We believe that schools are learning communities where all learn continuously. A Professional Growth Model should enable teachers to mature professionally and allow their experience and expertise to benefit their peers, the students, and the system, as evidenced by increased student achievement.

The District’s goal is to induct beginning teachers in such a way that they become reflective practitioners who effectively create a caring community within their classrooms.  This goal is achieved through Induction and Mentoring, Training and Development, and the Iowa Professional Growth Model.

Induction and Mentoring

We believe that frontloading our focus on developing the quality of initial licensed teachers is an investment that will result in increased achievement for all students and reduce stress on the part of initial licensed teachers.  The Induction and Mentoring program pairs the beginning teacher with an experienced teacher. This experienced teacher is a trained mentor who is committed to the success of the initial licensed teacher.

The teacher will receive a copy of Charlotte Danielson’s book, Enhancing Professional Practice: A Framework for Teaching (2nd edition).  The framework is organized into four domains and subdivided into 22 components. The teacher should become familiar with the Danielson framework and how it relates to the Iowa Teaching Standards (see crosswalk in Appendix B).  The mentor will model as well as guide the new teacher through the Framework.

The teacher will meet informally with his/her principal and mentor at least once each semester to discuss the teacher’s professional growth, review lesson plans, review student achievement and progress towards benchmarks, and identify any area where support is needed.


Year 1 –  Formal Observation Process

PDP (collaborative between teacher and evaluator)

Attendance Center Goals: based on Iowa Professional Development Model, District Goals, and Individual Teacher Needs

Individual Goal(s): Iowa Professional Development Mode, District Goals, and Individual Teacher Needs

Formative Monthly Meeting w/Peers Progress in attendance center and individual goals

Four 2 Minute Walk-Throughs

TWO Formal Evaluations

  • Pre-observation Conference (min. 1 working day prior to observation)
  • Observation
  • Postobservation Conference (max. 3 working days after observation)
  • Formal Observation Cover Sheet is completed (max. 10 working days after the observation)

Essential 10 Components

  • 1c: Selecting Instructional Goals
  • 1e: Designing Coherent Instruction
  • 1f:  Designing Student Assessments
  • 2b: Establishing a Culture for Learning
  • 2c: Managing Classroom Procedures
  • 2d: Managing Student Behavior
  • 3b: Using Questioning and Discussion Techniques
  • 3c: Engaging Students in Learning
  • 4a: Reflecting on Teaching
  • 4c: Communicating with Families

Annual Conference with Evaluator

PDP

Attendance center goal(s)

Individual goal(s) – completed and approved through the evaluator by  October 1

Feedback from Professional Learning Community meetings and/or mentor.

Feedback from Professional Learning Communities meetings and/or mentor.

Carbon copies of walkthroughs

Prior to the Pre-observation Conference:

  • the teacher and evaluator will collaboratively agree on the 5-10 components to be chosen for the observation (could be done in person, or by e-mail).
  • the teacher will complete the lesson plan form and MAY choose to complete all or some of the component questions.

Pre-observation Conference:

  • the 5-10 components collaboratively chosen between the teacher and the evaluator from the District Essential 10.
  • the lesson plan form and “conversation/discussion” questions
  • the component questions related to the 5-10 components (teacher may complete in writing and/or be prepared to discuss).  Artifacts must be brought to the conference to support components not observed in the lesson (typically those components in Domains 1 and 4).
  • Evaluator will provide the teacher with copies of element level rubrics.

Prior to the Post-observation Conference:

  • the teacher self-reflects on Danielson rubrics that align with components chosen for the observation.
  • Rubrics completed at the element level.
  • Evaluator completes the same rubrics at the element level.

Post-observation Conference:

  • Discuss results of teacher and evaluator rubrics as well as develop a plan for continued growth.

Following the Post-observation Conference:

  • The formal observation cover sheet is completed and the level of performance for each component will be documented. Both the teacher and evaluator sign the cover sheet acknowledging the conversation on the results of the observation.
    Conference held by April 30.
  • ITPDP Annual Conference Form– year one – completed by evaluator at conference.
  • A conversation will occur regarding progress in building portfolio for license transition.

By April 30, the principal will make one of the following recommendations to the Superintendent:

  • The teacher has achieved all Basic level performance, or above, and should be offered a contract for the following year.
  • The teacher has not achieved all Basic levels of performance, but should be offered a contract and additional assistance (peer coaching, staff development, or additional observation) for the following year.
  • The teacher has received an Unsatisfactory level of performance in 1 or more of the essential 10 components and may not be offered a contract.

As part of the three-year cycle, the teacher shall develop an Individual Teacher Professional Development Plan.  The purpose of the plan is to promote individual and group professional development. The plan shall be based on:

  • The needs of the teacher as identified in the Individual Teacher Professional Development Plan.
  • The Iowa teaching standards
  • The student achievement goals of the attendance center and the district as outlined in the comprehensive school improvement plan.

