Year 1

Formal Observation Process for Year 1 Initial Licensed Teachers

Learning Activities Documentation
Year 1

PDP (collaborative between teacher and evaluator)

1.  Attendance Center Goals:

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

2. 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 (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

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:

Discuss:

  • 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 3 or more of the essential 10 components and should not be offered a contract.

Annual Conference

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