group

reviews shall be formative and shall be conducted on an informal, collaborative basis that is focused on assisting

each peer group member in achieving the goals of the teacher’s individual professional development plan. Peer

group reviews shall not be the basis for recommending that a teacher participate in an intensive assistance program,

and shall not be used to determine the compensation, promotion, layoff, or termination of a teacher, or any other

determination affecting a teacher’s employment status. However, as a result of a peer group review, a teacher may

elect to participate in an intensive assistance program. Members of the peer group shall be reviewed every third year

by at least one evaluator certified in accordance with section 284.10.

H. Performance Review Summary w/Standards Review: This is the final form, signed by both parties within 5 days of the ITS Review and filed in central office by April 30th for all Tier II teachers completing performance reviews.

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I. Probationary: This is a term with multiple meanings by varying bodies of legislature. In Iowa Code 279.19,

Probationary is a term that defines any teacher, new to a district, who has not served three consecutive years in

another Iowa school. In terms of Iowa BoEE licensure regulations, “probationary” is a term that refers to the status

of a license, not to exceed four years.

1. Career Probationary (CP) Teacher: An individual who holds a valid practitioner’s standard license but is

not a Career Tier II teacher and meets one of these definitions:

2. CP w/3: Teachers are probationary for 1 year in a new district if they have previously completed a

probationary period of three consecutive years in another Iowa district.

3. CP w/o 3: Teachers are probationary for 3 years if they have NOT completed a probationary period of 3

consecutive years in another Iowa district. (Iowa Code 279.19)

4. CP Standard: Teachers are probationary for one year if they have completed the Fairfield mentoring

program and been recommended for licensure. They are a CP Standard teacher for ONE year and are

placed on the evaluation cycle at the start of the third year after their probationary year.

J. Summative Evaluation: An evaluation that is focused on a teacher’s performance over time.

1. Tier I Comprehensive- A summative evaluation of a beginning teacher conducted by a licensed evaluator

for the purposes of 1) determining a beginning teacher’s level of competency, and 2) for recommendation of

standard licensure. Summative evaluations are based on the Iowa Teaching Standards and criterion, noted

by the evaluator extensively.

2. Probationary Summative-A summative evaluation that may lead to standard licensure for beginning

educators or dismissal procedures for

a) CP w/3-1 year probation with a summative evaluation at end of it and a performance review at end

of 3rd year in district.

b) CP Standard-1 year probation with summative evaluation at the end of it and performance review

at end of 3rd year in district.*assumes teacher completed FCSD’s mentoring program, thus

completing 3 consecutive years in an Iowa District.

c) CP w/o 3-3 years probation with summative evaluations at the end of first two years and a

performance review at end of 3rd year in the district.

K. Tier I Beginning Teacher: individual serving under an initial license who is assuming the position of a teacher. Does

not include probationary teachers unless they are serving under an initial license.

L. Tier II Career Teacher: An individual who holds a valid practitioner’s license, has served 3 consecutive years in one

district, and is not probationary in any other way due to first year in a district or Tier III status.

M. Tier III Designation: A teacher needing additional support to meet the Iowa Teaching Standards and Criteria may be

given a Tier III Designation in the awareness phase or, after that, as a teacher needing a brief awareness phase or

up to 9 school months of intensive assistance until such time as the areas in need of improvement are corrected or

employment is terminated.

N. Tier II Performance Review: is a summative evaluation of a Tier II teacher that is used to determine whether or not

the teacher’s practice meets FCSD expectations and the Iowa Teaching Standards is known as a Performance Review. A Tier II career teacher will have a performance review once during a 3 year cycle. (284.8)If a supervisor or

an evaluator determines, at any time, as a result of a teacher’s performance that the teacher is not meeting district

expectations under the Iowa teaching standards specified in section 284.3, subsection 1, paragraphs “a” through “h”,

the criteria for the Iowa teaching standards, the evaluator shall, at the direction of the teacher’s supervisor,

recommend to the district that the teacher participate in an intensive assistance program. All school districts shall be

prepared to offer an intensive assistance program.

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Performance Review Purpose and Process

I. Purpose/Intent of Performance Review: The Fairfield Community School District believes evaluation must be a

meaningful process which:

A. Promotes continuous growth

B. Validates effective practice

C. Documents impact on student achievement

D. Encourages a collaborative exchange of ideas

E. Satisfies the legal framework

II. Chapter 284, Iowa Code: requirements for performance reviews for career teachers. As required by the law, the

Fairfield Community School District execute performance using the following guidelines:

A. Performance Review is a summative evaluation of a teacher other than a beginning teacher or

probationary that is used to determine:

1. whether the teacher’s practice meets school district expectations and the Iowa Teaching

Standards, and

2. whether the teacher’s practice meets school district expectations for career advancement

B. A participating school district shall review a teacher’s performance at least once every three years for the

purposes of:

1. assisting teachers in making continuous improvement

2. documenting continued competence in the Iowa Teaching Standards

3. identifying teachers in need of improvement, or

4. determining whether the teacher’s practice meets school district expectations for career

advancement.

III. FCSD Performance Review Process (Tier II)

A. By September 15, the evaluator describes the procedures for performance review to all staff and notifies

all TIER II Teachers who are scheduled to participate in a performance review that year.

B. An individual conference between each teacher participating in a performance review and the evaluator

will be held at the beginning of the year (by September 15th). At the conference the evaluator will do the

following with the teacher:

1. lay out the timeline for all components

2. begin collaborative work that results in a schedule that includes dates for observation(s) and

discusses topics that might be addressed in the process

3. outline expectations of the teacher

4. clarify status: beginning, career, or probationary

5. provide an opportunity for the teacher to ask questions.

C. Buildings may hold general planning sessions with the evaluator and groups of teachers as appropriate.

Such sessions may be held quarterly to assist teachers.

D. Formal observation(s) of the teacher will be held in adherence to quantities and timelines for each status.

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IV. FCSD Performance Review: In accordance with Iowa Statute 284 and best practice, the FCSD performance

review is a summative evaluation that consists of four major elements:

1. Individual Professional Development Plan (IPDP)

a) 1-3 year time span and may be for a single teacher or a team of teachers working to

improve an area of identified need. Each teacher or team will assess goal progress;

prepare a mid-year and end-of-year goal evaluation report, and conference with the

building principal mid-year and end-of-year to discuss goal progress.

2. Formal Observation(s), as required by teacher status, with Pre and Post Conference

Documentation

3. Iowa Teaching Standard Review and Reflection with ITS Review Form

a) Iowa Teaching Standards Review: serves as the summary event of the FCSD

Performance Review.

b) The review, along with the IPDP and formal pre/post observation forms, provides the

content for the conversation (conference) between the teacher and evaluator.