The teacher’s evaluator shall meet annually with the teacher to review progress in meeting the goals in the teacher’s individual plan.  The teacher shall present evidence of progress.  The purpose of the meeting shall be to:

  • Review the teacher’s progress in meeting professional development goals in the plan.
  • Review collaborative work with other staff on district and attendance center academic and behavior goals (i.e. PLC’s, early dismissals, staff meetings, etc.)
  • Modify, when necessary, the teacher’s individual plan to reflect the individual teacher’s, building’s and district’s needs and the individual’s progress in meeting the goals in the plan.

By the conclusion of the academic cycle, the principal and the teacher will meet for an Annual Conference.By April 30, based on the Annual Conference, the principal will make one of the following recommendations to the Superintendent:

  • The teacher has demonstrated growth in the goal areas, as identified by the Individual Teacher Professional Development Plan (ITPDP), and has provided evidence to support that growth.  In addition, the teacher has demonstrated growth in the building/district goals.  No change is recommended to the teacher’s contract. 2. The teacher has not demonstrated or documented growth in all of the identified goal areas but is showing both a desire to grow and evidence to support that growth.  No change is recommended to the teacher’s contract.
  • The teacher has not shown progress in the goal areas of the ITPDP, as determined by the principal, and is therefore identified as needing assistance.  This assistance may include but is not limited to additional observations, intensive coaching by the building principal or designee, the use of a peer coach, or specific staff development. A review of the teacher’s progress on the assistance plan will be scheduled.
  • The teacher has been unable to meet the expected level of performance and has completed the assistance.  A recommendation for termination of the contract will be made.

Year 2 –  Formal Observation Process

PDP

Attendance Center Goals: based on Iowa Professional Development Model District Goals Individual Teacher Needs

Individual Goal(s) Iowa Professional Development Model District Goals Individual Teacher Needs

Formative Monthly Meeting w/Peers

Progress in attendance center and individual goals

Four 2 Minute Walk-Throughs

TWO Formal Evaluations

  • Pre-observation Conference (min. 1 working day prior to observation)
  • Observation
  • Post-observation Conference (max. 3 working days after observation)
  • Formal Observation Cover Sheet is completed (max. 10 working days after the observation).

Essential 10 Components:

  • 1c: Selecting Instructional Goals
  • 1e: Designing Coherent Instruction
  • 1f:  Assessing Student Learning
  • 2b: Establishing a Culture for Learning
  • 2c: Managing Classroom Procedures
  • 2d: Managing Student Behavior
  • 3b: Using Questioning and Discussion Techniques
  • 3c: Engaging Students in Learning
  • 4a: Reflecting on Teaching
  • 4c: Communicating with Families

Annual Conference with Evaluator Summative Conference with Evaluator

PDP

Attendance center goal(s)

Individual goal(s) – completed and approved through the evaluator by October 1.

Feedback from Professional Learning Community meetings and/or mentor.

Feedback from Professional Learning Communities meetings and/or mentor.

Carbon copies of walkthroughs.

Prior to the Pre-observation Conference:

  • The teacher and evaluator will collaboratively agree on the 5-10 components to be chosen for the observation (could be done in person, or by e-mail).
  • The teacher will complete the lesson plan form and MAY choose to complete all or some of the component questions.

Pre-observation Conference:

  • The 5-10 components collaboratively chosen between the teacher and the evaluator from the District Essential 10.
  • The lesson plan form and “conversation/discussion” questions
  • The component questions related to the 5-10 components (teacher may complete in writing and/or be prepared to discuss). Artifacts must be brought to the conference to support components not observed in the lesson (typically those components in Domains 1 and 4)
  • The evaluator will provide the teacher with copies of element level rubrics.

Prior to the Post-observation Conference:

  • The teacher self-reflects on Danielson rubrics that align with components chosen for the observation. Rubrics completed at the element level.
  • Evaluator completes the same rubrics at the element level.

Post-observation Conference:

  • Discuss the results of teacher and evaluator rubrics as well as develop a plan for continued growth.

Following the Post-observation Conference:

  • The formal observation cover sheet is completed and the level of performance for each component will be documented.
  • Both the teacher and evaluator sign the cover sheet acknowledging the conversation on the results of the observation.
    Conference held by April 30.
  • ITPDP Annual Conference Form – year two – completed by evaluator at the conference.
  • Iowa  Department of Education Comprehensive Evaluation Summative Evaluation form completed by the evaluator using the teacher artifact collection. Guidance for artifact collection:
    • 2-4 documents per standard that demonstrate continued competence
    • the same artifacts can meet multiple standards in the artifact collection
    • the teacher applies the rationale for the artifact(s) supporting the standard that could be a sticky note, and/or a reflection cover sheet, and/or artifacts documented at the annual conference each spring.
  • Parent, teacher, and student feedback can be demonstrated across a variety of standards.

By April 30, the principal will make one of the following recommendations to the Superintendent:

  • The teacher has achieved at a Proficient level performance, or above, in 7 or more of the essential 10 components, and may be offered a contract for the following year.
  • The teacher has not achieved at a Proficient level of performance, or above, in 7 of the essential 10 components and may not be offered a contract.

