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The Iowa Model Educator Evaluation System
User Guide 2021-2022
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State of Iowa
Department of Education
Grimes State Office Building
400 E. 14
th
Street
Des Moines, IA 50319-0146
State Board of Education
Brooke Axiotis, President, Des Moines
Bettie Bolar, Vice President, Marshalltown
Brian J. Kane, Dubuque
Michael L. Knedler, Council Bluffs
Mike May, Spirit Lake
John Robbins, Iowa Falls
Georgia Van Gundy, Waukee
Kimberly Wayne, Des Moines
Hannah Groos, Student Member, Norwalk
Administration
Ann Lebo, Director and Executive Officer of the State Board
of Education
Division of Learning Results and Programs
Amy J. Williamson, Deputy Director
Bureau of School Improvement
Janell Brandhorst, Chief
Matt Ludwig, Program Consultant
It is the policy of the Iowa Department of Education not to discriminate on the basis of race, creed, color, sexual orientation, gender identity,
national origin, sex, disability, religion, age, political party affiliation, or actual or potential parental, family or marital status in its programs,
activities, or employment practices as required by the Iowa Code sections 216.9 and 256.10(2), Titles VI and VII of the Civil Rights Act of 1964
(42 U.S.C. § 2000d and 2000e), the Equal Pay Act of 1973 (29 U.S.C. § 206, et seq.), Title IX (Educational Amendments, 20 U.S.C.§§ 1681 – 1688),
Section 504 (Rehabilitation Act of 1973, 29 U.S.C. § 794), and the Americans with Disabilities Act (42 U.S.C. § 12101, et seq.). If you have
questions or complaints related to compliance with this policy by the Iowa Department of Education, please contact the legal counsel for the
Iowa Department of Education, Grimes State Office Building, 400 E. 14th Street, Des Moines, IA 50319-0146, telephone number: 515-281-5295,
or the Director of the Office for Civil Rights, U.S. Department of Education, Citigroup Center, 500 W. Madison Street, Suite 1475, Chicago, IL
60661-4544, telephone number: 312-730-1560, FAX number: 312-730-1576, TDD number: 877-521-2172, email: [email protected].
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Contents
The Iowa Model Educator Evaluation System ............................................................................... 1
The Iowa Model Educator Evaluation User Guide Purpose .......................................................... 3
Introduction ..................................................................................................................................... 3
The Educator Evaluation Model ..................................................................................................... 5
Teacher Evaluation ......................................................................................................................... 7
Iowa Teaching Standards and Model Criteria ................................................................................ 8
Model Descriptors and Evidence .................................................................................................. 10
Model 3-Tiered Teacher Evaluation Framework .......................................................................... 26
Individual Educator Professional Development Plan ................................................................... 33
Practitioner Collaboration and Peer Review ................................................................................ 36
Teacher Evaluation – Area Education Agencies .......................................................................... 38
Iowa Teaching Standards with AEA Criteria ................................................................................ 39
Educator Evaluation System for AEA Contracted Staff ............................................................... 41
School Administrator Evaluation................................................................................................... 42
Iowa Standards for School Leaders ............................................................................................. 43
Iowa School Administrator Evaluation Tools and Resources ...................................................... 44
Appendices ................................................................................................................................... 45
Appendix 1a – Sample Teacher Pre-observation Form ............................................................... 46
Appendix 1b – Sample Teacher Pre-observation Form ............................................................... 48
Appendix 2 – Sample Observation Reflection .............................................................................. 49
Appendix 3a – Comprehensive/Summative Teacher (Pk-12) Evaluation Form .......................... 50
Appendix 3b – Comprehensive/Summative Teacher (AEA) Evaluation Form ............................ 55
Appendix 4 – SMART Goal Guidance .......................................................................................... 60
Appendix 5a – Individual Educator Professional Development Plan Template .......................... 62
Appendix 5b – Individual Educator Professional Development Plan Template .......................... 64
Appendix 5c – Individual Educator Professional Development Plan Template ........................... 66
Appendix 6a – Tier 3 Intensive Assistance .................................................................................. 67
Appendix 6b – Tier 3 Intensive Assistance .................................................................................. 69
Appendix 6c – Tier 3 Intensive Assistance .................................................................................. 71
Appendix 6d – Tier 3 Intensive Assistance .................................................................................. 73
Appendix 6e – Tier 3 Intensive Assistance .................................................................................. 75
Appendix 7 – School Counselor Supplement (Aligning Iowa Teaching Standards to the ASCA
Standards) ..................................................................................................................................... 77
Glossary ........................................................................................................................................ 78
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The Iowa Model Educator Evaluation User Guide Purpose
The Iowa Model Educator Evaluation User Guide serves as a framework required from the Iowa
Department of Education in accordance with Iowa Code 284.3(2a). This document is intended to
provide the information needed for implementing teacher and administrator evaluation aligned to Iowa
Code. The document will be updated as legislation, rules, or forms change so refer to the online
document for the most accurate, up-to-date information.
Introduction
Educating students is a complex activity requiring a set of knowledge, skills, and dispositions. An
effective Iowa educator seeks to develop, support, and engage all students in learning and achieving at
high levels. Iowa expects that effective educators will not only ensure student academic growth, but
they will also:
• Provide all students opportunities to learn in ways that will prepare them to be college and
career ready when they graduate from high school,
• Insure all students reach high and rigorous academic standards, and
• Engage in ongoing goal-setting and professional development as outlined in the Iowa
Professional Development Model.
History of Professional Educator Standards & Evaluation
Iowa’s educator quality efforts are meant to promote student achievement and enhance an educator’s
practice. The history of professional educator standards and evaluation in Iowa stems back to the late
1990’s. In 2001 Iowa’s educational system adopted the Iowa Teaching Standards and Criteria, a Model
Framework for Designing a Local Staff Evaluation System, and a beginning teacher’s mentoring and
induction program. Then in 2007, educational leaders were introduced to the Iowa Standards for School
Leaders, a model for school leadership evaluation, and a beginning administrator mentoring and
induction program. In an effort to support the use of these standards, frameworks, and a program, the
Department of Education, Area Education Agencies, and other educational organizations designed and
implemented learning opportunities for teachers and leaders.
Iowa Teaching Standards & Criteria
The Iowa Teaching Standards and Criteria (ITSC) were introduced to Iowa educators in 2001. The
standards and criteria provide a foundation for a summative or comprehensive evaluation and the
ongoing professional growth of teachers. These are the Iowa Teaching Standards (Iowa Code
284.3(1)):
1. Demonstrates ability to enhance academic performance and support for and implementation of
the school district’s student achievement goals.
2. Demonstrates competence in content knowledge appropriate to the teaching position.
3. Demonstrates competence in planning and preparing for instruction.
4. Uses strategies to deliver instruction that meets the multiple learning needs of students.
5. Uses a variety of methods to monitor student learning.
6. Demonstrates competence in classroom management.
7. Engages in professional growth.
8. Fulfills professional responsibilities established by the school district.
In 2007, alternative criteria for each of the eight teaching standards were developed to support Area
Education Agency staff members who meet the definition of teacher (Iowa Code 284.2(11)).
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Iowa Standards for School Leaders
Beginning in 2008, the Iowa Standards for School Leaders (ISSL) were integrated into Iowa’s educator
quality system. Just like the Iowa Teaching Standards, the leadership standards provide the basis for
the yearly evaluation and the ongoing professional growth of school leaders. The Iowa Standards for
School Leaders (281—IAC 83.10) are:
1. Shared Vision
2. Culture of Learning
3. Management
4. Family and Community
5. Ethics
6. Societal Context
Iowa Evaluator Approval Training
In 2002, the Iowa Evaluator Approval Training (Iowa Code 284.10) required for principals and
superintendents, needing to obtain an evaluator license as part of an administrative license requirement
in accordance with the Board of Educational Examiners (282—IAC 19.7). The educator quality
legislation, first in 2002, centered on the Iowa Teaching Standards and the evaluation of teachers –
beginning and career. In 2007, Iowa Standards for School Leaders and the evaluation of school
administrators (Iowa Code 284A) took center stage. As a collaborative effort amongst multiple
stakeholders – the Iowa Department of Education, the Board of Educational Examiners, local school
districts, area education agencies, institutions of higher education, School Administrators of Iowa, Iowa
Association of School Boards, and other educational agencies/organizations – Iowa Evaluator Training
Program was developed and focused on improving teaching and learning through quality leadership.
The collaborative efforts have resulted in multiple learning opportunities focused on improving an
educational evaluator’s knowledge and skills regarding professional educator standards, observations,
evidence, coaching, feedback, and professional development. In the 2002-2003 school year, the
creators of evaluator training program unveiled Level I training across the state with a focus on:
a. Iowa Teacher Quality legislation (Iowa Code 284)
b. Iowa Teaching Standards
c. Coaching and feedback
d. Observational techniques
e. Procedures for beginning and career teachers
By 2007, the Iowa Evaluator Approval Training Program continued to evolve with additional trainings
focused on the evaluation of teachers (Level II: Evaluation of Teachers) and school administrators
(Level II: Evaluation of Administrators). With some administrators being prepared outside of Iowa and
seeking school administrative positions in Iowa districts, the department developed an online option,
iEvaluate, initially with School Administrators of Iowa and then in conjunction with AEA Learning Online.
Then in 2012, the department and its educational partners created and supported additional evaluator
approval training for evaluators: Assessing Academic Rigor and Fierce Conversations. Currently, the
department is accepting evaluator training proposals that align with regulations specified in IAC 83.5
and collaborating with other partners to define other evaluator approval training structures.
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The Educator Evaluation Model
The figure above represents the Educator Evaluation Model. The development of the model was guided
by these characteristics:
• Ensuring that there are quality educators in every school building and classroom
• Focusing on improved student learning
• Providing meaningful and actionable feedback that improves the educator’s performance.
• Fostering an educator evaluation system that exemplifies continuous growth and development.
• Using multiple data points to inform and support the educator’s practice.
• Developing and implementing an educator evaluation system that engages stakeholders in a
collaborative process.