Preparation of the review allows the teacher to provide information regarding the

teacher’s work in each of the eight Iowa Teaching Standards.

c) Although there is no specified method for collection of information or data, the teacher will

collect pertinent artifacts and information in the period of time prior to the Iowa Teaching

Standards Review. This information might be collected loosely in a box or folders for

each standard, or more formally in a portfolio. The method of collection and what to

collect is a decision of the teacher. The evaluator may request additional artifacts to

support or enhance one or more of the Iowa Teaching Standards.

d) The teacher will share artifacts and written reflections during the Iowa Teaching

Standards Review Conference. These items will serve as a launching pad for the

comments and reflections. The purpose of this section is to allow the teacher to describe

what she/he is doing to address each of the Iowa Teaching Standards.

e) The teacher is to address each Iowa Teaching Standard, but not necessarily each

criterion. All the criteria for the standards are listed on the form. There should be a

statement for each standard that connects the actual teaching of the teacher in terms of

the standard. Artifacts relating to teaching may be referenced.

f) The review may use phrases and bullet lists, as well as full sentences.

4. Evaluators are to submit all completed Performance Review Summary w/Standards Review

Form to the ACT by April 30th of each year.

B. Tier I Designation-The purpose of the Tier I Designation is to provide structured, regular support to

professionals on an initial provisional license. This 2-year period is meant to assist beginning teachers in

becoming contributing members of the FCSD staff. An individual serving under an initial provisional

license issued by the BOEE under chapter 272 who is assuming their first position as a classroom

teacher is designated Tier I. District evaluators will take every effort to guide and lead beginning

educators into improved instructional practices.

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C. Tier I Observations

1. 2 formal observations before February 1st

2. 1 formal observation before March 30th

a) Year 2-2nd observation needs to be 3 consecutive class periods in a day or 3 of the same period 3 days in a row

3. both filed by March 30th

V. Probationary -The purpose of the probationary designation is to provide assistance to teachers relatively new

to the profession and/or the district. Iowa Code 279.19 indicates probationary status lasts for 3 consecutive years

in one district, therefore this designation could focus on a teacher’s career for one, two, or three years if they have

moved around. It shall include assistance in meeting the Iowa Teaching Standards and Criteria as well as

completion of 2 formal observations. FCSD 405.9 Board Policy also states that new and probationary licensed

employees shall be evaluated at least three times each year.

A. Career Probationary Standard (CP Standard): Teachers are probationary for one year because they

have only completed 2 out of 3 consecutive probationary years in FCSD and have completed the FCSD

Mentoring Program. Teachers will be added to Tier II Review Cycle 3 years after probationary period

ends (6th year in-district). No portfolio submission for CP Standard. Two formal observations, one by

February 1st and another by March 30th. All summative evaluations completed by April 30th. All CP

Standards participate in PD and IPDP’s.

B. CPw/3-1st year in FCSD with completion of 3 consecutive years in another district. Teachers are

probationary for 1 year in FCSD if they have previously completed a probationary period of three

consecutive years in another Iowa district. Teachers will be added to Tier II Review Cycle 2 years after

probationary period ends (3rd year in-district). Two formal observations, one by February 1st and another

by March 30th. All summative evaluations completed by April 30th. All CP w/3’s participate in PD and

IPDP’s.

C. CPw/o3-or the 1st year in FCSD without 3 consecutive years in another Iowa district are probationary for

3 years. Teachers will be added to the Tier II Review Cycle their 3rd year of probation and again their 6th

year in-district. CP w/o3’s will receive two formal observations annually, first completed by February 1st

and the second by March 30th. All summative evaluations completed by April 30th All CP w/o 3’s

participate in PD and IPDP’s.

Tier III Designation

D. The Tier III Designation provides a good faith effort to support and guide the career teacher in meeting

the expectations set forth in the Iowa Teaching Standards. This plan provides a more structured mode of

supervision for the staff member who is not consistently demonstrating one or more of the Iowa Teaching

Standards. The purpose of the Tier III designation is to provide structured support for a Tier II teacher

who needs additional assistance and support to maintain an acceptable level of performance as identified

in the Iowa Teaching Standards and Criteria. A teacher given a Tier III designation will work with the

building principal using a 2-phase structured process for supporting and directing needed help in any area

of the Iowa Teaching Standards.

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E. The decision regarding implementation of Tier III should be collaborative, but may be directive. This plan

is intended to provide the highest likelihood for professional improvement. This process may begin at any

time. Because of the personal nature of this plan, confidentiality is expected of all participants. Tier III

consists of 2 phases: the awareness phase and the assistance phase.

1. Awareness Phase: In the Awareness Phase, the principal identifies a problem(s) relating to the

Teaching Standards and Criteria (Standards 1–7) that is a characteristic of the teacher’s

performance rather than an anomaly. The principal shall contact the teacher in writing, make

him/her aware of the problem, collaboratively develop and implement a plan to resolve the

problem and schedule a time (not to exceed 3 school months) to discuss resolution. While the

teacher and the principal attempt to resolve the problem, the teacher will continue to meet Tier II

expectations. At the conclusion of the agreed upon timeframe, the principal will review the

progress and will make one of the following recommendations :

a) The problem is resolved and the teacher is removed from the Awareness Phase and

continues working on their Tier II IPDP.

b) The problem is not resolved and the teacher is notified in writing and placed into the

Intensive Assistance Phase, not to exceed 9 school months. Placement on this phase

will suspend the teacher’s Tier II IPDP.

(1) Intensive Assistance Phase: After the final meeting of the Awareness Phase, a

letter will be sent to the teacher to formally notify him/her of placement in the

Intensive Assistance Phase. A copy is forwarded to the Superintendent’s office

and is placed in the teacher’s personnel file.

(a) The superintendent and his/her designee will then organize an assistance/evaluation team consisting of the current administrator and one additional administrator to observe and work with the teacher. Team members must have successfully completed the state-mandated requirements for evaluator approval.

(b) The teacher shall be notified of his/her right to request assistance from the education association, if applicable. In addition, upon the request of the teacher and with the approval of the assistance/evaluation team, a teacher mentor may be selected to provide assistance to the teacher.

(c) A conference shall be held between the teacher and the assistance/evaluation team to develop an Assistance Plan that must include a specific statement of the problem(s) related to one or more of the Iowa Teaching Standards 1–7 as well as specific growth promoting goals that are measurable, action-oriented, and time-bound.

(d) At the conclusion of the agreed upon timeframe, the assistance/evaluation team will review the progress and make one of the following recommendations:

(i) The problem is resolved and the teacher is removed from the Intensive Assistance Plan.

(ii) Progress is noted, the timeline is extended but may not exceed nine school months and work continues in the assistance phase.

(iii) The problem is not resolved, progress is not noted. Action shall be taken by the district to move towards a recommendation for nonrenewal of contract, by April 30th.

F. Nothing in this section precludes the district from initiating termination procedures at any time under Chapter 279 of Iowa Code for just cause.

