Iowa Teaching Standards, Criteria and Evidence

Adapted from Iowa Teaching Standards and Criteria and Model Evidence from the Department of Education

Marcia Knupp Education Consultant

Created February 2011

Standard 1a) Provides multiple forms of

evidence of student learning and growth to students, families, and staff.

• Grade book entries, classroom data• Mid-term report/report card• Rubrics• Letters/emails/newsletters• Student work displayed• Student portfolio

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

Standard 1b) Implements strategies supporting student, building and district goals.

•Follows CSIP/SIP/IEP•Observation notes•Individual Professional Development Plan•Volunteers for committees•Creates lesson to meet curriculum standards

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

Standard 1c) Uses student performance data as a guide for decision making.

•Class test results•Lesson plans•Team meeting minutes•Differentiated lessons•Use of IEP results•Running Records/other evidence of gathering data•Concurrent lesson plans

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

Standard 1d) Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.

•Modifications•Accommodations•Multiple assessments•Differentiated Lessons

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

Standard 1e) Creates an environment of mutual respect, rapport, and fairness.

•Survey results from students/parents•Class rules/expectations posted•Community Building activities-observations notes•Bulletin boards•Lesson Plans

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

Standard 1f) Participates in and contributes to a school culture that focuses on improved student learning.

•Action steps/teacher action•Notes from child study/problem solving/instructional decision making meetings

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

Standard 1g) Communicates with students, families, colleagues, and communities effectively and accurately.

•Emails•Classroom newsletter•Phone call log•Thank you notes received

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

Standard 2a) Understand and uses key

concepts, underlying themes, relationships, and different perspectives related to the content area.

• Copies of lesson plans• Student work/portfolio• Observation notes

Demonstrates competence in content knowledge appropriate to the teaching position.

Standard 2b) Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.

•Copies of handouts•DVD’s, Videos, websites used•Notes on lesson plans•Log of AEA involvement•Observation notes

Demonstrates competence in content knowledge appropriate to the teaching position.

Standard 2c) Relates ideas and information within and across content areas

•Lesson plans•Notes planning meetings•Observation notes

Demonstrates competence in content knowledge appropriate to the teaching position.

Standard 2d) Understands and uses instructional strategies that are appropriate to the content area.

•Assessments•Evaluator observation notes•Lesson Plans•Differentiated student work samples

Demonstrates competence in content knowledge appropriate to the teaching position.

Standard 3a) Uses student achievement

data, local standards, and the district curriculum in planning for instruction.

• Copies of assessments including pre-assessments

• Lesson plans that fit district standards

• Graphs showing variety of assessment results and plans for using assessment data

Demonstrates competence in planning and preparing for instruction.

Standard 3b) Sets and communicates high expectations for social, behavioral, and academic success of all students.

•Handbooks, hand-outs•Lesson plans/reflecting teaching/reinforcing expectations•Photos of student successes•Survey results of student response to classroom climate•Observation notes

Demonstrates competence in planning and preparing for instruction.

Standard 3c) Uses student’s developmental needs, backgrounds, and interests in planning for instruction.

•Student interest surveys•Parent surveys•Lesson Plans•Variety of project choices for a lesson

Demonstrates competence in planning and preparing for instruction.

Standard 3d) Selects strategies to engage all students in learning.

•The use of teaching techniques: cooperative learning, projects, presentations (observable )

•Copies of lesson plans reflecting differentiation of instruction•Student evaluation of completed project•Photos of students engaged in learning activities•Observation notes

Demonstrates competence in planning and preparing for instruction.

Standard 3e) Uses available resources, including technologies, in the development and sequencing of instruction•Computer use (observable)

•Copies of lesson plans that include technology •Observation notes•Bibliography of resources used in planning•Photo documentation•Field trip summaries•Community speakers utilized (observable)

Demonstrates competence in planning and preparing for instruction.

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

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

• Lesson plans• Assessments results-both teacher

developed and textbook• Photo diary/documentation• Notes from team planning sessions• Standards/benchmarks posted in

room• Observation notes

Standard 4b) Uses research-based instructional strategies that address the full range of cognitive levels.

•Examples of student work•Examples of research reviewed and used•Teacher self-assessment•Workshop implementation, logs and evaluator observation notes•Lesson plans

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

Standard 4c) Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.

•Use of accommodation and modifications-observable•Copy of instructional decision making plans•Student work showing evidence of positive results•504, IEP accommodation plans

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

Standard 4d) Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.

•Student work samples•Photos of students engaged in their work•Survey results from students•Lesson plans•Observation notes

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

Standard 4e) Connects students’ prior knowledge, life experiences, and interests in the instructional process.