The implementation of the Educator Evaluation Model should be understood as an ongoing process
rather than a single event. Gathering evidence related to the professional educator standards, reflecting
on an educator’s practice, collaborating with colleagues to improve practice and student learning, and
providing and using feedback are attributes of continuous improvement in a quality educator evaluation
system.
Iowa educators must be evaluated on the professional educator standards (ITSC, ITS and AEA criteria,
or the ISSL) supported by multiple measures. Accredited local school districts or Area Education
Agencies may include additional standards and criteria, but eliminating the state approved professional
educator standards is not allowed. The Iowa Model Educator Evaluation System supports gathering
evidence through observation; engaging in structured conversations (pre-, post-, and individual
professional development conferences); developing and supporting short- and/or long-term goals;
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building and sustaining a collaborative culture through ongoing peer reviews and supports from a
teacher leader; and focusing on individual, school-level, and/or system-level professional growth.
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Teacher Evaluation
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Iowa Teaching Standards and Model Criteria
The Iowa Teaching Standards appear in Iowa Code 284.3(1). The Model Criteria were developed by
the Iowa Department of Education in collaboration with various stakeholders and adopted by State
Board of Education on May 10, 2002. The criteria are specifically addressed in IAC 281—83, Teacher
and Administrator Quality Programs. A change to the criteria was adopted by the State Board of
Education on May 13, 2010, to strengthen Iowa’s commitment to using student performance data to
evaluate Iowa teachers.
Standard 1: Demonstrates ability to enhance academic performance and
support for implementation of the school district’s student achievement
goals.
The teacher:
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.
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 3: Demonstrates competence in planning and preparing for
instruction.
The teacher:
a. Uses student achievement data, local standards, and the district curriculum in planning 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.
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.
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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.
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 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 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.
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’s 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 standardized and district-wide tests.
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 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.
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Model 3-Tiered Teacher Evaluation Framework
Teacher evaluation is not an event. It is an ongoing learning opportunity that is intended to improve
professional practice by engaging in peer reflection and coaching and continuous professional learning.
Darling-Hammond and others (2012) have identified five attributes in high-quality, coherent and well-
grounded teacher evaluation systems:
1. Common teaching standards related to meaningful student learning experiences;
2. Multi-faceted evidence linked to teacher practice, student learning and professional practices;
3. Well trained, knowledgeable and skilled evaluators that understand instruction;
4. Meaningful and useful coaching and feedback connected to professional development
opportunities; and
5. Peer review and collaboration that promotes reflection and continuous improvement.
[Creating a Comprehensive System for Evaluating and Supporting Effective Teaching, SCOPE, 2012]
Who: New beginning or new experience teacher
Purpose: Understanding and demonstrating the Iowa Teaching Standards
Process: Mentoring and induction; Collection of evidence related to the
Iowa Teaching Standards; Regular observations and feedback by a trained
evaluator; Comprehensive evaluation to determine licensure
Who: All career teachers who demonstrate competence in the Iowa Teaching Standards
Purpose: Ongoing professional growth; Continuous implementation of the Iowa Teaching
Standards
Process: Continuous review and documentation of evidence to support performance
review every 3-years; Collaborative development of an individual professional development
plan; Ongoing reflection and feedback on the individual professional development plan
Who: Career teacher deficient in one or more Iowa Teaching Standards
Purpose: Enable a career teacher an opportunity to seek assistance in
meeting the Iowa Teaching Standards; Provide a structured process for
supporting and directing assistance related to the Iowa Teaching Standards
Process: Phases include awareness and assistance; Develop and implement
professional assistance plan for no longer than 12 months; Ongoing evaluation
of and feedback regarding the plan
Tier 3: Intensive Assistance
Tier 2: Career Teacher
Tier 1: Beginning Teacher
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Teacher evaluation should provide opportunities for teachers at different developmental stages to be
involved in processes and activities appropriate to their experience and expertise. Most importantly, the
evaluation should promote professional development focused on improving student learning linked to
building and district student achievement goals.
The Model Teacher Evaluation Framework is intended to depict an example of how a school
district/area education agency embed and support the Iowa Teaching Standards and Criteria and
above-mentioned attributes in a local teacher evaluation system. The model framework should serve as
a guide to support the development and implementation of a quality teacher evaluation system. School
districts/area education agencies will need to determine local policies, procedures and processes to
ensure the appropriate use of the standards and criteria.
To assist local districts in designing and maintaining an effective teacher evaluation system, the Model
Teacher Evaluation Framework outlines a basic 3-tiered approach to evaluation. A summary of each
tier and a visual provides clarity about the tiers in regards to who, the purpose, the process, and
additional resource.
Tier 1- Beginning Teacher Evaluation
The purpose of Tier 1 is to generate multiple, usable, and reliable pieces of evidence that will support
deciding to recommend a beginning teacher for a standard teaching license. The procedures,
processes, and relationships established and maintained within Tier 1 should assist new teachers in
developing professionally and personally, promote a professional environment that encourages
teachers and administration to understand the importance and usefulness of evaluation, and support
the practice of personal and peer reflection and continuous professional learning. Local districts must
also develop and/or coordinate a local beginning teacher mentoring and induction program [Iowa Code
284.4; IAC 281—83.3(1); IAC 281—83.3(2)] to enhance the success of beginning teachers in the
classroom.
Tier 1 is specifically designed for beginning teachers (i.e., possessing an initial teacher license);
however, districts are encouraged to include newly hired veteran teachers during their first two years in
the district. By having them involved in Tier 1, the teachers would quickly learn the district’s values and
expectations even though there is not a licensure decision made for a teacher possessing at least an
Iowa standard teacher license.
It is essential for Tier 1 participants to engage in professional learning (individually, small group and
large group) to advance efforts in achieving district and building student learning goals outlined in the
Comprehensive School Improvement Plan. The beginning teacher’s involvement in these efforts should
be adjusted to accommodate the demands of participating in mentoring and induction and the work
load of a beginning teacher.
The district’s teacher quality committee is responsible for developing model evidence for the Iowa
Teaching Standards and Criteria. [Iowa Code 284.4(1b); IAC 281—83.7(2)] Therefore, the committee
must determine what evidence (data, activities, etc.) provides sufficient information and experiences
that will serve multiple purposes in Tier 1. In the review of best practices in teacher evaluation, three
components were articulated:
1. Standards-based evaluation practices (observation, video clips, lesson plans, classroom
assessments, etc.),
2. Evidence of teachers’ contributions to the work of their colleagues and the school as a whole,
and
3. Evidence of teachers’ contributions to student learning through multiple sources.
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[Creating a Comprehensive System for Evaluating and Supporting Effective Teaching, SCOPE, 2012]
These types of data are interrelated and should be considered equally in the review of the teacher’s
practice. Traditionally, observations, portfolios or other types of review have been used to demonstrate
an understanding of the Iowa Teaching Standards and Criteria. A sample document (See Guidance for
Using Model Descriptors and Evidence, p. 10-23) has been designed around those approaches;
however, districts and the teacher quality committee are encouraged to be innovative in their design.
Tier 1 Activities:
• Pre-Evaluation Information – Building administrator (evaluator) meets with all beginning
teachers within the first month of employment to discuss the district’s beginning teacher
evaluation plan and expectations, including a copy of the Iowa Teaching Standards and Criteria.
The beginning teachers should also be provided copies of the evaluation guidelines and forms.
• Observations – The evaluator conducts three formal observations for each beginning teacher in
year one and two with dates aligning with the local board educator evaluation policy. The
observation cycle includes a pre-observation conference, the classroom observation, and a
post-observation conference. The teacher completes any necessary pre- and post- observation
forms and needs to be ready to share and discuss with the evaluator at the corresponding
conferences. Additional observations may be conducted at the discretion of the evaluator.
• Informal Observations – Informal observations may be used at the discretion of the
administrator to gather further evidence regarding the Iowa Teaching Standards and Criteria.
These observations may include unannounced classroom observations or walkthroughs,
professional behaviors in a variety of settings, involvement in extracurricular district activities,
etc.
• Portfolio – The professional portfolio provides a beginning teacher an opportunity to collect
individualized, credible, and factual evidence for evaluation and feedback purposes during the
first and second year. The portfolio needs to serve as a catalyst to demonstrate substantive
growth in the areas of teaching, philosophy, methods, and professional goals. An evaluator
looks for concise, selective, evidence-based information from multiple sources that support the
Iowa Teaching Standards and Criteria. During regularly scheduled conferences, the evaluator
and teacher review and discuss the portfolio. The teacher may use the portfolio to reflect on the
skills learned as part of the district’s mentoring and induction program.
• Summative Conference – The licensed evaluator conducts a summative conference with the
first-year teacher on or before the date articulated in local school board policy. The conference
provides the teacher with a performance review based on the Iowa Teaching Standards and
Criteria to include feedback and explanation from evidence gather through formal and informal
evaluation activities conducted during year one.
• Comprehensive Evaluation – The licensed evaluator conducts a comprehensive evaluation with
a second-year teacher on or before the date articulated in local school board policy. A written
evaluation includes the evaluator’s licensure recommendation for the teacher or a
recommendation for continued participation in the district’s mentoring and induction program
that should not exceed one year. The school district uses the comprehensive evaluation
provided by the Iowa Department of Education [See Appendix 3a and 3b]. (IAC 284.3,
subsection 2, Code Supplement 2001)
• Individual Professional Development Plan – The evaluator and teacher meet in the first month of
year three to cooperatively design an individual professional development plan. The plan
focuses on areas of the Iowa Teaching standards and Criteria that the evaluator and the teacher
have jointly determined ongoing skill development needed in particular teaching standards and
criteria and to achieve student achievement goals of the attendance center.