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Status Table of Requirements by Status

Beginning Teacher Tier I

2 years Formal Observations ● by February 1st

○ 1st and 2nd formal observations completed ● by March 30th

○ 3rd formal observation completed ○ Year 2 3rd observation=3 consecutive periods in a day or 3 same periods, 3 days in a row)

Comprehensive Evaluation ● by March 30th

○ initial licensure portfolio submitted to evaluator-Year 2 ● by April 30th

○ annual summative evaluation (observations + portfolio) due ○ completion of FCSD mentoring program ○ evaluator recommendation for licensure ○ notification for non-renewal of contract if applies year 1 or 2

District/Building Professional Development ● August-May

○ Participation in Building/District PD ○ Implementation of Best Practice

No IPDP CP Standard

1 year Formal Observations ● by February 1st

○ 1st formal observation completed ● by March 30th

○ 2nd formal observation completed Summative Evaluation

● by April 30th ○ annual summative evaluation (observations + IPDP) due, signed, and filed ○ teachers added to 3-year eval cycle 3 years after exiting probation (6th year in-district) ○ NO PORTFOLIO



IPDP ● by September 15th

○ all staff Informed of IPDP timelines, procedures ● by September 30th

○ Individual or group IPDP turned into evaluator ● by January 16th

○ Individual or group IPDP Mid-Year Reflection submitted to evaluator ● by March 23rd

○ End of Year IPDP Reflection submitted to evaluator ● by April 16th

○ Evaluator return of IPDP to individual/group CP w/3

1 year Formal Observations ● by February 1st

○ 1st formal observation completed ● by March 30th

○ 2nd formal observation completed Summative Evaluation

● by April 30th ○ annual summative evaluation (observations + IPDP’s) due, signed, and filed ○ teachers added to 3-year eval cycle 2 years after exiting probation (3rd year in-district)




○ all staff Informed of IPDP timelines, procedures

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● by September 30th ○ Individual or group IPDP turned into evaluator

● by January 16th ○ Individual or group IPDP Mid-Year Reflection submitted to evaluator

● by March 23rd ○ End of Year IPDP Reflection submitted to evaluator

● by April 16th ○ Evaluator return of IPDP to individual/group

CPw/o3 3 years Formal Observations ● by February 1st

○ 1st formal observation completed with all documentation ● by March 30th

○ 2nd formal observation completed with all documentation Summative Evaluation

● by April 30th ○ annual summative evaluation in years 1 & 2 of probation ○ end of 3rd year in Fairfield-performance review due ○ teachers added to 3-year eval cycle again 3 years after exiting probation (6th year in-district)







○ End of Year IPDP Reflection submitted to evaluator ● by April 16th

○ Evaluator return of IPDP to individual/group Tier II Career

1x every 3 years Triennial

Formal Observations ● by March 30th

○ 1 formal observation completed with all documentation Performance Review

● by March 30th ○ Performance Review Summary and ITS Review submitted by April 30th







○ End of Year IPDP Reflection submitted to evaluator to include peer review for Tier II teachers NOT on performance review

● by April 16th ○ Evaluator return of IPDP to individual/group

Tier III Awareness

as needed

Awareness Plan ● no longer than 3 school months

All Requirements Same as Tier II Career

Tier III Intensive Assistance

as needed

Intensive Assistance Plan ● Not to exceed 9 school months ● Notification of Nonrenewal by April 30th

NO IPDP

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A. TIER I PRE-OBSERVATION FORM-COMPLETED 3 DAYS BEFORE OBSERVATION

Teacher Name School

Grade Level/Content Pre-Conference Date/Time

Evaluator Observation Date/Time

1. Briefly describe the students in this class, including those with special needs.

2. What are the goals for the lesson? What do you want the student to learn?

3. How do these goals support the District’s curriculum?

4. How do you plan to engage students in the content? What will you do? What will the students do?

5. What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties?

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?

9. Teacher comments pertaining to observation setting: List any items you might want to call to the attention of the administrator.

Teacher’ Signature/Date

Evaluator Signature/Date

Note: Form to be submitted by teacher within 3 days of observation and signed by both parties.

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B. TIER I POST OBSERVATION REFLECTION FORM-SUBMITTED 5 DAYS AFTER OBSERVATION; CONFERENCE COMPLETED AND SIGNED 20 DAYS AFTER OBSERVATION.

Teacher Name School


Grade Level/Content Post Observation 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.



Note: Form to be submitted by teacher within five days of observation and signed by both parties.

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C. TIER I COMPREHENSIVE EVALUATION-COMPLETED BY APRIL 30TH

Teacher Name School

Grade Level/Content Pre-Observation Date/Times

Evaluator Observation Date/Times

Post Observation Date/Times

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:

Evidence spaces are in Microsoft Word. Just insert text and box

will expand to fit size of text.

Check one:

__ Meets Standard

__ Does not meet Standard

� Additional documentation/artifacts applicable to this standard are attached as Appendix A-1.

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


standard:



Check one:

__ Meets Standard



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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.


standard:



Check one:

__ Meets Standard



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.


standard:



Check one:

__ Meets Standard


� Additional documentation/artifacts applicable to this standard are attached as Appendix A-4. 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.


standard: Evidence spaces are in Microsoft Word. Just insert text and box


Check one:

__ Meets Standard



6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT. The teacher: a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student. b. Establishes, communicates, models and maintains standards of responsible student behavior. c. Develops and implements classroom procedures and routines that support high expectations for learning. d. Uses instructional time effectively to maximize student achievement.

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e. Creates a safe and purposeful learning environment.


standard:



Check one:

__ Meets Standard



7. ENGAGES IN PROFESSIONAL GROWTH. The teacher: a. Demonstrates habits and skills of continuous inquiry and learning. b. Works collaboratively to improve professional practice and student learning. c. Applies research, knowledge, and skills from professional development opportunities to improve practice. d. Establishes and implements professional development plans based upon the teacher needs aligned to the Iowa Teaching Standards and district/building student achievement goals. e. Provides an analysis of student learning and growth based on teacher created tests and authentic measures as well as any standardized and district-wide tests.

Evidence to support attainment of or failure to meet standard:



Check one:

__ Meets Standard



8. FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL DISTRICT.

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


standard:



Check one:

__ Meets Standard



� The teacher is a first year Beginning Teacher.

� The teacher meets or exceeds all eight Iowa Teaching Standards and is recommended for a standard license.

� The teacher fails to meet the Iowa Teaching Standards.

� The teacher is being recommended for a third year before a license decision is made.*



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

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teacher.

D. TIER I, II, & PROBATIONARY EVALUATOR OBSERVATION FORM

Teacher Name

Evaluator Name

Date/Time of Observation

Grade Level/Content Observed

Notes/Observations

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E. TIER II & PROBATIONARY PRE-OBSERVATION FORM-COMPLETED 3 DAYS BEFORE OBSERVATION

Teacher Name School

Grade Level/Content Pre-Conference Date/Time


1. Briefly describe the students in this class, including those with special needs.

2. What are the goals for the lesson? What do you want the student to learn?

3. How do these goals support the District’s curriculum?

4. How do you plan to engage students in the content? What will you do? What will the students do?

5. What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties?

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?

9. Teacher comments pertaining to observation setting: List any items you might want to call to the attention of the administrator.




18

F. TIER II & PROBATIONARY POST OBSERVATION REFLECTION FORM-SUBMITTED 5 DAYS AFTER OBSERVATION; CONFERENCE COMPLETED AND SIGNED 20 DAYS AFTER OBSERVATION.