•Student interview data•Providing social activities•Parent input about student•Student work samples. Lessons with choices for students

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

Standard 4f) Uses available resources, including technologies, in the delivery of instruction.

•Guest speakers•Lesson plans•Student research projects using variety of presentation formats-(observable)

•Web site developed by teacher

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

Standard 5a) Aligns classroom

assessment with instruction.

• Assessments results reflected in lesson plans

• Copies of alternative tests

Uses a variety of methods to monitor student learning.

Standard 5b) Communicates assessment criteria and standards to all students and parents.

NewsletterClassroom websiteReport CardsParent conferences/information

Uses a variety of methods to monitor student learning.

Standard 5c) Understands and uses the results of multiple assessments to guide planning and instruction.

•Evidence of multiple assessments throughout the year•Lesson Plans reflecting assessment results

Uses a variety of methods to monitor student learning.

Standard 5d) Guides students in goal setting and assessing their own learning.

•Goal charts•Goals sheets written by students•Achievement data•Lesson plans showing reflective writing for students

Uses a variety of methods to monitor student learning.

Standard 5e) Provides substantive, timely, and constructive feedback to students and parents.

•Conferences•IEP meetings•Parent phone calls log•Email

Uses a variety of methods to monitor student learning.

Standard 5f) Works with other staff, building and district leadership in analysis of student progress.

•Notes from team meetings•Child study team/problem solving and /or instructional decision making notes•Evaluator’s observation of team meeting

Uses a variety of methods to monitor student learning.

Standard 6a) Creates a learning

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

• Cooperative learning strategies-(observable)

• Classroom arrangement (observable)

• Small group activities (observable)

• Student jobs in groups (observable)

• Student self-evaluation of behavior

Demonstrates competence in classroom management.

Standard 6b) Establishes, communicates, models, and maintains standards of responsible student behavior.

•Expectations posted in classroom•My job/Your job chart posted•Photos of agreements posted

Demonstrates competence in classroom management.

Standard 6c) Develops and implements classroom procedures and routines that support high expectations for student learning.

•Rules/expectations posted (observable)

•Classroom agenda/calendar posted (observable)

•Class contract/constitution posted (observable)

•Substitute folder available

Demonstrates competence in classroom management.

Standard 6d) Uses instructional time effectively to maximize student achievement.

•Students on task (observable)

•Smooth transitions (observable)

•Observation notes

Demonstrates competence in classroom management.

Standard 6e) Creates a safe and purposeful learning environment.

•Student behavior (observable)

•Charts such as My job/Your job posted

Demonstrates competence in classroom management.

Standard 7a)Demonstrates habits and skills of continuous inquiry and learning.

•Transcripts•Copies of membership certificates•Log of books/journals read•Degrees or certification•Documentation of professional learning

Engages in professional growth.

Standard 7b) Works collaboratively to improve professional practice and student learning.

•Lesson plans showing co-teaching•Peer evaluation•Evaluator observation of co-teaching

Engages in professional growth.

Standard 7c) Applies research, knowledge, and skills from professional development opportunities to improve practice.

•Innovative research-based lessons- (observation notes)

•Presentation of knowledge to groups•Teacher journal entries showing reflective teaching

Engages in professional growth.

Standard 7d) Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals.•Show growth in student achievement•Individual professional development plans•Observation notes from evaluator

Engages in professional growth.

Standard 7e) 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.

•Grade book•Student self-graphing•ITBS data analysis•Item analysis•Pre-post assessments

Engages in professional growth.

Standard 8a) Adheres to board policies,

district procedures, and contractual obligations.

• Show growth in student achievement

• Teacher evaluation results• Individual professional

development plan

Fulfills professional responsibilities established by the school district.

Standard 8b) Demonstrates professional and ethical conduct as defined by state law and district policy.

•Evaluator observable notes•Documentation of mandatory training

Fulfills professional responsibilities established by the school district.

Standard 8c) Contributes to efforts to achieve district and building goals.

•Committee documentation of membership•District committee/activity documentation•Evidence of team-player (observable)

Fulfills professional responsibilities established by the school district.

Standard 8d) Demonstrates an understanding of and respect for all learners and staff.

•Participates in staff functions•Student work samples•Observation notes

Fulfills professional responsibilities established by the school district.

Standard 8e) Collaborates with students, families, colleagues, and communities to enhance student learning.

•Phone log of parent contact•Email log of parent contacts•Conference schedule•Community speakers/guests•Field trip

Fulfills professional responsibilities established by the school district.

Iowa Teaching StandardsTo access material from the Department of Education

Go to the Department of Education website atwww.iowa.govON the left hand side in blue you will see a list…choose educator qualityFrom the next list choose Iowa Teacher Standards and Criteria