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Tier 2: Career Teacher Evaluation
Given that most teachers in a district are neither beginners or in need of assistance, Tier 2 becomes
the dominant strand within a local teacher evaluation system. Tier 2 is focused on the ongoing
assessment of a career teacher’s mastery of the Iowa Teaching Standards and Criteria and developing
and supporting the professional growth of teachers. The purpose of this tier is to provide a structured,
supportive, and collaborative environment to support professional growth linked to advancing the
teacher’s individual professional development plan, the district’s comprehensive school improvement
plan, and most importantly, student learning. The evaluator has continuous responsibility of monitoring
the teachers practice by using multiple alternative sources of data to include but not limited to formal
and informal observations, measures of student learning, review of professional development plans,
student and parent feedback, etc.
An individual professional development plan needs to emphasize a continuous appraisal of the career
teacher’s performance. The plan and process needs to flexible, creative, and stimulating. At a
minimum, a teacher’s plan should reflect the needs of the teacher, integrate the Iowa Teaching
Standards and Criteria, and support the student learning goals of the attendance center. A teacher
shares responsibility in developing and implementing the individual professional development plan with
the evaluator and works collaboratively with colleagues in regularly monitoring and adjusting the plan. If
summative and formative components of the teacher’s evaluation indicate the teacher needs additional
training and supports, the individual professional development plan should articulate the same skills
and/or practices that are being studied collectively with other educational professionals. A team of
teachers (e.g., grade-level, multi-grade, content specific, etc.) may collaboratively create, implement,
monitor, and adjust a professional development plan if it suffices the same criteria as an individual
professional development plan.
While developing the Tier 2 and individual professional development plan phase, local districts must
address some issues:
• The relationship between formative and summative components;
• The focus, timeframe, and requirements for developing the individual professional development
plans;
• The role and responsibilities of the administrator in developing, monitoring, and supporting the
plans; and
• The appropriate ways to provide the necessary documentation and feedback.
[Danielson, McGreal, Burke, and Beerens]
An individual professional development plan template [See Appendix 5a-5c] has been created to
illustrate the alignment to district efforts and how these issues may be addressed within the Iowa Model
Educator Evaluation System.
An evaluator needs to be satisfied that the plan addresses the building and/or district student learning
goals and supports the Iowa Teaching Standards and Criteria. Individual or team professional
development plan is reviewed, refined, and finalized annually and according to local board policy and
performance review requirements for teachers outlined in IAC 284.8(1).
Tier 2 Activities:
The following Individual Professional Development Plan activities (areas of inquiry and/or
investigations) could include but are not limited to:
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• Refinement of Current Practice – Address the refinement of teaching skills and strategies (e.g.,
questioning, motivation techniques, small group instruction, cooperative learning, etc.) that the
teacher is currently using in practice. The plan is generally done individually and is typically a
short-term activity (one-year).
• Acquisition of New Skills – Assumes access to resources to acquire and support new skills or
knowledge (e.g., integration of technology, research-based instruction strategies for a specific
content area(s), teaching for understanding, etc.). The plan may be done by an individual but
most likely by a team. It needs to clearly relate to the teaching discipline and the building
improvement plan. The plan would likely be for two or three years.
• Redesign/Restructuring – Articulates a rationale for change, potential student outcomes,
changes in curriculum and instruction, and an evaluation scheme. This plan requires additional
resources, time, and district commitment. A redesign/restructuring plan is primarily a team
activity that spans two or three years and connects directly to a building or district initiative (e.g.,
technology, personalized learning, multi-grade classrooms, standards-based grading, etc.).
• Development of Curriculum/Program – Three potential directions:
o Deepening – Addresses moving curriculum coverage to a deeper level (i.e., focusing on
themes rather than linear facts). Individuals or teams may engage in this work that generally
spans one to three years.
o Integrating – Focuses on developing integrated lessons and courses. A team approach is
suggested with work spanning two to three years.
o Engaging – Develops materials and activities with a focus on engaging students more in the
work of the classroom. Individuals or teams may engage in this work that generally spans
one to three years.
• Monitoring Student Outcomes/Progress – Addresses the development of new and/or alternative
assessments that measure or describe student learning. The work may include collecting,
interpreting, and disaggregating of student achievement data. An individual or team approach
may be used spanning one to three years.
• Special Populations/Opportunities to Learn – Focuses on developing new or alternative learning
opportunities for special needs students (e.g., gifted, at-risk, special education, etc.). An
individual or team approach may be used spanning one to three years.
• Completing Requirements for Licensing Endorsements – Assists a teacher not fully licensed in
an endorsement needed to instruct students in the teacher’s educational setting.
Other Potential Strategies and/or Activities
Not limited to any combination of the following
Potential Products
Not limited to any of the following
Action Research Workshops/Conferences
Coaching Visitation of Model Programs
Videotaping Lesson Designs
Study Groups Classroom Observations
Mentoring Teacher Academies
College Courses Peer Observations/Conferences
Simulations Virtual Networking
Shadowing Experiences Professional Dialogue
Student Portfolios Curriculum Units
Videotapes of lessons Performance Assessments
Study Groups Reflective Journal
Case Study Analysis Professional Portfolios
Student Inventories Published Work
As an individual professional development plan reaches closure, two separate actions occur. The first
action (a formative component) is the creation of a written review of the progress and the outcomes of
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the plan. The written review is the responsibility of the individual teacher or team with the support of the
evaluator. [A proposed outline for the structure of the written review is found in Appendix 3a.] The
teacher or team should be prepared to discuss the written review and share results and/or products
related to the plan. The district is encouraged to develop criteria that allows the teacher or team to
demonstrate the quality, progress, involvement, etc. in the plan. A copy of the individual professional
development plan and the subsequent written review should be placed in the individual teacher’s
district file.
The second action (a summative component) involves the evaluator writing an evaluation of the teacher
or each member of the team. The evaluator needs to engage in the continuous collection of evidence
during the period of time articulated in the individual professional development plan. The written
evaluation is then based on multiple sources of evidence related to the Iowa Teaching Standards and
Criteria and local district expectations garnered by the evaluator. Although a plan may be written for
one-, two-, or three-years, a summative evaluation must occur every three years as stipulated in Iowa
Code 284.3. The written evaluation then needs to be presented to and discussed with the teacher.
[Suggested templates are included in Appendix 3a.]
Tier 3: Intensive Assistance Plan
The purpose of the Intensive Assistance Plan is to provide organizational support and assistance to
career teachers who are not meeting the Iowa Teaching Standards and Criteria. The existence of this
plan makes it possible for Tier 2 to focus on professional growth rather than remediation. In designing
Tier 3, local districts should continue to focus on quality assurance, with support, that is expected to
characterize the beginning teacher plan (Tier 1) and the individual professional development plan (Tier
2). The Intensive Assistance Plan demonstrates the district’s commitment to quality teaching by
providing a structured and supported system of assistance to ensure that every career teach is meeting
the Iowa Teaching Standards and Criteria. The decision regarding implementation of Tier 3 should be
collaborative; however, it may be directive.
The Intensive Assistance Plan is further defined within Iowa Code section 284.8 and further explained
in Iowa Administrative Rule 83.5(3). Specifically, if a supervisor or evaluator determines that a teacher’s
performance is not meeting the district expectations, the teacher will participate in an intensive
assistance program. Once the teacher completes the intensive assistance plan, the evaluator re-
evaluates the teacher’s performance and evidence and makes the determination if the teacher
successfully completed the program. If the teacher was not successful, the local school board may
immediately terminate the teacher’s contract, terminate the contract at the end of the school year, or
continue the contract for no more than one year. If a teacher has previously participated in an Intensive
Assistance Plan related to the Iowa Teaching Standards and Criteria, he or she may not participate in
another intensive assistance program related to the same standards or criteria. The program and its
implementation are not subject to negotiation or grievance procedures. A Tier 3 plan may begin at any
time. Given the nature of the plan, confidentiality is expected by all parties.
Tier 3 defines two phases – Awareness and Assistance:
1. Awareness Phase
In the awareness phase, the evaluator identifies a problem relating to the Iowa Teaching
Standards that is characteristic of a teacher’s performance rather than anomaly. The evaluator
needs to contact the teacher in writing, identifies the specific Iowa Teaching Standard(s) of
concern, collaboratively develops a plan to resolve the problem, and schedules periodic
meetings (not to exceed three months) with the teacher to discuss progress and potential
barriers related to plan. While the teacher and evaluator attempt to resolve the problem, the
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teacher remains in Tier 2 and works on the Individual Professional Development Plan. At the
conclusion of plan, the evaluator will review the progress and evidence to make one of the
following recommendations:
• The problem is resolved and the teacher is removed from the Awareness Phase and
continues to work within Tier 2.
• If the issue is not resolved, the teacher is notified in writing and placed into the
Assistance Phase. Placement in the Assistance Phase suggests that activities regarding
the Individual Professional Development Plan would be suspended at the
recommendation of the evaluator.
2. Assistance Phase
After the final meeting of the Awareness Phase and determination is made to move to the
Assistance Phase, a letter is sent to the teacher to formally notify him/her of placement. A copy
of the letter is forwarded to the Superintendent and placed in the teacher’s personnel file. A
teacher may request assistance for the local teacher association. A meeting is held between the
teacher and evaluator to develop an Assistance Plan that includes a problem statement related
to one or more of the Iowa Teaching Standards and a specific growth promoting goals that are
measurable, action-oriented, realistic, and time-bound. A plan needs to identify and apply
strategies needed to achieve the goals, establishes reasonable timelines for strategic actions,
and aligns specific criteria for evaluating the successful completion of the plan.
A team of professionals, who have the knowledge and skills to assist the teacher in improving
his/her performance, may be identified. The team may contribute to the development of the
Assistance Plan, but they may not identify the standards by which the teacher is placed on
intensive assistance or conduct the summative evaluation of the teacher. The designated and
trained evaluator are responsible for conducting those actions
At the end of the Assistance Plan’s timeframe, one of three recommendations are made by the
evaluator at the conclusion of the summative evaluation:
• The problem is resolved. The teacher is removed from the Assistance Phase and returns
to Tier II and the activities regarding the Individual Professional Development Plan.
• Progress is noted and work continues in the Assistance Phase. The timeline is extended
but may not exceed twelve months according to Iowa law.
• No progress is noted to resolve the problem. Actions are taken by the evaluator and the
district to move towards a recommendation for non-renewal of the contract or immediate
termination.