Teacher Name School

Grade Level/Content Evaluator

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?

6. If I had the opportunity to teach this lesson again to this same group of students, what would I do differently? Why?

7. 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.




19

G. TIER II PERFORMANCE REVIEW-COMPLETED AND FILED BY APRIL 30TH

Directions: In the narrative under each standard, the evaluator should supplement teacher-aligned evidence with instances from IPDP’s, observations, and walkthroughs; a preponderance of the criteria shall be addressed. 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.


standard:



Check one:

__ Meets Standard



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

Evidence to support attainment of or failure to meet standard:



Check one:

__ Meets Standard



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

20


standard:



Check one:

__ Meets Standard



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.


standard: Evidence spaces are in Microsoft Word. Just insert text and box


Check one:

__ Meets Standard



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


standard:



Check one:

__ Meets Standard



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


standard:



Check one:

__ Meets Standard



21

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. e. Provides an analysis of student learning and growth based on teacher created tests and authentic measures as well as any standardized and district-wide tests.


standard:



Check one:

__ Meets Standard



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


standard:



Check one:

__ Meets Standard





Note: Form to be submitted by teacher within five days of conference and signed by both parties within 20 days.

22

H. TIER II & CAREER PROBATIONARY PERFORMANCE REVIEW SUMMARY W/STANDARDS REVIEW-COMPLETED BY April 30TH

Teacher Name School

Grade Level/Content Evaluator

Length of evaluation period: Annual Biennial Triennial

Iowa Teaching Standards Staff member is meeting the expectations of the Iowa

Teaching Standard

1. Enhance Student Achievement YES NO

2. Content Knowledge YES NO

3. Planning and Preparation YES NO

4. Instructional Strategies YES NO

5. Monitoring Student Learning YES NO

6. Classroom Management YES NO

7. Professional Growth YES NO

8. Professional Responsibilities YES NO

Evaluator Comments on Teacher Overall Performance

Teacher Signature and Date

Evaluator Signature and Date

*Signature of the teacher does not indicate that the teacher agrees with the content of the review, only that he/she received a copy. Copy to be placed in personnel file.

23

I. TIER II & PROBATIONARY Individual Professional Development Plan (IPDP) Guidance

Individual Professional Development Plan Guiding

Questions Suggestions-replace with own writing.

What is/are the GOAL(s) of your IPDP?

Individual, team, building, or district goals that result in continuous

improvement of student learning.

What is the RATIONALE of your plan?

Why you chose this goal – a description of how your plan will improve

student learning, and how it will meet district goals.

What FORMAT will you use?

Who you’ll work with – an administrator, peers, independently,

multidisciplinary grade level team, or a combination of approaches.

What is the TIMELINE of your plan?

One-year, two-year, or three-year plan; include anticipated starting date

of plan.

What METHODS STRATEGIES will you use?

Action research, peer coaching, videotaping, clinical supervision,

mentoring, college courses, simulations, workshops, visitations,

conferences, observations, professional reading, etc.

What are the INDICATORS OF PROGRESS/ARTIFACTS of your progress on your IPDP?

Decide what artifacts or information to collect: student work portfolios,

videotapes of classes, peer observation, principal observation, parent

responses, statistical measures, performance assessment, reflective

journal entries, case-study analysis, benchmarks, etc.

What RESOURCES/SUPPORT will you need to complete your IPDP? (reminder: resources/support can also be used as artifacts for the performance review).

Classroom materials, student materials, journals, workshops, resources,

books, collegial time, appropriate technology, mentoring, collegial

support, release time, administrative support, etc.

24

J. TIER II & CAREER PROBATIONARY IPDP PLAN-SUBMITTED TO EVALUATOR BY SEPTEMBER 18TH

Teacher(s)

School(s) Plan State Date

Target Completion Date

General Plan Focus

Plan Rationale

Data Points to Support Progress-Indicators of Progress

Plan Timeline

Proposed Actions

Required Resources

Iowa Teaching Standards/Criteria Addressed

Connection to Student Learning Needs, Building/District Goals, of District Comprehensive School Improvement Plan:

Teacher Signature(s)/Date

25


K. TIER II & CAREER PROBATIONARY IPDP MID YEAR REFLECTION-SUBMITTED TO EVALUATOR BY JANUARY 16TH

Teacher(s)



What progress have you made toward completion of the plan?

What are you learning? How has it improved your instruction?

What impact is this learning having on students?

What, if any, revisions to your plan are needed?

Iowa Teaching Standards/Criteria Addressed



26

L. TIER II & CAREER PROBATIONARY IPDP END OF YEAR REPORT-SUBMITTED TO EVALUATOR BY APRIL 16TH

Teacher(s)



What results, outcomes

and/or products of this plan

indicate improved student

learning?

What are you learning?

How has it improved your

instruction?

What impact is this learning

having on students?

Teacher comments and reflections on what has been learned as a result of this plan:



27

M. TIER III ASSISTANCE PLAN-IDENTIFICATION OF CONCERN-AWARENESS-not to exceed 3 school months

Date

Teacher Name

Evaluator Name

Dates of Informal Discussions:

Identifications of Specific Concern(s) Related to the following Iowa Teaching Standards:

Information and Evidence documenting the Specific concern(s):

Actions to be taken (including timelines):

Expected Progress Indicators:

Expected Outcomes:

Next Meeting Date: _________________________________ Date ___________

Administrator Signature ______________________________ Date ___________

Teacher Signature *__________________________________ Date ___________

* Signature of the teacher does not indicate that the teacher agrees with the content of

the review, only that they have received a copy.

28

N. TIER III ASSISTANCE PLAN-FINAL SUMMARY-AWARENESS PHASE

Date

Teacher

Evaluator


Evaluator Recommendation(s):

□ The problem is resolved and the teacher is removed from the Awareness Phase

and continues working on the Tier II/CP IPDP.

□ The problem is not resolved; the teacher is notified in writing and placed in the

Intensive Assistance Phase. Placement in the Intensive Assistance Phase will

suspend the teacher’s Tier II/CP IPDP

Information and Evidence documenting the Specific concern(s):

Teacher Comments

Next Meeting Date: _________________________________ Date ___________

Administrator Signature ______________________________ Date ___________

29

Teacher Signature *__________________________________ Date ___________ * Signature of the teacher does not indicate that the teacher agrees with the content of the review, only that they

have received a copy. O. TIER III INTENSIVE ASSISTANCE PLAN FORM-not to exceed 9 school months

Date

Teacher

Evaluator

Intensive Assistance Team Members


Plan (Methods/Strategies):

Proposed Timeline:

Indicators of Progress:

Resources/Support Needed:

Next Meeting Date:

Evaluator Signature/Date:

30

Teacher Signature/Date: * Signature of the teacher does not indicate that the teacher agrees with the content of the review, only that they have received a copy.

