Iowa Teaching Standards and Criteria
Show Criteria | Show ExamplesStandard 1
Demonstrates ability to enhance academic performance and support for implmentation of the school district's student achievement goals.
- Provides evidence of student learning to students, families and staff.
- Implements strategies supporting student, building, and district goals.
- Uses student performance data as a guide for decision making.
- Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
- Creates an environment of mutual respect, rapport, and fairness.
- Participates in and contributes to a school culture that focuses on improved student learning.
- Communicates with students, families, colleagues, and communities effectively and accurately.
Criteria
Examples | ||
| Grade book | Rubrics | Work on walls |
| Letters, email, calls home | Student portfolio | Newsletters, newspapers |
| Parent-Teacher Conferences | Follows IEP/504 Plans | Creates lessons to meet goals |
| Show concurrent lesson plans | Team meeting minutes | Class test results; analyze data |
| Differentiated instruction enrichment | Standardized Tests; analyze data, set goals | Progress Reports |
| Incorporates reading strategies, multiple intelligences into lessons | Cooperative Learning, Project-based assessment, Performance Assessment | Parent Communications (phone call log, email log) |
| Class rules/expectations | Advisement Lessons | Notes from meetings |
| Committee Work | Surveys | |
Show Criteria | Show ExamplesStandard 2
Demonstrates competence in content knowledge appropriate to the teaching position.
- Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
- Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
- Relates ideas and information within and across content areas.
- Understands and uses instructional strategies that are appropriate to the content area.
Criteria
Examples | ||
| Copies of lesson plan | Pre-Post Tests | Copies of hand-outs |
| Student work/portfolio | Video used, CD's | Notes on lesson plans |
| Curriculum Maps/Tech Paths | Professional development | Multiple assessments |
| Log of Heartland AEA involvement | Pictures of students | Pictures of students and work |
| Assessment of individual lesson progress | Mentoring | Teacher generated materials |
| Lesson plans | Notes planning meetings | Lesson Plans, differentiated student work |
| Event Program | Assessments, copies of study guides | Community Resources |
| Teacher feedback on student work | Classroom Displays | |
Show Criteria | Show ExamplesStandard 3
Demonstrates competence in planning and preparing for instruction.
- Uses student achievement data, local standards, and the district curriculum in planning for instruction.
- Sets and communicates high expectations for social, behavioral, and academic success of all students.
- Uses student's developmental needs, backgrounds, and interests in planning for instruction.
- Selects strategies to engage all students in learning.
- Uses available resources including technologies, in the development and sequencing of instruction.
Criteria
Examples | ||
| Copies of assessments | Photos of students | Print out standards |
| Copies of ITBS/ITED results | Classroom expectations | Showing class average over time |
| Graphs | District Assessments | Handbooks, hand-outs |
| Lesson plans, copy expectations | Lesson plans that fit building/district standards | Student responses to classroom climate |
| Self-assessment | Curriculum Maps | Rubrics |
| Lesson plans | IEP/504 binders | Student surveys |
| Block Schedule Assessment | Student examples of reports | Emails to parents, counselors, nurse |
| Copies of lesson plans | Copies of activities in progress | Inquiries |
| Student evaluation of project | Copies of lesson plans | Bibliography of resources |
| Photos | Field Trip plans | Student examples |
Show Criteria | Show ExamplesStandard 4
Uses strategies to deliver instruction that meets the multiple learning needs of students.
- Aligns classroom instruction with local standards and district curriculum.
- Uses research-based instructional strategies that address the full range of cognitive levels.
- Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
- Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
- Connects students' prior knowledge, life experiences, and interests in the instructional process.
- Uses available resources, including technologies, in the delivery of instruction.