A sample awareness phase, assistance phase, and final summary [See Appendix 6a – 6e] forms have
been created to assist local districts.
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Individual Educator Professional Development Plan
The Individual Educator Professional Development Plan (IEPDP) is intended to support the
professional growth of individual educators as part of a district’s focus on improving student learning.
State of Iowa legislation requires each public-school district in Iowa have individual educator
professional development plans in place for all career educators.
Iowa Administrative Rules – 281—83.6(284) and 281—83.12(284A) – outline the requirements for an
IEPDP as follows:
• Each individual educator professional development plan shall align to the fullest extent possible
with the district professional development plan.
• The purpose of the IEPDP is to promote individual and collective professional development.
• At a minimum, the goals for an IEPDP must be based on relevant Iowa Teaching Standards or
the Iowa Standards for School Leaders that support the student achievement goals of the
attendance center and school district or area education agency, as appropriate, as outlined in
the comprehensive school improvement plan, and the needs of the educator.
• The goals shall go beyond those required under the attendance center/district professional
development plan. The learning opportunities provided to meet the goals of the IEPDP include
individual and collaborative study of district- or area education agency-determined content to the
extent possible.
• The IEPDP shall be developed by the educator in collaboration with the educator’s evaluator.
• An annual meeting shall be held between the educator and the evaluator to review the goals
and refine the plan.
The IEPDP for a career educator may be congruent with the district- and building-level professional
development plans, and the process described in the Iowa Professional Development Model (IPDM)
may be used simultaneously to implement plans across all levels. Individual plans should address the
district and building goals by extending collective learning to refine the educator’s knowledge and skills.
Individual plans are also intended to individualize the learning to address other standards and criteria
as needed to build the educator’s capacity to enhance student learning.
The purpose of quality professional development is to accomplish transfer of newly learned knowledge
and skills throughout the educational system. To accomplish the district and/or building goals of
improving learning for all students, all educators need to engage in professional growth to develop their
practices. Educators learn best when they have frequent opportunities for engagement with colleagues
in solving problems and learning new knowledge and skills that represent collective concerns.
As described in the rules, the educator’s plan for professional development is to be crafted
collaboratively with the educator’s evaluator. The intent of this requirement is that the development and
maintenance of the IEPDP be a collaborative process in which the educator and the evaluator work
together to design an individual plan that will build the capacity of the educator and contribute to the
overall professional learning goals established for the building and/or the district.
The Educator Quality Program states that goals must be based on the building-/district-level
professional development plan. The rules require that the IEPDP also include goals that go beyond
building-/district-level professional development priorities. In keeping with the Iowa Professional
Development Model and the requirements for the individual plans, it is necessary to use data to
determine goals for the educator’s professional growth. The educator and the evaluator should look at
the analysis of student learning data, the goals for the district professional development plan, and the
goals established for the building-level professional development plan. Information about the educator’s
needs related to their respective professional standards (Iowa Teaching Standards or the Iowa
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Standards for School Leaders) should be considered when deciding on the most important knowledge
and skills to work on.
When professional growth for educators is based on district- and building-level student learning data,
and student achievement goals, it is likely that the IEPDP for the career educator will focus on learning
the knowledge and skills that address the priorities established in the district and building professional
development plans, with specific refinement or extensions that personalize those district and/or building
professional development priorities. For many educators, goals beyond the building- and/or district-level
priority will add onto or complement the existing professional development priorities, because the same
data used to set the building and/or district goal are used as the rationale for the individual goal. The
learning opportunities for goals beyond the district and/or building goal should help the individual to
apply what is being learned through the collective professional development and add to his or her
repertoire in related content, pedagogy, or both. This type of plan will readily meet the requirement that
the educator’s individual plan align to the fullest extent possible with the district or school professional
development plan.
For some educators, the data analysis and dialogue with the evaluator will suggest an additional area
of need that is not related to the district- or building-level professional development goals. Goals for
these educators will include learning about the district and/or building priority plus another area of
focus. Goals that add another area of focus must be based on the educator’s needs and on the relevant
professional standards (Iowa Teaching Standards or the Iowa Standards for School Leaders) that
support the student learning goals of the building and/or district (or area education agency). Information
about the educator’s strengths and needs gathered from the evaluation process is a useful source of
data to help identify professional learning needs to address the professional standards.
Suggested Steps for Developing an Individual Educator Professional
Development Plan
❑ Initial data analysis
Educators work collaboratively with the administrators and the professional development
leadership team to:
• Review district, building, and classroom level student data
• Review the district- and building-level professional development plans
• Review the professional standards (i.e., Iowa Teaching Standards, Iowa Standards for
School Leaders, etc.)
❑ Individual reflection and self-assessment to set goals
The educator uses the information gathered in the initial data analysis and extends the process:
• What do I need to learn to extend, refine, support, etc. my knowledge and skills in the
identified goal area?
• What do I need to do to increase my application of these skills?
• Who might have similar individual goals that might work with me to extend my
knowledge and skills?
• Have I gotten feedback and/or examined data from multiple sources that suggest my
effectiveness in one or more of professional standards requiring attention and support? If
yes, what knowledge and skill(s) do I need to acquire?
• What should I study and practice?
• Is this content and/or pedagogy research-based?
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• Do my goals address specific professional standards (i.e., Iowa Teaching Standards,
Iowa Standards for School Leaders, etc.)?
• How does this align with district and/or building priorities?
❑ Design the learning opportunities
Select or design ways to support the educator in learning knew knowledge and skills:
• What learning experiences would ensure that I master this priority?
• What support do I need?
• Who else can I study and learn with?
• How can I collaborate with others (e.g., plan lessons, observe others, study student
work, etc.)?
❑ Indicators of success
List the indicators that will be used to document the accomplishment of the goal:
• How can I demonstrate to my evaluator that I have applied what I learned?
• How can I showcase how students benefited from this work?
❑ Establish a time line
• What is a good schedule for accomplishing my goal(s)?
• When should I share progress?
❑ Finalize the written plan
A written individual educator plan will be the product of ongoing discussion with the evaluator
and possibly colleagues.
Samples and templates of IEPDP are provided in Appendix 5a – 5c.
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Practitioner Collaboration and Peer Review
Practitioner collaboration and peer review are a means to enhance the education profession by
providing educators opportunities to boost their practice through structured interactions with a focus on
instruction. Schools and districts have implemented Teacher Leadership and Compensation (TLC),
Professional Learning Communities (PLC), Authentic Intellectual Work (AIW), and other models to
advance collaboration and peer review in educational setting.
In 2007, the DE released the Iowa Professional Development Model (IPDM) in an effort to establish an
expectation that professional development be created, implemented, monitored, and adjusted to realize
student learning gains at all levels. In 2013, the Iowa Legislature amended Iowa Code [Sections
284.6(8) and 284.8(1)] to again call for all educators to work collectively at improving teaching and
leadership practice by requiring educators to engage in practitioner collaboration and peer review.
Practitioner Collaboration
In Iowa Code section 284.6(8), practitioner collaboration means the collaboration of practitioners to be
intended broadly and is inclusive of teachers and school leaders working to improve instruction and,
ultimately, student learning. To ensure and support regular and timely collaboration, the same Iowa
Code section requires that at least 36 hours annually “outside of the minimum school day,” during “non-
preparation time or designated professional development time,” must be used by “practitioners to
collaborate with each other” or “to engage in peer review” activities.
The collaboration time or review time should not be confused with individual educator preparation time
or traditional professional development, and districts should not count individual preparation time as
collaboration time. Another distinguishing element of the practitioner collaboration is heavy reliance on
the use of “one-to-one” or “many-to-many” collaborations among educators. It is expected that there is
an authentic interaction among educators focused on instructional matters within their schools and
districts. The professional learning intended in Iowa Code section 284.6(8) actively involves the
educators and includes self-, peer-, or team-directed and active in nature.
Peer Review
Under Iowa Code section 284.8(1), school districts are required to conduct annual, rather than every
third year, reviews of non-probationary teacher performance. The first and second years of such
reviews are conducted by a peer group of teachers. The Iowa Legislature specifically prohibited peer
reviews from being used as the basis for recommending that a teacher be placed in an intensive
assistance program. As such, the peer review is intended for the purposes of coaching and
improvement.
A peer review may be high quality when –
• Practitioners develop ownership of educator practices and move toward making its discussion
and improvement more visible within the school community.
• A group of educators are analyzing, reflecting upon, and talking about their profession in an
attempt to improve student learning.
• Districts use the evaluation framework as a basis for discussion, support, and planning – and
not intended to inform the summative evaluation. The review should be used as an element of
coaching with a focus on improvement.
• A peer review is reflective in nature by both the educator and the reviewer around their practice
– openly sharing strengths, limitations, observations, etc. Reviewers should make thoughtful
judgements about an educator’s practice and consider each educator individually.
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• Teacher leadership structures are used to promote collaboration by developing and supporting
opportunities for teacher in schools to learn from each other to improve student achievement by
strengthening instruction.
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Teacher Evaluation – Area Education Agencies
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Iowa Teaching Standards with AEA Criteria
Alternative criteria for Area Education Agency staff who meet the definition of “teacher”.
Standard 1: Demonstrates ability to enhance academic performance and support for
implementation of the school district’s student achievement goals.
The staff member:
1. Uses knowledge and understanding of area education agency’s mission, goals, and strategic priorities to
provide services that enhance academic performance.
2. Understands and uses knowledge of area education agency and district goals and data to provide
services that enhance academic performance.
3. Participates in and contributes to a positive learning culture.
4. Communicates with students, families, colleagues, and communities effectively and accurately.
5. Uses area education agency, district, and student data as a guide for decision making.
Standard 2: Demonstrates competence in content knowledge appropriate to the
teaching position.
The staff member:
1. Understands, communicates, and uses key concepts and best practice in fulfillment of area education
agency roles and responsibilities.
2. Uses knowledge of child and adolescent development and of adult learning to make interventions and
strategies meaningful, relevant, and accessible.