P. TIER III INTENSIVE ASSISTANCE PLAN FINAL SUMMARY-due by April 30th

Date

Teacher

Evaluator


Evaluator Recommendations(s)

_____The problem is resolved and the teacher is removed from the Intensive

Assistance Phase and continues working on the Tier II IPDP.

_____Progress is noted and the recommendation is to extend the timeline for the

Intensive Assistance Phase of Intensive Assistance, not to exceed 9 mo. total.

_____The problem is not resolved, progress is not noted. The recommendation is for

non-renewal of contract.

Teacher Comments:

Next Meeting Date:

Evaluator Signature/Date:

Teacher Signature/Date:* Signature of the teacher does not indicate that the teacher agrees with the content of the review, only that they have received a copy.

31

ADDITIONAL RESOURCES

32

IOWA TEACHING STANDARDS The Iowa Teaching Standards appear in Iowa Code section 284.3. The Model Criteria were developed by the Iowa Department of Education with input from stakeholders and adopted by the State Board of Education on 5/10/02. Changes to the criteria were adopted by the State Board of Education on 5/13/10. The amendments strengthen Iowa’s commitment to using student performance data to evaluate educators. They specifically address 281--Iowa Administrative Code 83, Teacher and Administrator Quality Programs. Standard 1: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. a. Provides multiple forms of evidence of student learning and growth 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. Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position. 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. Standard 3: Demonstrates competence in planning and preparing for instruction. 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’s developmental needs, backgrounds, and interests in planning for instruction. d. Selects strategies to engage all students in learning. e. Uses available resources, including technologies, in the development and sequencing of instruction. Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of students. 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. Standard 5: Uses a variety of methods to monitor student learning. 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. Standard 6: Demonstrates competence in classroom management. a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student. b. Establishes, communicates, models, and maintains standards of responsible student behavior. c. Develops and implements classroom procedures and routines that support high expectations for student learning. d. Uses instructional time effectively to maximize student achievement. e. Creates a safe and purposeful learning environment. Standard 7: Engages in professional growth. 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’s needs aligned to the Iowa teaching standards and district/building student achievement goals.

33

e. Provides an analysis of student learning and growth based on teacher created tests and authentic measures as well as any standardized and district-wide tests. Standard 8: Fulfills professional responsibilities established by the school district. a. Adheres to board policies, district procedures, and contractual obligations. b. Demonstrates professional and ethical conduct as defined by state law and district policy. c. Contributes to efforts to achieve district and building goals. d. Demonstrates an understanding of and respect for all learners and staff. e. Collaborates with students, families, colleagues, and communities to enhance student learning.

Teacher Reflection Rubric: The following themes are embedded in the criteria/rubrics: Equity, cultural sensitivity, high

expectations, Developmental-appropriateness, accommodating students with special needs, and appropriate use of technology.

Teacher: ___________________ Grade: __________ Self-Evaluation date: __________________

Student-Centered Focus Teacher-Centered Focus

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

CRITERIA Distinguished Proficient Basic Unsatisfactory Provides evidence of student learning to students families, and staff.

Provides frequent evidence of student learning to students and parents with student input. Other staff is involved as needed.

Provides frequent evidence of student learning to students, parents, and other staff.

Provides some evidence of student learning to students, parents, and other staff.

Provides little evidence of student learning to the student, parent, or other staff.

Implemented strategies supporting student, building, and district goals.

Learning strategies are highly relevant to students or instructional goals.

More of learning strategies are suitable to students or instructional goals. Progression of activities is fairly even, and most activities reflect recent professional research.

Some of the learning strategies are suitable to students or instructional goals. Progression of activities is fairly even, and most activities reflect recent professional research

Learning strategies are not suitable to students or instructional goals. They do not follow an organized progression and do not reflect recent professional research.

Uses student performance data as a guide for decision making

Students are aware of how they are meeting the established standards and participate in planning the next steps.

Uses assessment results to plan for individual and groups of students

Uses assessment results to plan for the class as a whole.

Assessment results affect planning for students in a minimal way.

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

Students and the teacher establish and maintain instructional strategies, activities, interactions, and the classroom environment for all students to achieve.

Instructional strategies and activities, interactions, and the classroom environment convey high expectations for all students to learn.

Instructional strategies and activities, interactions, and the classroom environment convey inconsistent expectations for all students to achieve

Instructional strategies and activities, interactions, and the classroom environment convey only modest expectations for all students to learn.

Creates an environment of mutual respect, rapport and fairness

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Teacher-student interactions are friendly and demonstrate general warmth, caring and respect. Such interactions are appropriate to the developmental or cultural norms. Students exhibit respect for the teacher.

Teacher interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard to the age or culture of the students. Students exhibit only minimal respect for the teacher.

Teacher instruction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher.

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

Both students and the teacher establish and maintain instructional strategies and activities, interactions, and the classroom environment. High expectations for student achievement.

Instructional strategies and activities, interactions, and the classroom environment convey high expectations for student achievement

Instructional strategies and activities, interactions, and the classroom environment convey inconsistent expectations for student achievement

Instructional strategies and activities, interactions, and the classroom environment convey only modest expectations for student achievement.

34

Communicates with students, families, colleagues, and communicates effectively and accurately.

Teacher provides frequent information to student, parents, and colleagues as appropriate about the instructional program. Students participate in preparing materials for their families

Teacher provides frequent information to students, parents, and colleagues as appropriate, about the instructional program

Teacher participates in the school’s activities for student, parent, and colleague communication but offers little additional information.

Teacher provides little information about the instructional program to students, parents or colleagues.

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

CRITERIA Distinguished Proficient Basic Unsatisfactory Understands and uses underlying themes, relationships and different perspectives related to the content area.

Teacher displays extensive content knowledge, with evidence of continuing pursuit of such knowledge.

Teacher displays solid content knowledge and makes connections between the content and other parts of the discipline and other disciplines.

Teacher displays basic content knowledge but cannot articulate connections with other parts of the discipline or with other disciplines.

The teacher makes content errors or does not correct errors students make.

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

Teacher displays knowledge of student development to make learning experiences meaningful for every student

Teacher displays knowledge of student development to make some learning experiences meaningful for all students.

Teacher displays some knowledge of student development to make learning experiences meaningful but not accessible for every student.

Teacher displays little uses of knowledge of student development in making learning experiences meaningful and accessible for every student.

Relates ideas and information within and across content area.

Teacher actively builds on knowledge and understanding of prerequisite relationships when describing instruction or seeking causes for student understanding.

Teacher’s plans and practices reflect understanding of prerequisite relationships among topics and concepts important for student learning of the content.

Teacher indicates some awareness of prerequisite learning although such knowledge may be incomplete or inaccurate for student learning of the content.

Teacher displays little understanding of prerequisite knowledge important for student learning of the content.

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

Teacher displays continuing search for best practices and anticipates student misconceptions.

Instructional practices reflect current research on best strategies within the discipline but without anticipating student misconceptions.

The teacher displays basic understanding of instructional strategies but does not anticipate student misconceptions

The teacher displays little understanding of current instructional strategies appropriate for student learning.

Standard 3: Demonstrates competence in planning and preparing for instruction.

