1

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

5

STANDARDS: Uses a variety of methods to monitor student learning.

The Teacher:

a.        Provides evidence of student learning 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.         Participate in and contributes to a school culture that focuses on improved student learning.

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

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.

2

STANDARD: Demonstrates competence in content knowledge appropriate to the teaching position.

6.

STANDANDARD:  Demonstrates competence in classroom management.

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.

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.

3

STANDARD:  Demonstrates competence in planning and preparing for instruction.

7

STANDARD:  Engages in professional growth.

The Teacher:

a.        Uses student achievement data, local standards, and the district curriculum in planning for 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.

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.

4.

STANDARD:  Uses strategies to deliver instruction that meets the multiple learning needs of students.

8.

STANDARD:   Fulfills professional responsibilities established by the school district.

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.

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.

IRA 1

Foundational Knowledge

IRA 4

Creating a Literate Environment

1.1

Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.

4.1

Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.

1.2

Demonstrate knowledge of reading research and histories of reading.

4.2

Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.

1.3

Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.

4.3

Model reading and writing enthusiastically as valued lifelong activities.

1.4

Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.

4.4

Motivate learners to be lifelong readers.

IRA 2

Instructional Strategies and Curriculum Materials

IRA 5

Professional Development

2.1

Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.

5.1

Display positive dispositions related to reading and the teaching of reading.

2.2

Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.

5.2

Continue to pursue the development of professional knowledge and dispositions.

2.3

Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.

5.3

Work with colleagues to observe, evaluate, and provide feedback on each other’s practice.

IRA 3

Assessment, Diagnosis, and Evaluation

5.4

Participate in, initiate, implement, and evaluate professional development programs.

3.1

Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.

3.2

Place students along a developmental continuum and identify students’ proficiencies and difficulties.

3.3

Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.

3.4

Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).

Teaching Standard A

Plan an inquiry-based science program for their students.

Teaching Standard D

Design and manage learning environment that provide students with the time, space, and resources needed for learning science.

Teaching Standard B

Guide and facilitate learning.

Teaching Standard E

Develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning.

Teaching Standard C

Engage in ongoing assessment of their teaching and of student learning.

Teaching Standard F

Actively participate in the ongoing planning and development of the school science program.

Content Standard 1:

Understanding and applying media, techniques, and processes

Content Standard 2:

Using knowledge of structures and functions

Content Standard 3:

Choosing and evaluating a range of subject matter, symbols and ideas

Content Standard 4:

Understanding the visual arts in relation to history and cultures

Content Standard 5:

Reflecting upon and assessing the characteristics and merits of their work and the work of others

Content Standard 6:

Making connections between visual arts and other disciplines

1

Singing, alone and with others, a varied repertoire of music.

2

Performing on instruments, alone and with others, a varied repertoire of music.

3

Improvising melodies, variations, and accompaniments.

4

Composing and arranging music within specified guidelines.

5

Reading and notating music.

6

Listening to, analyzing, and describing music.

7

Evaluating music and music performances.

8

Understanding relationships between music, the other arts, and disciplines outside the arts.

9

Understanding music in relation to history and culture.

1

Demonstrates competency in many movement forms and proficiency in a few movement forms.

2

Applies involvement concepts and principles to the learning and development of motor skills.

3

Exhibits a physical active lifestyle.

4

Achieves and maintains a health-enhancing level of physical settings.

5

Demonstrates responsible personal and social behavior in physical activity settings.

6

Demonstrates understanding and respect for differences among people in physical activity settings

7

Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.