3. Relates professional knowledge and services within and across multiple content and discipline areas.
4. Understands and supports strategies and interventions that are best practice across content and
discipline areas.
Standard 3: Demonstrates competence in planning and preparing for instruction.
The staff member:
1. Demonstrates the ability to organize and prioritize time, resources, and responsibilities.
2. Demonstrates the ability to individually and collaboratively plan and prepare professional services that
address the range of district, teacher, parent, and student needs.
3. Uses district and student data to develop goals and interventions.
4. Demonstrates the flexibility to plan for professional services based on changing conditions of the work
context and environment.
5. Uses available resources, including technology, to plan and develop professional services.
Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs
of students.
The staff member:
1. Aligns service delivery to district, teacher, parent, and student needs.
2. Provides consultation, instruction, interventions, and strategies that align with learner needs,
3. Demonstrates flexibility and responsiveness in adjusting services to meet diverse learner needs.
4. Uses and supports research-based and evidence-based practices to meet learner needs.
5. Uses available resources, including technology, to provide professional services that meet learner needs.
Standard 5: Uses a variety of methods to monitor student learning.
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The staff member:
1. Uses appropriate assessment, data collection, and data analysis methods that support alignment of
services with learner needs.
2. Works collaboratively within the learning community to establish measurable goals and to identify
formative and summative methods to monitor progress and the quality of implementation.
3. Communicates the rationale and criteria of assessment and monitoring methods.
4. Elicits and provides timely and quality feedback on assessment and monitoring.
Standard 6: Demonstrates competence in classroom management.
The staff member:
1. Models respectful dialogue and behaviors within and across job responsibilities.
2. Promotes and maintains a positive, safe, and productive environment.
3. Works collaboratively and is flexible.
4. Communicates accurately and effectively.
Standard 7: Engages in professional growth.
The staff member:
1. Demonstrates habits and skills of continuous inquiry and learning.
2. Works collaboratively to improve professional practices.
3. Applies and shares research, knowledge, and skills from professional development.
4. Establishes and implements professional development plans aligned to area education agency, district,
and student learning goals.
Standard 8: Fulfills professional responsibilities established by the school district.
The staff member:
1. Adheres to board policies, area education agency procedures, federal and state rules, and contractual
obligations.
2. Demonstrates professional and ethical conduct as defined by state law and area educatin agency
policies.
3. Contributes to efforts to achieve area education agency goals.
4. Demonstrates an understanding of and respect for all learners.
5. Collaborates with all learners.
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Educator Evaluation System for AEA Contracted Staff
Current Iowa Code and Administrative Rules do not mandate a model educator evaluation system for
AEA contracted staff. Each of the current AEAs use the eight Iowa Teaching Standards for AEA
professionals who meet the definition of teacher in their respective evaluation systems. The agencies
have also outlined three purposes related to an effective evaluation system in an AEA system:
• Provide clear performance expectations to promote quality assurance and accountability.
• Increase professional learning for professional educators in an effort to create and support a
community of learners.
• Increase student learning.
AEA professionals and those responsible for evaluating contracted staff are encouraged to study and
support their AEA evaluation system and the Iowa Teaching Standards and Criteria for AEA
professionals. A well-designed and effectively implemented evaluation system is critical in achieving all
three purposes.
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School Administrator Evaluation
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Iowa Standards for School Leaders
The new Iowa Standards for School Leaders were adopted by the Iowa State Board of Education on
November 18, 2020, and went into effect on July 1, 2021. The standards are placed in Iowa
Administrative Rule [281—83.10] in to support the evaluation of school leaders. The Iowa Standards for
School Leaders are organized around the domains, qualities, and values of leadership work that
research and practice indicate contribute to students’ academic success and well-being. The standards
provide a framework to guide leadership practice and how leaders are prepared, hired, developed,
supervised and evaluated. A local school board may establish additional administrator standards and
related criteria, but shall at a minimum utilize the following standards:
STANDARD 1. MISSION, VISION, AND CORE VALUES
Educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-
quality education and academic success and well-being of each student.
STANDARD 2. ETHICS AND PROFESSIONAL NORMS
Educational leaders act ethically and according to professional norms to promote each student’s
academic success and well-being.
STANDARD 3. EQUITY AND CULTURAL RESPONSIVENESS
Educational leaders strive for equity of educational opportunity and culturally responsive practices to
promote each student’s academic success and well-being.
STANDARD 4. CURRICULUM, INSTRUCTION, AND ASSESSMENT
Educational leaders develop and support intellectually rigorous and coherent systems of curriculum,
instruction, and assessment to promote each student’s academic success and well-being.
STANDARD 5. COMMUNITY OF CARE AND SUPPORT FOR STUDENTS
Educational leaders cultivate an inclusive, caring, and supportive school community that promotes the
academic success and well-being of each student.
STANDARD 6. PROFESSIONAL CAPACITY OF SCHOOL PERSONNEL
Educational leaders develop the professional capacity and practice of school personnel to promote
each student’s academic success and well-being.
STANDARD 7. PROFESSIONAL COMMUNITY FOR TEACHERS AND STAFF
Educational leaders foster a professional community of teachers and other professional staff to promote
each student’s academic success and well-being.
STANDARD 8. MEANINGFUL ENGAGEMENT OF FAMILIES AND COMMUNITY
Educational leaders engage families and the community in meaningful, reciprocal, and mutually
beneficial ways to promote each student’s academic success and well-being.
STANDARD 9. OPERATIONS AND MANAGEMENT
Educational leaders manage school operations and resources to promote each student’s academic
success and well-being.
STANDARD 10. SCHOOL IMPROVEMENT
Educational leaders act as agents of continuous improvement to promote each student’s academic
success and well-being.
Adapted from National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA:
Author.
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Iowa School Administrator Evaluation Tools and
Resources
Currently, additional resources and tools to the support the implementation of the new ISSL
standards may be found at this link. Thanks to School Administrators of Iowa (SAI) for their
support to school leadership in Iowa.
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Appendices
THE IOWA MODEL EDUCATOR EVALUATION SYSTEM
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Appendix 1a – Sample Teacher Pre-observation Form
Educator: District/Building:
Date of Pre-conference: Date of Observation:
Grade Level/Curriculum Area Observed: Lesson Objectives:
Reference ORID
Pre-Observation Questions
Conference Notes
Briefly describe the students in this class,
including those with special needs.
How will students be grouped during the
classroom observation? If necessary, please note
any special arrangements.
What Iowa Teaching Standards & Criteria will be
observed in this lesson?
How will prior knowledge be (or has been)
assessed?
What instructional strategies do you plan to use
to engage students in the content?
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Pre-Observation Questions
Conference Notes
What instructional materials or other resources
will you use during the lesson?
What difficulties with the lesson do you anticipate
the students might have?
How do you plan to assess student achievement
in meeting the lesson’s objective? How will you
use the results of the assessment?
Please tell me any other information you feel
pertinent to this lesson.
What data and information will be collected
during classroom observation?
What other questions need to be asked prior to
the classroom observation?
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Appendix 1b – Sample Teacher Pre-observation Form
Teacher: District/School:
Evaluator: Date of Pre-observation Conference:
Grade Level/Content: Date of Observation:
1. Briefly describe the students in the class, including those with special needs.
2. What are the goals for the lesson? What will the students learn?
3. How do these goals support the common core content standards?
4. How does the teacher plan to engage students in the content? What will the teacher do? What
will the students do?
5. What difficulties do students typically experience with this content? How does the teacher plan
to anticipate these difficulties?
6. What instructional materials or other resources, if any, will the teacher use? Share samples of
the materials with the evaluator.
7. How do plan to assess student learning of the goals? What procedures will you use? Share any
performance tasks, rubrics, scoring guides, tests, etc. with evaluator.
8. What Iowa Teaching Standards and Criteria will be demonstrated during the observation?
Teacher comments pertaining to the observation setting. The teacher is asked to list any item he or she
might want to call to the attention of the evaluator.
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Appendix 2 – Sample Observation Reflection
Teacher: District/School:
Grade Level/Content: Date of Observation:
1. List the Iowa Teaching Standards and Criteria related to the observed lesson.
2. As the teacher reflects on the observed lesson, to what extent were students actively engaged?
3. What evidence was collect during and/or after the observed lesson by the teacher to
demonstrate that students learned what was intended?
4. How and why was the instructional plan altered to best meet the learning needs of students?
5. If given the opportunity to teach the lesson again to the same students, what would be done
differently? Why?
6. Attach several student work samples related to the lesson that reflect the full range of student
ability in the class and includes feedback provided to the students.
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Appendix 3a – Comprehensive/Summative Teacher (Pk-12) Evaluation
Form
Educator: Folder Number:
Evaluator: Folder Number:
Grade Level and/or Subject: Year: 1 2 3
Standard 1: Demonstrates ability to enhance academic performance and support for
implementation of the school district’s student achievement goals.
The teacher:
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.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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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.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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 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.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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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.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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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 student
learning.
d. Uses instructional time effectively to maximize student achievement.
e. Creates a safe and purposeful learning environment.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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’s 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 standardized and district-wide tests.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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Educator:_________________________________________ Date:_______________
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 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.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
Comprehensive/Summative Evaluation Signature Section
Evaluation Period:
[Insert start date.] TO [Insert end date.]
Check all that apply:
❑ The teacher is a first year Beginning Teacher.
❑ The teacher is a second year Beginning Teacher.
❑ The teacher meets or exceeds all eight Iowa Teaching Standards and is recommended for a
standard license.
❑ 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 receive the necessary form needing to
communicate the decision made on each second year Beginning Teacher or to extend the provisional
license for a third year.]
❑ The teacher does not meet the Iowa Teaching Standards.
Evaluator’s Signature:__________________________________ Date:_______________
Teacher’s Signature:____________________________________ Date:_______________
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Appendix 3b – Comprehensive/Summative Teacher (AEA) Evaluation Form
Educator: Folder Number:
Evaluator: Folder Number:
Grade Level and/or Subject: Year: 1 2 3
Standard 1: Demonstrates ability to enhance academic performance and support for
implementation of the school district’s student achievement goals.