CRITERIA Distinguished Proficient Basic Unsatisfactory Uses student achievement data, local standards, and the district curriculum in planning for instructions.

The proposed approach to assessment is completely congruent with the instructional goals, both in content and process. Assessment criteria and standards are clear and have been clearly communicated to students. There is evidence that the students contributed to the development of them. Students are aware of how they are meeting the standards and criteria.

All of the instructional goals are nominally assessed through the proposed plan, but the approach is more suitable to some goals than others. Assessment criteria and standards are clear and have been communicated to students. Teacher uses assessment results to plan for individual and groups of students.

Some of the instructional goals are assessed through the proposed approach, but many are not. Assessment criteria and standards have been developed, but they are either not clear or have not been communicated to students. Teacher uses assessment results to plan for the class as a whole.

Content and methods of assessment lack congruence with instructional goals. The proposed approach contains no clear criteria or standards. The assessment results affect planning for these students only minimally.

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

Standards of conduct are clear to all students and appear to have been developed with student participation. The classroom environment, established with student input, conveys high expectations for all students to learn.

Standards of conduct are clear to all students. The classroom environment conveys high expectations for all students to learn.

Standards of conduct appear to have been established for most situations, and most students seem to understand them. The classroom environment conveys and inconsistent expectation for all students

No standards of content appear to have established, or students are confused as to what the standards are. The classroom environment conveys only modest expectations for all students to learn.

35

to learn.

Uses student’s developmental needs, backgrounds, and interest in planning for instruction.

Teacher displays knowledge of typical developmental characteristics of age groups, exceptions to general patterns, and the extent to which each student follows patterns

Teacher displays through understanding of the developmental characteristics of age groups as well as expectations to general patterns

Teacher displays generally accurate knowledge of the developmental characteristics of age groups.

Teacher displays minimal knowledge of developmental characteristics of age groups.

Selects strategies to engage all students in learning.

All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding

Most activities and assignments are inappropriate for students in terms of their age or backgrounds. Almost all students are cognitively engaged in them.

Some activities and assignments are appropriate for students and engage them mentally, but others do not.

Activities and assignments are inappropriate for students in terms of their age or backgrounds. Students are not engaged mentally.

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

Instructional materials and resources are suitable to the instructional goals and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning.

Instructional materials and resources are suitable to the instructional goals and engage students mentally.

Instructional materials and resources are suitable to the instructional goals, or student’s level of mental engagement is moderate

Instructional materials and resources are unsuitable to the instructional goals or do not engage students mentally.

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

CRITERIA Distinguished Proficient Basic Unsatisfactory Aligns classroom instruction with local standards and district curriculum

Teacher’s instruction aligns with district standards/benchmarks, and established curriculum and connects to other disciplines and content areas.

Teacher’s instruction aligns with district standards/benchmarks, and established curriculum.

Teacher’s instruction sometimes aligns with district standards/benchmarks, and established curriculum.

Teacher’s instruction does not align with district standards/benchmarks, and established curriculum.

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

Learning activities are highly relevant to students and instructional goals. They progress coherently, producing a unified whole reflecting recent professional research.

Most of the learning activities are suitable to students or instructional goals. Progression of activities in the unit in fairly even, and most of the activities reflect recent professional research.

Only some of the learning activities are suitable to students or instructional goals. Progression of activities in the unit is uneven, and only some of the activities reflect recent professional research.

Learning activities are not suitable to students or instructional goals. They do not follow an organized progression and do not reflect recent professional research.

Demonstrates flexibility and responsiveness in adjusting instructions to meet student needs.

Teacher successfully makes a major adjustment to a lesson.

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

Teacher attempts to adjust a lesson, with mixed results.

Teacher adheres rigidly to an instructional plan, even when a change will clearly improve a lesson.

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

All students are cognitively engaged in the activities and assignments and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance understanding.

Most activities and assignments are appropriate for students in terms of their age or backgrounds. Almost all students are cognitively engaged in them.

Some activities and assignments are inappropriate for students and engage them mentally, but others do not.

Activities and assignments are inappropriate for students in terms of their age or backgrounds. Students are not engaged mentally.

Connects students’ prior knowledge, life experiences, and interest in the instructional process.

Teacher displays knowledge of each student’s interests, prior knowledge, life experiences, or interests and recognizes the value of this knowledge.

Teacher displays knowledge of the students’ interests, prior experiences, life experiences, or interests.

Teacher recognizes the value of the students’ interests, prior knowledge, life experience, or interests but displays this knowledge for the class only as a whole.

Teacher displays little knowledge of the student’s interests, prior knowledge, life experiences, or interests and does not indicate that such knowledge is valuable.

Uses available resources, including technologies, in the

Instructional materials and resources are suitable to the instructional goals and

Instructional materials and resources are suitable to the instructional goals and

Instructional materials and resources are partially suitable to the instructional

Instructional materials and resources are unsuitable to the instructional goals or do

36

delivery of instruction.

engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their own learning.

engage students mentally. goals, or student’s level of mental engagement is moderate

not engage students mentally.

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

CRITERIA Distinguished Proficient Basic Unsatisfactory

Aligns classroom assessment with instruction.

The proposed approach to assessment is completely congruent with the instructional goals, both in content and process

All instructional goals are nominally assessed through the proposed plan, but the approach is more suitable to some goals than others.

Some of the instructional goals are assessed through the proposed approach, but many are not.

Content and methods of assessment lack congruence with instructional goals.

Curriculum assessment criteria and standards to all students and parents.

Assessment criteria and standards are clear and have been clearly communicated to students and parents. There is evidence that students contribute to the development of the criteria and standards.

Assessment criteria and standards are clear and have been clearly communicated to students and parents.

Assessment criteria and standards have been developed but they either are not clear or have not been clearly communicated to students and parents.

The assessment plan contains no clear criteria or standards.

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

Multiple assessments are used to guide the teacher’s planning and instruction

Multiple assessments are used to guide the teacher’s planning and instruction on a regular basis.

Some assessments are used for teacher information. The assessments tend to be random and unrelated.

There are no assessments used in planning or for modifications to instruction.

Guides students in setting goals and assessing their own learning.

Students actively engage in their own goal setting with each unit. Students assess their own progress on standards and criteria and provide input to the teacher for further progress.

Students actively engage in their own goal setting with each unit. Students assess with their own progress on standards and criteria.

There is some evidence of student goal setting. Students occasionally assess their own progress on standards and criteria.

There is no evidence of student goal setting or assessing their own progress on standards and criteria.

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

Feedback is consistently of high quality and given in a timely and effective manner. Provision is made for students to use the feedback in a constructive manner.

Feedback is consistently of high quality and given in a timely and constructive manner.

Feedback is inconsistent in quality and often not given in a timely manner. Some elements of high quality are present; others are not.

Feedback is either not provided or is of uniformly poor quality.

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

The teacher is highly proactive in serving the needs of students and works with other staff to accomplish greater student achievement. The teacher seeks out methods and resources to help improve student achievement

The teacher is active in serving the needs of students and works with other staff to improve student achievement.