Criteria
Examples | ||
| Assessments | Lesson Plans | Photo diary/documentation |
| Curriculum map (Tech Paths) | Examples of student work | Examples of research |
| Self-assessment | Workshop implementation | Examples of strategies used |
| Examples of chapter lesson taught | Teacher documentation of accommodations used | IEP/504 |
| Emails | Notes/conversations | Progress report |
| Student work evidence of positive development | Student work | Photos |
| Surveys/reflections | Document time spent at activities | Curriculum maps |
| Letters from students or parents | Lessons with choice | Guest speaker/local expert |
| Lesson plan (detailed with attachments) | Power Point slides/Web pages | Student work examples |
| Tests to identify prior knowledge | Research projects | |
Show Criteria | Show ExamplesStandard 5
Uses a variety of methods to monitor student learning.
- Aligns classroom assessment with instruction.
- Communicates assessment criteria and standards to all students and parents.
- Understands and uses the results of multiple assessments to guide planning and instruction.
- Guides students in goal setting and assessing their own learning.
- Provides substantive, timely and constructive feedback to students and parents.
- Works with other staff and building and district leadership in analysis of student progress.
Criteria
Examples | ||
| Rubrics | Lesson plans | Student portfolio |
| Copies of alternative tests | Website | Report cards |
| Performance task samples | Newsletter | Back to School night |
| Parent/Teacher Conferences | Progress Reports | Test scores |
| Lesson plans reflecting assessments | Goal sheets written by students | Student achievement data |
| Adapted assessments | Goal charts | Meeting notes |
| Achievement data | Use of student agenda | Conferences |
| IEP meetings | Phone calls | |
| Parent letters | Posting grades | |
Show Criteria | Show ExamplesStandard 6
Demonstrates competence in classroom management.
- Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
- Establishes, communicates, models, and maintains standards of responsible student behavior.
- Develops and implements classroom procedures and routines that support high expectations for student learning.
- Uses instructional time effectively to maximize student achievement.
- Creates a safe and purposeful learning environment.
Criteria
Examples | ||
| Cooperative learning strategies | Student jobs in groups | Dos and don'ts |
| Classroom set-up/arrangement | Student self-evalualtion of behavior | My job/your job |
| Check lists | Small-group assignment | Seating chart |
| Advisement | Principal's meeting | Classroom rules |
| Rules Posted | Class Constitution | Sub folders |
| Lesson plans/ unit plans | Photos | Student goal writing |
| Journal | ||
Show Criteria | Show ExamplesStandard 7
Engages in professional growth.
- Demonstrates habits and skills of continuous inquiry and learning.
- Works collaboratively to improve professional practice and student learning.
- Applies research, knowledge, and skills from professional development opportunities to improve practice.
- Establishes and implements professional development plans based upon the teacher's needs aligned to the Iowa teaching standards and district/building student 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.
Criteria
Examples | ||
| IEP | Peer evaluation | Present to team/video-tape |
| Copies of membership certificates | Books/journals on shelves | Student pre- and post-tests |
| Transcripts | Degrees or certification | Study group notes |
| Staff development meeting notes | Websites for teachers/parents/students | Show growth in student achievement |
| Show sample lesson of collaborative activities | Run off copies of books/magazines/Internet used in classroom | Set own teacher goals and long range plans |
| Evaluations | ||
Show Criteria | Show ExamplesStandard 8
Fulfills professional responsibilities established by the school district.
- Adheres to board policies, district procedures, and contractual obligations.
- Demonstrates professional and ethical conduct as defined by state law and district policy.
- Contributes to efforts to achieve district and building goals.
- Demonstrates an understanding of and respect for all learners and staff.
- Collaborates with students, families, colleagues, and communities to enhance student learning.
Criteria
Examples | ||
| Observation forms | Voter registration | Sub plans |
| 2-week log of arrival/departure times | Date documentation stating completion of background checks/fingerprints | Transcripts from post-grad work In service notes/agendas |
| IEP showing accommodation | Actual student work samples | Photo |
| Committee documentation of membership | Participates in staff functions | District committee/activity documentation |
| Phone log | Email log | Page from calendar |
| Conference schedule | Community speakers/guests | Field trips |