Iowa Admin. Code r. 281-83.3 - Iowa teaching standards and criteria
Rule 281-83.4 (284), as in effect on April 9, 2024, remains applicable until July 1, 2024. The Iowa teaching standards and supporting criteria provide Iowa school districts and area education agencies with a consistent representation of the complexity and the possibilities of quality teaching. The standards serve as the basis for comprehensive evaluations of teachers and as a basis for professional development plans. Each standard with supporting criteria is outlined as follows:
(1) Demonstrates ability to
enhance academic performance and support for and implementation of the school
district's student achievement goals.
a. The
teacher :
(1) Provides multiple forms of
evidence of student learning and growth to students, families, and
staff.
(2) Implements strategies
supporting student, building, and district goals.
(3) Uses student performance data as a guide
for decision making.
(4) Accepts
and demonstrates responsibility for creating a classroom culture that supports
the learning of every student.
(5)
Creates an environment of mutual respect, rapport, and fairness.
(6) Participates in and contributes to a
school culture that focuses on improved student learning.
(7) Communicates with students, families,
colleagues, and communities effectively and accurately.
b. Alternative criteria for area education
agency staff who meet the definition of "teacher " are described herein. The
staff member:
(1) Uses knowledge and
understanding of the 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.
(2) Demonstrates competence in content
knowledge appropriate to the teaching position.
a. The teacher :
(1) Understands and uses key concepts,
underlying themes, relationships, and different perspectives related to the
content area.
(2) Uses knowledge of
student development to make learning experiences in the content area meaningful
and accessible for every student.
(3) Relates ideas and information within and
across content areas.
(4)
Understands and uses instructional strategies that are appropriate to the
content area.
b.
Alternative criteria for area education agency staff who meet the definition of
"teacher " are described herein. 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.
(3)
Demonstrates competence in planning and preparing for instruction.
a. The teacher :
(1) Uses student achievement data, local
standards, and the district curriculum in planning for instruction.
(2) Sets and communicates high expectations
for social, behavioral, and academic success of all students.
(3) Uses students' developmental needs,
backgrounds, and interests in planning for instruction.
(4) Selects strategies to engage all students
in learning.
(5) Uses available
resources, including technology, in the development and sequencing of
instruction.
b.
Alternative criteria for area education agency staff who meet the definition of
"teacher " are described herein. 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.
(4)
Uses strategies to deliver instruction that meets the multiple learning needs
of students.
a. The teacher :
(1) Aligns classroom instruction with local
standards and district curriculum.
(2) Uses research-based instructional
strategies that address the full range of cognitive levels.
(3) Demonstrates flexibility and
responsiveness in adjusting instruction to meet student needs.
(4) Engages students in varied experiences
that meet diverse needs and promote social, emotional, and academic
growth.
(5) Connects students'
prior knowledge, life experiences, and interests in the instructional
process.
(6) Uses available
resources, including technology, in the delivery of
instruction.
b.
Alternative criteria for area education agency staff who meet the definition of
"teacher " are described herein. 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.
(5) Uses
a variety of methods to monitor student learning.
a. The teacher :
(1) Aligns classroom assessment with
instruction.
(2) Communicates
assessment criteria and standards to all students and parents.
(3) Understands and uses the results of
multiple assessments to guide planning and instruction.
(4) Guides students in goal setting and
assessing their own learning.
(5)
Provides substantive, timely, and constructive feedback to students and
parents.
(6) Works with other staff
and building and district leadership in analysis of student
progress.
b. Alternative
criteria for area education agency staff who meet the definition of "teacher "
are described herein. 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.
(6) Demonstrates competence in classroom
management.
a. The teacher :
(1) Creates a learning community that
encourages positive social interaction, active engagement, and self-regulation
for every student.
(2) Establishes,
communicates, models, and maintains standards of responsible student
behavior.
(3) Develops and
implements classroom procedures and routines that support high expectations for
student learning.
(4) Uses
instructional time effectively to maximize student achievement.
(5) Creates a safe and purposeful learning
environment.
b.
Alternative criteria for area education agency staff who meet the definition of
"teacher " are described herein. 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.
(7) Engages in professional growth.
a. The teacher :
(1) Demonstrates habits and skills of
continuous inquiry and learning.
(2) Works collaboratively to improve
professional practice and student learning.
(3) Applies research, knowledge, and skills
from professional development opportunities to improve practice.
(4) Establishes and implements professional
development plans based upon the teacher 's needs aligned to the Iowa teaching
standards and district/building student achievement goals.
(5) Provides an analysis of student learning
and growth based on teacher -created tests and authentic measures as well as any
standardized and districtwide tests.
b. Alternative criteria for area education
agency staff who meet the definition of "teacher " are described herein. 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.
(8) Fulfills professional responsibilities
established by the school district.
a. The
teacher :
(1) Adheres to board policies,
district procedures, and contractual obligations.
(2) Demonstrates professional and ethical
conduct as defined by state law and district policy.
(3) Contributes to efforts to achieve
district and building goals.
(4)
Demonstrates an understanding of and respect for all learners and
staff.
(5) Collaborates with
students, families, colleagues, and communities to enhance student
learning.
b. Alternative
criteria for area education agency staff who meet the definition of "teacher "
are described herein. 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.
(9) The school board
will provide comprehensive evaluations for beginning teachers using the Iowa
teaching standards and criteria listed in this rule. The school board , for the
purposes of performance reviews for teachers other than beginning teachers,
will provide evaluations that contain, at a minimum, the Iowa teaching
standards and criteria listed in this rule.
Notes
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