The teacher attempt to serve student needs on an inconsistent basis.

The teacher is not alert to student needs.

Standard 6: Demonstrates competence in classroom management.


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

There is excellent social interaction between the students and the teacher, students not working with the teacher are engaged in learning activities; and seldom so students need regulation or direction. Students appear to be self-motivated and know how to proceed when finished with activities.

There is good social interaction between the students and the teacher, students not working with the teacher are generally engaged in learning activities, and very few students need regulation or direction.

There is some social interaction between the students and the teacher; some students not working with the teacher are not productively engaged in learning activities, and some students need constant regulation and direction.

There is little social interaction between the students and the teacher, students not working with the teacher are not productively engaged in learning activities; and students need constant regulation and direction.

Establishes, communicates, models, and

Standards of conduct are clear to all students and appear to have been developed with student

Standards of conduct are clear to all students. Teacher is alert to student behavior at all times.

Standards of conduct appear to have been established for most situations, and most

No standards of conduct appear to have been established, or students are confused as to what the

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maintains standards of responsible student behavior.

participation. Monitoring by teacher is subtle and preventive. Students monitor their own respectfully

Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student’s behavior is generally appropriate.

students seem to understand what the standards are. Teacher is generally aware of student behavior but may miss activities of some students. Teacher attempts to respond to student misbehavior but with uneven results, or no serious disruptive behavior occurs.

standards are. Student behavior is not monitored, and teacher is unaware of what students are doing. Teacher does not respond to misbehavior or the response is inconsistent, overly repressive, or does not respect the student’s dignity.

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

Systems for performing non-instructional duties are well-established with students assuming considerable responsibility for efficient operation. Groups work independently with students assuming some responsibility for productivity.

Systems for performing non-instructional duties result in loss of instructional time. Transitions are sporadically efficient resulting in some loss of instructional time. Tasks for group work are partially organized, resulting in some off-task behavior when the teacher is involved with another group.

Systems for performing non-instructional duties result in loss of instructional time. Transitions are sporadically efficient resulting in some loss of instructional time. Tasks for group work are partially organized, resulting in some off-task behavior when the teacher is involved with another group.

Considerable instructional time is lost in performing non-instructional duties. Much time is lost during transitions. Students not working with the teacher are not productively engaged in learning.

Uses instructional time effectively to maximize student achievement

Instructional time is used efficiently and effectively with students assuming some responsibility for efficient operations.

Instructional time is used efficiently and effectively.

Some instructional time is wasted or not used efficiently or effectively.

Instructional time is wasted or not used efficiently or effectively.

Creates a safe and purposeful learning environment

The classroom is safe, and students adjust the condition/arrangement of the classroom to advance their own purposes in the learning activities.

The classroom is safe, and the condition/arrangement of the classroom is a resource for the learning activities.

The classroom is safe, and the condition/arrangement of the classroom is adjusted to the lesson activities with limited effectiveness.

The classroom is unsafe, or the condition/arrangement of the classroom is not suited to the lesson, activities or both.

Standard 7: Engages in professional growth.


Demonstrates habits and skills of continuous inquiry and learning.

Teacher makes a thoughtful assessment of a lesson’s effectiveness and the extent to which instructional goals were achieved and cites many specific examples from the lesson to support the judgment. Drawing from an extensive repertoire of skills, the teacher offers specific alternative actions, complete with probable successes of different approaches.

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which instructional goals were achieved and can cite general references to support the judgment. Teacher makes a few specific suggestions about how to improve the lesson.

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional goals were. Teacher makes general suggestions about how a lesson may be improved.

Teacher does not know if a lesson was effective in meeting instructional goals, or profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson may be improved another time.

Works collaboratively to improve professional practice and student learning.

Support and cooperation characterize relationships with colleagues. Teacher takes initiative in assuming leadership among the faculty. Teacher initiates important activities to contribute to the profession, such as mentoring, suggesting learning activities, or making presentations.

Support and cooperation characterize relationships with colleagues. Teacher participates actively in assisting other educators.

Teacher participates in professional activities to a limited extent when they are convenient.

Teacher engages in no professional development activities to enhance knowledge or skill.

Establishes and implements professional development plans based upon the teacher’s needs

Teacher has a continuous improvement plan for professional development that aligns with the Iowa teaching standards and the building/district achievement goals.

Teacher has a developed plan for professional development. It aligns with the Iowa teaching standards and the building/district student achievement goals.

Teacher has a limited plan for professional development. It lacks development. It lacks alignment with the Iowa teaching standards and the building/district student

Teacher has no professional development plan.

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aligned to the Iowa teaching standards and district/building student achievement goals.

achievement goals.

Provides an analysis of student learning and growth based on teacher created tests and authentic measures as well as any standardized and district-wide tests.

Teacher naturally, regularly, and effectively incorporates data analysis into instruction and differentiation. Teacher purposefully aligns tasks and performance assessments to student outcomes.

Teacher periodically analyzes data and adjusts instruction based on results for whole group.

Teacher participates in data analysis and reflects in professional learning environment but rarely makes instructional shifts to positively impact student learning.

Teacher fails to instructionally respond to data or reflect during data analysis.

Standard 8: Fulfills professional responsibilities established by the school district.


Adheres to Board policies, district procedures, and contractual obligations.

The teacher is active in framing Board policies, district procedures, and contractual obligations and does not need a reminder of obligations in these areas.

The teacher is familiar with Board policies, district procedures, and contractual obligations and is seldom reminded of obligations in these areas.

The teacher is vaguely familiar with Board policies, district procedures, and contractual obligations and is sometimes reminded of obligations in these areas.

The teacher is unaware of Board policies, district procedures, and contractual obligations and must be reminded of these areas on a regular basis.

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

The teacher’s professional or ethical practices follow the Iowa Code and district policies and actively work to add improvements in these areas.

The teacher’s professional or ethical practices follow the Iowa Code and/or district policies.

Teacher exhibits a few questionable professional or ethical practices as established in the Iowa Code and/or district policies and has to be reminded of their consequences.

Teacher exhibits some questionable professional or ethical practices as established in the Iowa Code and/or district policies.

Contributes to efforts to achieve district and building goals.

The teacher connects what is happening in his/her classroom and the district and building student achievement goals by thorough instruction that implements the goals. Students are actively involved in the formation of activities to attain the goals.

Teacher makes the connection between what is happening in her/his classroom and the district and building student achievement goals by designing instruction to implement the goals.

Teacher sees some connection between what is happening in her/his classroom and the district and building student achievement goals.

Teacher sees little connection between what is happening in her/his classroom and the district and building student achievement goals.

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Guiding Questions: The district’s professional evaluation process focuses upon the Iowa Teaching standards/criteria. It is a learning-centered approach. Each standard is driven by a core reflective question(s).

Teaching Standards Essential Questions For all Tiers

Standard 1: Student Achievement Goals

What does your data/evidence tell you about student achievement on district standards/benchmarks? In terms of improved student achievement, what area(s) is of greatest concern or interest to you?

