Career Teachers

Beliefs and Goals

We believe that schools are learning communities where all continue to learn. A Professional Growth Model for Career Teachers 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 provide a variety of opportunities for support of teachers’ personal growth and their interest in the profession, enhancing their self-esteem, validating their professional expertise, and developing their leadership skills.  It is the belief of the District that all career teachers will be at the Proficient level of performance, or above, in all areas.

Professional Growth Model:

The Model is based on a collegial relationship with the principal.  The three-year cycle consists of two Annual Conferences, Two-Minute Walk Throughs, and a Performance Review in the third year. Career teachers in their first year of a new assignment (different grade level, different teaching assignment, etc) will be scheduled for an Annual Conference rather than a Performance Review.

Professional Growth Cycle for Career Teachers

Learning Activities Documentation
Year 1

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

Annual Conference with Evaluator

PDP (from district website)

  • 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 walk throughs.
Conference held by April 30.
  • ITPDP Annual Conference Form – year one – completed by evaluator at conference.
  • The evaluator, guided by teacher input, may begin to insert artifact information into the summative document at the Annual Conference, including artifacts from the Annual Conference.

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.
Year 2

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

Annual Conference with Evaluator

PDP (from district website)

  • Attendance center goal(s)
  • Individual goal(s) – completed and approved through the evaluator by October 1 Feedback from monthly meetings with peers  Carbon copies of walk throughs Conference held by April 30.

ITPDP Annual Conference Form – year two – completed by evaluator at conference.

 

The evaluator, guided by teacher input, may begin, or continue to insert artifact information into the summative document at the Annual Conference, including artifacts from the Annual Conference.

A conversation will occur regarding necessary expectations for year three of the summative documentation.  Specifically, which standards, if any have already been met in terms of artifacts, as well as the expectations for the inclusion of, and progress regarding, artifacts from students, parents, and teachers.• 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.
Year 3

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

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).

Annual Conference with Evaluator Summative Conference with Evaluator

The purpose of the summative document and conference is for the teacher to demonstrate continued competence in the Iowa Teaching Standards and Criteria.

PDP

  • Attendance center goal(s)
  • Individual goal(s) – completed and approved through the evaluator by October 1 Feedback from monthly meetings with peers  Carbon copies of walk throughs 

Prior to the Pre-observation Conference:

  • the teacher and evaluator will collaboratively agree on the 2-3  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:

Discuss:

  • the 2-3 components collaboratively chosen between the teacher and the evalutor.
  • the lesson plan form and “conversation/discussion” questions
  • the component questions related to the 2-3 components chosen for the formal evaluation (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 three – completed by evaluator at conference.

The evaluator, guided by teacher input, may begin or continue to insert artifact information into the summative document at the Annual Conference, including artifacts from the Annual Conference.

  • 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.
  • The Iowa Department of Education Summative Document will be completed by the evaluator using artifacts provided by the teacher. These documents must align with the Iowa Teaching Standards and Criteria must also include use of parent, student, and teacher feedback.
Intensive Assistance Teachers who have not met the expectations defined in this model will be placed on intensive assistance in accordance with the expectations and definitions contained in teacher evaluation framework.

Annual Conference

As part of the three-year cycle, the career teacher shall develop an Individual Teacher Professional Development Plan.  The purpose of the plan is to promote individual and group career 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 artifacts/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 student achievement goals
  • Modify, when necessary, the teacher’s individual plan to reflect the individual teacher’s and the school district’s needs and the individual’s progress in meeting the goals in the plan.

A copy of the annual goal will be on file with the evaluator no later than October 1 of the current school year.

By the conclusion of the academic cycle, the principal and the teacher will meet for an Annual Conference.

By April 30th, 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), building goals and district goals, and has provided evidence to support that growth.  No change is recommended to the teacher’s continuing contract, in accordance with Iowa Code chapter 279.
  • 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 continuing contract.  A formal observation and conference may be scheduled for the following year.
  • The teacher has not shown progress in the goal areas of the ITCDP, as determined by the principal, and is therefore identified as needing intensive assistance. Intensive assistance will be provided for a period of up to 12 months. 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 intensive assistance plan will be scheduled near the completion of up to 12 months of intensive assistance.
  • The teacher has been unable to meet the expected level of performance and has completed up to 12 months of intensive assistance.  A recommendation for      termination of the continuing contract will be made.By April 30, based on the

Performance Review Summary, the principal will make one of the following recommendations to the Superintendent:

  • The teacher has demonstrated or documented proficient or distinguished levels of performance in all of the identified components and the Iowa Teaching Standards, and therefore meets district standards.  No change is recommended to the teacher’s continuing contract, in accordance with Iowa Code Chapter 279.
  • The teacher receives a Basic level of performance in one or more components, and as a result will collaboratively, with the principal, design the annual goal and Individual Teacher Professional Development Plan for the following school year.  No change is recommended to the teacher’s continuing contract.  A formal observation and conference, regarding the component(s) at the Basic level of performance, will be scheduled for the following year.  If the teacher has not shown improvement, an intensive assistance plan will be implemented (see definitions of intensive assistance in number 3 below).
  • The teacher receives an Unsatisfactory level of performance in one or more components, and as a result will collaboratively, with the principal, design the intensive assistance plan.  The teacher will be offered a contract and intensive assistance will be provided for a period up to 12 months. 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 intensive assistance plan will be scheduled in accordance with the timelines defined in the intensive assistance plan.

Evaluation Review Process

In the event, a teacher receives a “basic” or “unsatisfactory” rating(s) on the teacher evaluation, the following action may be taken by the evaluated teacher:

  1. Upon receiving an evaluation feedback of “basic” or “unsatisfactory” rating(s) from the evaluator, the teacher may request a follow-up meeting asking for more clarification. As well as, a teacher may bring additional artifacts and/or data to substantiate an improved rating(s) from “basic” or “unsatisfactory”.
  1. In the event the evaluator continues with the original rating(s) of “basic” or “unsatisfactory” as still valid after documentation (artifacts and/or data) are presented by the evaluated teacher, then the teacher may request a review from the Associate Superintendent of School Improvement to determine the validity of the “basic” or “unsatisfactory” rating(s). The teacher must notify the evaluator and the Associate Superintendent in writing their request for review.
  1. A formal request by the evaluated teacher to the Associate Superintendent of School Improvement must be received by the Associate Superintendent of School Improvement within 3 business days after the final decision was made by the evaluator. At that time, the Associate Superintendent of School Improvement will confirm a meeting date and time with the teacher.
  1. If the Associate Superintendent of School Improvement deems the rating(s) to be accurate, the process will be considered complete. The final evaluation rating(s) will remain intact. An employee has the right to write a rebuttal as stated in the Collective Bargaining Agreement, Article 6, Section F. If the Associate Superintendent of School Improvement changes the rating(s), then the final copy of the evaluation will reflect that change and be communicated to the evaluated teacher.

The aforementioned process is not applicable to teachers on probation and/or an intensive assistance plan.

560 Southeast University Avenue
Waukee, Iowa 50263
Phone 515.987.5161
Fax 515.987.2701