The staff member:
1. Uses knowledge and understanding of area education agency’s mission, goals, and strategic priorities to
provide services that enhance academic performance.
2. Understands and uses knowledge of area education agency and district goals and data to provide services
that enhance academic performance.
3. Participates in and contributes to a positive learning culture.
4. Communicates with students, families, colleagues, and communities effectively and accurately.
5. Uses area education agency, district, and student data as a guide for decision making.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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Standard 2: Demonstrates competence in content knowledge appropriate to the
teaching position.
The staff member:
1. Understands, communicates, and uses key concepts and best practice in fulfillment of area education agency
roles and responsibilities.
2. Uses knowledge of child and adolescent development and of adult learning to make interventions and
strategies meaningful, relevant, and accessible.
3. Relates professional knowledge and services within and across multiple content and discipline areas.
4. Understands and supports strategies and interventions that are best practice across content and discipline
areas.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
Standard 3: Demonstrates competence in planning and preparing for instruction.
The staff member:
1. Demonstrates the ability to organize and prioritize time, resources, and responsibilities.
2. Demonstrates the ability to individually and collaboratively plan and prepare professional services that
address the range of district, teacher, parent, and student needs.
3. Uses district and student data to develop goals and interventions.
4. Demonstrates the flexibility to plan for professional services based on changing conditions of the work context
and environment.
5. Uses available resources, including technology, to plan and develop professional services.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs
of students.
The staff member:
1. Aligns service delivery to district, teacher, parent, and student needs.
2. Provides consultation, instruction, interventions, and strategies that align with learner needs,
3. Demonstrates flexibility and responsiveness in adjusting services to meet diverse learner needs.
4. Uses and supports research-based and evidence-based practices to meet learner needs.
5. Uses available resources, including technology, to provide professional services that meet learner needs.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
Standard 5: Uses a variety of methods to monitor student learning.
The staff member:
1. Uses appropriate assessment, data collection, and data analysis methods that support alignment of services
with learner needs.
2. Works collaboratively within the learning community to establish measurable goals and to identify formative
and summative methods to monitor progress and the quality of implementation.
3. Communicates the rationale and criteria of assessment and monitoring methods.
4. Elicits and provides timely and quality feedback on assessment and monitoring.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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Standard 6: Demonstrates competence in classroom management.
The staff member:
1. Models respectful dialogue and behaviors within and across job responsibilities.
2. Promotes and maintains a positive, safe, and productive environment.
3. Works collaboratively and is flexible.
4. Communicates accurately and effectively.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
Standard 7: Engages in professional growth.
The staff member:
1. Demonstrates habits and skills of continuous inquiry and learning.
2. Works collaboratively to improve professional practices.
3. Applies and shares research, knowledge, and skills from professional development.
4. Establishes and implements professional development plans aligned to area education agency, district, and
student learning goals.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
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Standard 8: Fulfills professional responsibilities established by the school district.
The staff member:
1. Adheres to board policies, area education agency procedures, federal and state rules, and contractual
obligations.
2. Demonstrates professional and ethical conduct as defined by state law and area education agency policies.
3. Contributes to efforts to achieve area education agency goals.
4. Demonstrates an understanding of and respect for all learners.
5. Collaborates with all learners.
Provide a narrative and additional documentation/artifacts to
support MEETING or NOT MEETING the standard and criteria.
Circle or
Highlight One:
Meets Standard
Does Not Meet Standard
Comprehensive/Summative Evaluation Signature Section:
Evaluation Period:
[Insert start date.] TO [Insert end date.]
Check all that apply:
❑ The teacher is a first year Beginning Teacher.
❑ The teacher is a second year Beginning Teacher.
❑ The teacher meets or exceeds all eight Iowa Teaching Standards and is recommended for a
standard license.
❑ 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 receive the necessary form needing to
communicate the decision made on each second year Beginning Teacher or to extend the provisional
license for a third year.]
❑ The teacher does not meet the Iowa Teaching Standards.
Evaluator’s Signature:__________________________________ Date:_______________
Teacher’s Signature:____________________________________ Date:_______________
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Appendix 4 – SMART Goal Guidance
The Iowa Department of Education recommends the use of SMART goals when monitoring
professional practice as part of continuously improving the professional practices of educators. SMART
is an acronym standing for Specific, Measurable, Attainable, Results-based, and Time-bound.
SMART goals provide a clear understanding of expected levels of and articulate intended actions for
improving an educator’s professional practice. The goals provide focused attention and resources on
what is most important so an educator can be successful in achieving personal and professional
priorities on a daily basis.
What to consider when crafting a SMART Goal?
1. The educator needs to think about the whole job, the broad areas of responsibility and results,
and the ongoing conversations with colleagues and the evaluator regarding student learning
and professional practice.
2. Goals need to be high level enough to encompass the core outcomes for which the educator is
responsible, but specific and clear enough so the educator will be able to measure success.
3. Goals should be on-going job responsibilities and linked to building/district learning priorities,
district/building initiatives, or new projects.
4. If there are too many goals, it may be an indicator that the goals are scoped at too low a level
and focused more on tasks than on end results.
5. If the goals are becoming too numerous and task-oriented, the educator and evaluator may
want to consider combining several goal statements into a broader outcome.
Writing a SMART Goal
S – Specific
When setting a goal, the educator and evaluator need to be specific about what needs to be
accomplished. Specific goals need to be well-defined and free ambiguity or generality. The
consideration of “W” questions may assist in developing goals that are specific:
❑ Who – Who needs to be involved to achieve the goal?
❑ What – What will the goal specifically accomplish?
❑ When – When will the goal be attained?
❑ Where – Where will the educator accomplish this goal?
❑ Which – Which requirements or constraints are involved in achieving the goal?
❑ Why – Why was the goal chosen? (Reasons, purposes, benefits, etc.)
Specific actions may include verbs like – oversee, update, write, coordinate, process, supervise,
develop, provide, manage, create, maintain, plan, implement, support, evaluate, transition, produce,
administer.
M – Measurable
What metrics should the educator and evaluator use to determine goal attainment? There needs to be
a source of information to measure or determine whether a goal has been achieved. The educator and
evaluator should have ongoing conversations about relevant and feasible data sources and collection
methods. Measurable goals need to have concrete criteria for measuring progress toward achievement.
Criteria typically include quantitative (How much? How many?) measures as opposed to qualitative
(What is it like?).
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A – Attainable or Achievable
A goal is meant to inspire and motivate, not discourage. The educator and evaluator need to focus on
how important the goal is to the educator’s work and determine what they can do to make it attainable.
New skill development and a possible attitude change may be needed; however, too far-reaching or
sub-par goals become meaningless and should be avoided.
R – Relevant or Results-based
Relevance refers to focusing on something that makes sense with the broader district or building goals.
The SMART goal needs to focus on results and relevant to the mission of the school/building, assisting
the overall effort of the school forward.
T – Time-Bound
Time-bound goals occur within a specific and realistic timeframe. Often in schools and/or classrooms, a
reasonable timeframe may be a school year, a semester, a quarter, or a multi-year goal. It will be
dependent on local context and need.
SMART Goal Planning Template
Question
Plan Description
Specific
Who will improve and by
how much?
Measurable
How will the improvement
be measured?
Achievable
What will the educator do
to make sure students
achieve?
Relevant
How does this align with
district and/or building
goals?
Time Bound
When will the change be
measured?
SMART
Goal Statement
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Appendix 5a – Individual Educator Professional Development Plan
Template
Individual Educator Professional Development Plan
School District: School Year:
Educator Name: Building:
Evaluator Name: Date:
General Individual Educator Professional Development Plan Focus:
Goal for Professional Growth (SMART Goal format is suggested.):
Individual Educator Professional Development Plan Rationale
Student Learning Needs Addressed (Include baseline data for analysis of the goal and progress.):
Alignment to Building and/or District Student Achievement Goals:
Professional Development Training/Learning Opportunities and Collaborative Team Activities:
Professional Standards and Criteria Aligned to the Desired Goal (Iowa Teaching Standards or Iowa Standards for
School Leaders):
Indicators of Success Aligned to the Desired Goal:
Resources Needed to Implement the Plan:
Project Timeline to Achieve Desired Goal:
Individual Educator Professional Development Plan - Annual Review
Summary of Goal Status
Additions
(If additional goals are added,
provide rationale, indicators, and
resources needed.)
Date of Annual Review
(Include Educator and Evaluator
Initials.)
Year 1
Year 2
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Summary of Goal Status
Additions
(If additional goals are added,
provide rationale, indicators, and
resources needed.)
Date of Annual Review
(Include Educator and Evaluator
Initials.)
Year 3
Additional Goals
Goal for Professional Growth (SMART Goal format is suggested.):
Student Learning Needs Addressed (Include baseline data for analysis of the goal and progress.):
Alignment to Building and/or District Student Achievement Goals:
Professional Development Training/Learning Opportunities and Collaborative Team Activities:
Professional Standards and Criteria Aligned to the Desired Goal (Iowa Teaching Standards or Iowa Standards for
School Leaders):
Indicators of Success Aligned to the Desired Goal:
Resources Needed to Implement the Plan:
Project Timeline to Achieve Desired Goal:
Educator Signature: Date:
Evaluator Signature: Date:
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Appendix 5b – Individual Educator Professional Development Plan
Template
Individual Educator Professional Development Plan
School District: School Year:
Educator Name: Building:
Evaluator Name: Date:
Professional Growth Goal (SMART Goal format is suggested.):
What student data suggest that the professional learning is necessary?
How will the goal contribute to student learning in the priority areas identified in the district and building
plans?
Which professional standards and criteria (Iowa Teaching Standards or Iowa Standards for School
Leaders) will be addressed by the goal?
What are the training/learning opportunities an educator engage in to support the goal?
How will the educator engage in collaborative efforts to learn and apply new knowledge and skills?
What indicators will the educator use to document the accomplishment of the goal?
(Include products and artifacts that document participation, implementation and student results.)
What supports are needed to implement the plan?