Standard 2: Content Knowledge

What resources do you use to integrate and align your instruction with content standards, students’ developmental needs, backgrounds, and interests?

Standard 3: Planning/Prep

How do you differentiate curriculum and instruction to meet students’ developmental needs, backgrounds, and interests as you plan to develop and/or sequence instruction and support student learning?

Standard 4: Instructional Strategies

What research-based practices do you use to address the full range of student cognitive levels and their social-emotional/physical needs?

Standard 5: Monitoring Learning

In what ways are you using your classroom assessment evidence: 1) To adjust your lesson/unit planning and instruction, 2) to guide lessons in the assessment of learning?

Standard 6: Classroom Management

How do you establish high expectations for learning and build a positive classroom environment? How do you build and maintain student ownership for their learning and appropriate classroom behavior?

Standard 7: Professional Learning

How has your learning contributed to your personal growth and to the collective growth of your colleagues and school district? (How do you know?) What is your evidence?

Standard 8: Professional Responsibility

● In what ways do you collaborate and communicate with students, families, colleagues, and the community to enhance student learning and the teaching profession?

I. Professional Development Portfolio Suggestions A. Planning and Preparation B. Lesson/Unit Plans C. Long Range Plan D. Assessment Plan E. Grading Plan/Grade Book F. Discipline Plan G. Substitute Plans H. Analysis of Student Performance Data I. Classroom assessments.

II. Classroom Environment A. Affective Domain (self-esteem), incentives, rewards, projects, etc.) B. Physical Layout (rationale) C. Seating Arrangement (rationale) D. Group Building Strategies E. Cooperative Learning F. Classroom Rules/Routine G. Management Forms H. Bulletin Boards (interactive, instructional effective) I. Homework Plan

III. Instruction A. Units of Study/Thematic Units B. Literature/Book Lists C. Extension/Enrichment Activities D. Review/Reinforcement Activities E. Modification/Differentiations for Special Needs F. Flexible Grouping Plans G. Instructional Sequence (samples from whole lesson sequence-planning through culmination H. Completed Student Work Samples (with evidence of individually specific teacher feedback) I. Homework Assignments and Guides J. Technology Links (multimedia, laserdisc, internet, etc.)

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K. Curriculum Integration Efforts L. Videotaping of Instruction/Photo Chronology of Unit Sequence M. Implementation data, evidence of classroom application of the skills learned in professional development. N. Completed analysis of student achievement data used for instructional planning

IV. Personal and Professional Responsibilities A. Professional Involvement (District Committees, School Committees, Professional Organizations, Community

Projects) B. Research to Practice (Professional Reading, Journals) C. Team/Grade Level (Group Planning Notes), evidence of collaborative planning D. Parent Communication (notes, letters, home calls, surveys, forms, etc.) E. Coursework, Conferences, Workshops, Presentations, attendance

ORID Questioning Techniques: An ORID is a facilitated process for enabling focused conversations with a group of people to understand their level of agreement and disagreement with each other about a particular issue or for obtaining feedback and reflection on participants’ experiences. It is based on the four cyclic stages of Kolb’s (1984) experiential learning theory (experience, reflect, generalize, apply, experience, reflect etc.). ORID is an acronym for:

Objective – the facts – what the group knows about the issue/experience Reflective - emotional response – what the group felt about the issue/experience Interpretive - meaning and learning – what has the group learned, what do these learnings means? Decisional – response or evaluation – what is the decision, evaluation or future action.

Pre-Observation Questions- Objective, Reflective, Interpretive, Decisional (ORID) F. What is the objective of this lesson? G. What did you select this lesson for this observation? H. What evidence are you hoping to see that students are meeting objectives? I. Where might there be difficulties and how will you adjust the lesson? J. If you have to change or modify any strategies for this lesson, what might that look like? K. How does this lesson fit with where you are in the unit and where you are headed? L. What artifacts might I see in this lesson? M. What evidence of student success will result from this lesson? N. How will student apply the learning from this lesson to real-life experiences? O. What have you planned to meet the needs of your students’ learning? P. How will you know if students’ meet the goals of this lesson? Q. What district standards and benchmarks are you focusing on during this unit? R. What do you want your students to know and glean from this lesson? S. As you planned this lesson, how did you arrive at your method of delivery? T. What are some strategies of classroom management techniques that you believe will work best for this lesson? U. What are some strategies of classroom management techniques that you believe will work best for this lesson? V. What are your next steps in getting ready for this lesson? W. How will you integrate your professional growth into the lesson? X. How will this lesson reflect your strength as a teacher? Y. Do you have anything specific you want me to look for as I observe?

Post-Observation Questions- Objective, Reflective, Interpretive, Decisional (ORID) Z. What has occurred in class related to that objective since the observation? AA. What behaviors did the students demonstrate during the lesson? BB. What did you do to demonstrate your understanding of the concepts you taught in this lesson? CC. What cross curricular connections did you make in this lesson? DD. What was the goal that you intended to accomplish? EE. Which curriculum standards and benchmarks were included in this lesson? FF. What did you have to know about this “concept” in order to teach it? GG. What activities enhanced and didn’t enhance student learning? HH. What do you think went well? II. How do you feel the lesson went? What went well in the lesson? JJ. What was difficult about the lesson? KK. What was the most and least successful thing that you did? LL. What part of the lesson did you find most engaging for the students? MM. What surprised you about the student engagement? NN. What one thing that you did made you feel most effective? OO. What things did you do during the lesson that enhanced the lesson for the students? Detracted from it? PP. What other means might you use to assess the success of the lesson? QQ. What ways might you “Kick off” the lesson next time? RR. How do you decide whether to pick up on a student comment, making it a teachable moment versus ignoring it? SS. What other things might you have done with that data? TT. How could future lessons be structured to engage all students in the small group discussions? UU. What might you have done at the beginning, middle, and end of your lesson that would have enhanced learning? VV. How will assessment results guide your planning for future lessons?

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WW. As you brought closure to your lesson, is there anything you might have done differently? XX. What did you discover from the running record? (1st grade reading observation) YY. What actions might you take in the future to ensure higher-order questions are asked during the lesson? ZZ. What additional sources of data could be collected as evidence of student learning? AAA. What have you learned from the presentation of this lesson that you will want to use next time? BBB. What impact did your teaching have on student learning? CCC. Which of your skills will you further develop? DDD. What goals do you have in mind for future lessons to build on student successes and skills? EEE. What will you do differently or the same the next time you teach this lesson? FFF. What additional supports do you need from the district - the Principal? GGG. What other forms of assessment might you use?

Evaluator Observation Log

Instructional Staff Member _______________________________________________________ School Year _____

OBSERVATIONS* additional information and comments may be attached

Individual Professional Development Plan

Date Initials Notes

(smart goals)

IPDP Midyear Review Date Initials Notes

Formal Observations Date Completed by Evaluator

Evaluatee Initials Notes

Walk Through Observations

Artifacts Date Submitted Checked by Notes

Test Scores

Student Work

Evidence of Learning

Summative Conference Date Initials Notes

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