As part of the three-year cycle, the teacher shall develop an Individual Teacher Professional Development Plan.  The purpose of the plan is to promote individual and group professional development.  The plan shall be based on

  • The needs of the teacher as identified in the Individual Teacher Professional Development Plan.
  • The Iowa teaching standards
  • The student achievement goals of the attendance center and the district as outlined in the comprehensive school improvement plan.

The teacher’s evaluator shall meet annually with the teacher to review progress in meeting the goals in the teacher’s individual plan.  The teacher shall present evidence of progress. The purpose of the meeting shall be to

  • Review the teacher’s progress in meeting professional development goals in the plan.
  • Review collaborative work with other staff on district and attendance center academic and behavior goals (i.e. PLC’s, early dismissals, staff meetings, etc.)
  • Modify, when necessary, the teacher’s individual plan to reflect the individual teacher’s, building’s and district’s needs and the individual’s progress in meeting the goals in the plan.

By the conclusion of the academic cycle, the principal and the teacher will meet for an Annual Conference. By April 30, based on the Annual Conference, the principal will make one of the following recommendations to the Superintendent:

  • The teacher has demonstrated growth in the goal areas, as identified by the Individual Teacher Professional Development Plan (ITPDP), and has provided evidence to support that growth.  In addition, the teacher has demonstrated growth in the building/district goals.  No change is recommended to the teacher’s contract. 2. The teacher has not demonstrated or documented growth in all of the identified goal areas but is showing both a desire to grow and evidence to support that growth.  No change is recommended to the teacher’s contract.
  • The teacher has not shown progress in the goal areas of the ITPDP, as determined by the principal, and is therefore identified as needing assistance.  This assistance may include but is not limited to additional observations, intensive coaching by the building principal or designee, the use of a peer coach, or specific staff development.  A review of the teacher’s progress on the assistance plan will be scheduled.
  • The teacher has been unable to meet the expected level of performance and has completed the assistance.  A recommendation for termination of the contract will be made.

Year 3 –  Formal Observation Process

PDP (collaborative between teacher and evaluator)

Attendance Center Goals based on

  •  Iowa Professional Development Model
  • District Goals
  • Individual Teacher Needs

Individual Goal(s)

  • Iowa Professional Development Model
  • District Goals
  • Individual Teacher Needs

Formative Monthly Meeting w/Peers

  • Progress in attendance center and individual goals

Four 2 Minute Walk-Throughs ONE (or more) Formal Evaluations

  • Pre-observation Conference (min. 1 working day prior to observation)
  • Observation
  • Post-observation Conference (max. 3 working days after observation)
  • Formal Observation Cover Sheet is completed (max. 10 working days after the observation). Additional
  • Components1a: Demonstrating Knowledge of Content and Pedagogy
    • 1b: Demonstrating Knowledge of Students
    • 2a: Creating an Environment of Respect and Rapport
    • 3d: Using Assessment in Instruction
    • 4f:  Showing Professionalism

Annual Conference with Evaluator

PDP 

  • Attendance center goal(s)
  • Individual goal(s) – completed and approved through the evaluator by October 1
  • Feedback from Professional Learning Community meetings and/or mentor.

Feedback from Professional Learning Communities meetings and/or mentor. Carbon copies of walkthroughs.

Prior to the Pre-observation Conference:

  • the teacher and evaluator will collaboratively agree on the components to be chosen for the observation. This will include the “additional 5 components” and any other agreed-upon components (could be done in person, or by e-mail).
  • the teacher will complete the lesson plan form and MAY choose to complete all or some of the component questions.

Pre-observation Conference:

  • the components are collaboratively chosen between the teacher and the evaluator, to include the 5 additional components.
  • the lesson plan form and “conversation/discussion” questions
  • the component questions related to the agreed-upon components (teacher may complete in writing and/or be prepared to discuss). Artifacts must be brought to the conference to support components not observed in the lesson (typically those components in Domains 1 and 4)
  • Evaluator will provide the teacher with copies of element level rubrics.

Prior to the Post-observation Conference:

  • the teacher self-reflects on Danielson rubrics that align with components chosen for the observation.  Rubrics completed at the element level.
  • Evaluator completes the same rubrics at the element level.

Post-observation Conference:

  • Discuss results of teacher and evaluator rubrics as well as develop a plan for continued growth.

Following the Post-observation Conference:

  • The Formal Observation Cover Sheet is completed and the level of performance for each component will be documented.
  • Conference held by April 30.
  • ITPDP Annual Conference Form completed by evaluator at the conference.

By April 30, the principal will make one of the following recommendations to the Superintendent:

  • The teacher has performed at a proficient level of performance, or above, in 12 of 15 components, has no Unsatisfactory performance marks, and is showing growth, and should be offered a continuing contract in accordance with Iowa Code Chapter 279.  In addition, the teacher has met the expectations for the annual conference as defined in years one and two of the initial license.  The teacher now moves to Career Teacher Year 1.
  • The teacher has been unable to meet the expected level of performance in the components and/or the annual conference expectations and a continuing contract will not be offered.