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Individual Educator Professional Development Plan - Annual Review
Summary of
Status on Goal 1
Summary of
Status on Goal 2
Summary of
Status on Goal 3
Date of Annual
Review
(Educator and Evaluator
Initials)
Year 1
Year 2
Year 3
Additional goals (Add pages as needed.)
Comments:
Educator Signature: Date:
Evaluator Signature: Date:
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Appendix 6a – Tier 3 Intensive Assistance
Awareness Phase – Identification of Concern Form
Teacher:
Evaluator/Administrator:
Date:
Step 1: Identification of Specific Concerns Regarding the Iowa Teaching
Standards
Iowa Teaching Standard and Criteria
Evidence to Support Concern
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Step 2: Establish Meeting to Discuss Identified Standards and Supporting
Evidence
Next Meeting Date:
Location:
Time:
Step 3: Signatures
Teacher Signature: Date:
Evaluator/Administrator Signature: Date:
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Appendix 6b – Tier 3 Intensive Assistance
Awareness Phase – Final Summary Form
Teacher:
Evaluator/Administrator:
Date:
Step 1: Specific Concerns Regarding the Iowa Teaching Standards
Iowa Teaching Standard and Criteria
Evidence to Support Concern
Step 2: Evaluator/Administrator Comments and Recommendation(s)
Addressing the Concerns
___ Concern Resolved. Return to Tier 2 – Career Teacher.
___ Concern Not Resolved. Recommend to Tier 3 Intensive Assistance – Assistance Phase.
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Step 3: Teacher Comments
Step 4: Signatures
Teacher Signature: Date:
Evaluator/Administrator Signature: Date:
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Appendix 6e – Tier 3 Intensive Assistance
Assistance Phase – Final Summary Form
Teacher:
Evaluator/Administrator:
Date:
Written Summary of Assistance Phase Plan Successes and Concerns
(Include specific evidence related to the Iowa Teaching Standards and Criteria collected throughout the
Assistance Phase.)
What Iowa Teaching Standards and Criteria, if any, have not been met?
(Include specific evidence to make the determination.)
Future Considerations Regarding the Teacher’s Practice
(Include specific concrete actions connected to the identified Iowa Teaching Standards and Criteria.)
Teacher Comments:
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Evaluator/Administrator Comments:
Evaluator/Administrator Recommendation
___ Concern Resolved. Return to Tier 2 Career Teacher.
___ Progress Noted. Extend Assistance Plan Timeline. Develop and Implement a Revised Plan.
___ Concerns Not Resolved. No Progress Noted. Recommend Non-renewal of Contract.
Teacher Signature: Date:
Evaluator/Administrator Signature: Date:
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Appendix 7 – School Counselor Supplement (Aligning Iowa Teaching
Standards to the ASCA Standards)
The supplement is not meant to supplant the Iowa Teaching Standards, as Iowa Code requires
professional school counselors to be evaluated on the eight standards. The document is meant to
support the evaluator and the counselor through the evaluation process. It should also be used as a
reflective tool to support individual professional growth.
The Iowa School Counselor Association recommends that the school counselor and the evaluator
collaboratively review the rubrics and determine a level of performance for each standard. The rubrics
articulate the work of a professional school counselor and provide a pathway to continuous
improvement.
School Counselor Evaluation Supplement 2019
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Glossary
Administrator − Also referred to as “School Leader.” It is an individual holding a professional
administrator license issued by the Board of Educational Examiners and is employed in a school
district administrative position by a school district or area education. An administrator may be
employed in both an administrative and a non-administrative position by a board of directors
and considered a part-time administrator for the portion of time that the individual is employed in
an administrative position.
[Ch 284A.2(2) Administrator Quality Program]
Artifact − Forms of evidence that support an educator’s evaluation. An artifact may include lesson
plans, examples of student work with feedback, professional development plans, logs of
contacts with families, examples of meeting agendas, notes from education collaboration time,
etc. Besides documents, artifacts may include videos of practice, electronic portfolios, etc.
Assessment − The variety of methods or tools that educators use to evaluate, measure, and document
the academic readiness, learning progress, skill acquisition, or educational needs of students.
There are typically two types of assessments in education – formative and summative.
Educators use formative assessments of student learning multiple times during a unit, course,
or academic program. Formative assessment provide educators feedback about what students
are learning or not learning so that instructional approaches, teaching materials, and academic
support can be modified accordingly. Summative assessments evaluate student learning at the
conclusion of a specific instructional period (e.g., end of a unit, course, semester, program, or
school year). Summative assessments are scored and graded tests, assignments, or projects
that are used to determine if learners are able to demonstrate knowledge and skills.
Assistance Phase − Assistance Phase follows the Awareness Phase when a teacher has been
identified for Intensive Assistance. The phase includes a problem statement related to one or
more of the Iowa Teaching Standards (Standards 1-7) and specific growth promoting goals that
are measurable, action-oriented, realistic, and time-bound. The resulting plan needs to identify
and apply strategies needed to achieve the goals, establishes reasonable timelines for strategic
actions, and aligns specific criteria for evaluating the successful completion of the plan.
Awareness Phase − The evaluator identifies a problem relating to the Iowa Teaching Standards (only
in Standards 1-7) that is characteristic of a teacher’s performance rather than anomaly. The
evaluator contacts the teacher in writing, identifies the specific Iowa Teaching Standard(s) of
concern, collaboratively develops a plan to resolve the problem, and schedules periodic
meetings (not to exceed three months) with the teacher to discuss progress and potential
barriers related to plan. The teacher remains in Tier 2 and works on the Individual Professional
Development Plan. At the conclusion of plan, the evaluator reviews the progress and evidence
to make one of the following recommendations:
The problem is resolved and the teacher is removed from the Awareness Phase and continues
to work within Tier 2.
If the issue is not resolved, the teacher is notified in writing and placed into the Assistance
Phase. Placement in the Assistance Phase suggests that activities regarding the Individual
Professional Development Plan would be suspended at the recommendation of the evaluator.
Beginning Administrator − Beginning Administrator means an individual serving under an
administrator license, issued by the board of educational examiners under chapter 272, who is
assuming a position as a school district principal or superintendent for the first time.
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[Ch 284A.2(2) Administrator Quality Program]
Beginning Teacher − Beginning teacher means an individual serving under an initial or intern license,
issued under chapter 272, who is assuming a position as a teacher. “Beginning teacher”
includes an individual who is an initial teacher. For purposes of the beginning teacher mentoring
and induction program created pursuant to section 284.5, “beginning teacher” also includes
preschool teachers who are licensed under chapter 272 and are employed by a school district
or area education agency. “Beginning teacher” does not include a teacher whose employment
with a school district or area education agency is probationary unless the teacher is serving
under an initial or teacher intern license issued under chapter 272.
[Ch 284.2(1) Teacher Performance, Compensation, and Career Development]
Career Teacher − “Teacher” means an individual who holds a practitioner’s license issued under
chapter 272, or a statement of professional recognition issued under chapter 272 who is
employed in a nonadministrative position by a school district or area education agency pursuant
to a contract issued by a board of directors under section 279.13. A teacher may be employed
in both an administrative and a nonadministrative position by a board of directors and shall be
considered a part-time teacher for the portion of time that the teacher is employed in a
nonadministrative position.
[Ch 284.2(11) Teacher Performance, Compensation, and Career Development]
Coaching − A one-to-one conversation focused on the enhancing the learning and development by
increasing self-awareness and a sense of personal responsibility. The coach facilitates the self-
directed learning of the educator through questioning, active listening, and appropriate
challenge in a supportive and encouraging climate.
Comprehensive Evaluation − A summative evaluation of a beginning teacher conducted by an
evaluator for purposes of determining a beginning teacher’s level of competency relative to the
Iowa teaching standards and for recommendation for licensure based and to determine whether
the teacher’s practice meets the school district expectations for a career teacher. With respect
to a beginning administrator, “comprehensive evaluation” means a summative evaluation of a
beginning administrator conducted by an evaluator for purposes of determining a beginning
administrator’s level of competency for recommendation for licensure based on the Iowa
standards for school administrators.
[Ch 284.2(2) Teacher Performance, Compensation, and Career Development]
Comprehensive School Improvement Plan (CSIP) − The plan charts a course for improved student
learning. Through CSIP development, districts and schools work collaboratively to review data,
set goals, determine strategies or actions to accomplish goals, and evaluate the results. This
process of continuous improvement focuses efforts on instructional improvement linked to
student learning.
Content Knowledge − Refers to the body of knowledge and information that teachers teach and that
students are expected to learn in a given subject or content area, such as English language
arts, mathematics, science, or social studies. Content knowledge generally refers to the facts,
concepts, theories, and principles that are taught and learned in specific academic courses.
Culture − The way in which educators work together and the set of beliefs, values, and assumptions
they share.
Curriculum − The lessons and academic content taught in a school or in a specific course or program.
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Data Point − The type of information or the what of the information. The examples of the different types
of data points are endless but may include: teacher artifacts, achievement data, classroom
observation summaries, video, survey data, etc.
Data Source − The origin of the data or who provided the data. Examples may include: principals or
other administrators (e.g., superintendent, associate/assistant administrator, central office
administrator, director, etc.), the person being evaluated, parents/guardians, students, other
education professionals, etc.
Educator Quality − Efforts focused on educator preparation, mentoring and induction, educator
evaluation, and continuous professional growth. These efforts are focused on achieving equity
and excellence in education to ensure a knowledgeable and skilled educator workforce.
Ethics − A set of principles governing the conduct of all persons governed by the rules established by
the Board of Educational Examiners. Details regarding ethical rules may be found here.
Evaluator Approval Training − Training designed for administrators and other educators with
evaluation responsibilities that leads to certification by Board of Education Examiners. It is
aligned with the Iowa’s professional educator standards, provides evaluators with the skills to
conduct comprehensive evaluations and performance reviews as required by Iowa Code
chapter 284, and provides for the evaluation of the progress made on individual professional
development plans.
Evaluator − An administrator or other educator who successfully completes an evaluator training
program.
[Ch 284.2(2) Teacher Performance, Compensation, and Career Development]
Evidence − Assessment or data measure used to determine progress towards an identified goal.
Feedback − Information about how an educator is doing in his/her efforts to reach a goal. Feedback
should be meaningful, actionable, constructive, etc.
Formal Observation − Include a pre- and post-conference as an opportunity for an educator and an
evaluator to have a conversation about the professional practice and student learning, to learn
from each other and to adjust accordingly as a result of their conversation. Because these are
scheduled and planned, both the educator and the evaluator have a scheduled time to talk
about ongoing improvement to their professional practice.
Goal − An objective that an educator sets for himself or herself to achieve in a short-term or long-term.
Principles of a quality goal are: clarity, challenge, commitment, feedback, and task complexity.
SMART goals are goals which are specific, measurable, achievable, relevant, and time-bound.
Individual Educator Professional Development Plan − Promotes individual and collective
professional development to support relevant Iowa Teaching Standards or the Iowa Standards
for School Leaders and needs to be congruent with the district- and building-level professional
development plans. The plan supports the student achievement goals of the attendance center
and school district or area education agency and is developed by the educator in collaboration
with the educator’s evaluator
Informal Observation − Typically lasts anywhere from 10 minutes to a full class period. Informal
observations can be announced or unannounced. These observations provide an administrator
a glance at the teacher’s daily practice. This is not a “gotcha” opportunity but rather a chance to
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see the teacher in the daily routines of teaching. Feedback is often informal via notes to the
teacher, emails, and brief conversations.
Initial Teacher License − A two-year license awarded at the completion of a full state of Iowa
approved teacher preparation program for college semester hour credit including meeting at
least one of our endorsement requirements. The license allows for full teaching instruction
within grade levels and endorsements listed on the license. Also holds substitute authority
including long-term subbing. Two renewals are available if needed. The second (and final)
renewal requires proof of employment in a contracted position that will lead to the standard
license. No credits required. Mandatory reporter training for child and dependent adult abuse is
required.
Intensive Assistance Plan − A provision of organizational support and technical assistance to
educators, other than beginning teachers, for the remediation of identified professional educator
standard concerns for a period not to exceed 12 months.
Mentoring and Induction − Created to promote excellence in teaching or leading, enhance student
achievement, build a supportive environment within school districts and area education
agencies, increase the retention of promising beginning teachers or leaders, and promote the
personal and professional well-being of the educator.
Model Descriptor − Depict behaviors of a career teacher that support the criteria for the Iowa
Teaching Standards. The descriptors are examples that may be used to guide conversations
during the evaluation process.
Multiple Measures − A variety of data points (i.e. lesson plans, professional development work,
student work samples, parent communication, assessment data, etc.) from multiple sources (i.e.
teacher, student, administrator, parents, community, etc.) to evidence professional growth
and/or proficiency.
Observation − One source of evidence informing the evaluation. Observations may be announced
(scheduled in advance, possibly with a pre- and/or post-observation conference) or
unannounced; formal (lengthy and with conferences) or informal (short and impromptu).
Observations are carried out by the educator’s evaluator, who looks for evidence related to the
professional educator standards.
Peer Review − Incorporates continuous feedback loops focused on improving instructional practices
with a focus on individualized coaching and support. It is also engaging educators in self- and
peer-reflections and involves authentic and open discussions about the professional educational
practices. Confidentiality is maintained between the reviewer, the teacher, and the
administrator. A peer review involves multiple authentic sources of data - classroom visits,
review of course materials, a balanced inclusion of student outcomes, and incorporates the
teacher’s professional development plan for edits, revisions, or updates.
Performance Review − A summative evaluation of a career educator (teacher or school administrator)
and used to determine whether the educator’s practice meets school district expectations and
the respective professional educator standards, and to determine whether the educator’s
practice meets school district expectations for career advancement.
[Ch 284.2(2) Teacher Performance, Compensation, and Career Development]
Portfolio − Portfolios provide documented evidence of an educator’s practice from a variety of
sources—not just student ratings—and provide context for that evidence. The process of
selecting and organizing material for a portfolio can help one reflect on and improve one’s
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professional practice. Portfolios are a step toward a more public, professional view of education
as a scholarly activity. It can offer a look at development over time, helping one see education
as on ongoing process of inquiry, experimentation, and reflection. Educator portfolios capture
evidence of one’s entire professional career, in contrast to what are called course portfolios that
capture evidence related to a single course.
Post-observation Conference − A conference that takes place after a formal observation during which
the evaluator provides feedback verbally and in writing to the educator.
Pre-observation Conference − A conference that takes place before a formal observation during
which the evaluator and teacher discuss important elements of the lesson or class that might be
relevant to the observation.
Professional Development − Also referred to as professional learning within an area education
agency or local district that is aligned with the state standards for teaching, leading, and learning
and aligned to the standards for professional development. Professional learning increases
educator effectiveness and results for all students when it: Occurs within learning communities
committed to continuous improvement, collective responsibility, and goal alignment.; Requires
skillful leaders to develop capacity, advocate, and create support systems for professional
learning.; Prioritizes, monitors, and coordinates resources for educator learning.; Uses a variety
of sources and types of student, educator, and system data to plan, assess, and evaluate
effectiveness of instruction.; Integrates theories, research, and models of human learning to
achieve intended outcomes.; Applies research on change and sustains support for
implementation of professional learning for long-term change.; Aligns its outcomes with
educator performance and student curriculum standards.
[281—83.6(1) Professional development for school districts, area education agencies, and attendance
centers]
Professional Educator Standards − Refers to the Iowa Teaching Standards and Criteria and/or the
Iowa Standards for School Leaders.
Professional Learning Community (PLC) − A group of educators that meets regularly, shares
expertise, and works collaboratively to improve educator knowledge, skills, and the academic
performance of students. The small group collaboration is often used as a form of professional
development. The PLC has two broad purposes: improving the skills and knowledge of
educators through collaborative study, expertise exchange, and professional dialogue, and
improving the educational aspirations, achievement, and attainment of students through
stronger leadership and teaching.
Self-assessment − The process of making judgments about the appropriateness or effectiveness of an
educator’s knowledge, performance, beliefs, products, or effects, so that they can be improved
or refined.
Student Performance Data − Any information that educators, schools, districts, and state agencies
collect on individual students, including data such as personal information (e.g., a student’s age,
gender, race, place of residence), enrollment information (e.g., the school a student attends, a
student’s current grade level and years of attendance, the number of days a student was
absent), academic information (e.g., the courses a student completed, the test scores and
grades a students earned, the academic requirements a student has fulfilled), and various other
forms of data collected and used by educators and educational institutions (e.g., information
related to disciplinary problems, learning disabilities, medical and health issues, etc.).
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Summative Conference − See “performance review.”
Teacher − An individual holding a practitioner’s license or a statement of professional recognition
issued by the Board of Educational Examiners, who is employed in a non-administrative position
by a school district or area education agency pursuant to a contract issued by a board of
directors. A teacher may be employed in both an administrative and a non-administrative
position by a board of directors and considered a part-time teacher for the portion of time that
the teacher is employed in a non-administrative position.
[Ch 284.2(2) Teacher Performance, Compensation, and Career Development]
Teacher Effectiveness − The following qualities have been found as important attributes in defining
teacher effectiveness – Demonstrate strong content knowledge pedagogy and skill in
implementing productive teaching practices.; Understand all learners and how they develop,
including students who have learning differences and students becoming skilled in language
and content who are not already proficient.; Organize and explain ideas, as well as observe and
reason in an effort to readily detect student successes and struggles.; Adapt instructional
delivery in a given context in effort to respond to student needs.; Collaborate with colleagues,
parents, and community to achieve individual professional goals and the goals of the school and
district.; Strive to engage in continuous professional growth.
[Darling-Hammond, L. Getting teacher evaluation right: What really matters for effectiveness and
improvement. 2013. Page 10.]
Teacher Quality Committee − The committee is subject to the requirements of the Iowa open
meetings law. To the extent possible, committee membership shall have balanced
representation with regard to gender. The committee is responsible for the following: Monitor the
implementation of the requirements of statutes and administrative code related to Educator
Quality legislation.; Monitor the evaluation requirements to ensure evaluations are conducted in
a fair and consistent manner throughout the school district or agency. The committee develops
model evidence for the Iowa teaching standards and criteria. The model evidence will determine
which standards and criteria can be met through observation and which evidence meets
multiple standards and criteria.; Determine the use and distribution of the professional
development funds distributed to the school district or agency based upon school district or
agency, attendance center, and individual teacher professional development plans.; Monitor the
professional development in each attendance center to ensure that the professional
development meets school district or agency, attendance center, and individual teacher
professional development plans.; Determine the compensation for teachers on the committee
for work responsibilities required beyond the normal workday.
[281—83.7 Teacher quality committee]
Tier 1 − Designed for the beginning teacher. Tier 1 generates multiple, usable, and reliable pieces of
evidence that will support deciding to recommend a beginning teacher for a standard teaching
license. The purpose of the tier is to build an understanding of and demonstrate the Iowa
Teaching Standards. It involves mentoring and induction; collecting evidence related to the Iowa
Teaching Standards; conducting regular observations and feedback by a trained evaluator; and
leading comprehensive evaluation to determine licensure.
Tier 2 − Designed for career teachers who demonstrate competence in the Iowa Teaching Standards.
It promotes ongoing professional growth and continuous implementation of the Iowa Teaching
Standards. Tier 2 involves continuous review and documentation of evidence to support
performance review every 3-years; collaborative development of an individual professional
THE IOWA MODEL EDUCATOR EVALUATION SYSTEM
84
development plan; and ongoing reflection and feedback on the individual professional
development plan.
Tier 3 − Designed for career teachers deficient in one or more Iowa Teaching Standards. It provides a
teacher an opportunity to seek assistance in meeting the Iowa Teaching Standards and
provides a structured process for supporting and directing the assistance. Tier 3 involves two
phases – awareness and assistance. The evaluator and identified teacher develop and
implement professional assistance plan for no longer than 12 months and engages in ongoing
evaluation of and feedback regarding the plan.