New to Waukee – Standard License
Beliefs and Goals
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 probationary teachers in such a way that they become reflective practitioners who effectively create a caring community within their classrooms. This goal is achieved through Training and Development and the Professional Growth Model
The first three consecutive years of employment of a teacher in the same school district are a probationary period. However, if the teacher has successfully completed a probationary period of employment for another school district located in Iowa, the probationary period in the current district of employment shall not exceed two years. The board of directors may waive the probationary period for any teacher who previously has served a probationary period in another school district and the board may extend the probationary period for an additional year with the consent of the 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.
Professional Growth Cycle for Standard Licensed Teachers New to the Waukee School District
1 on Standard License
PDP (collaborative between teacher and evaluator)
Formative Monthly Meeting w/Peers Progress in attendance center and individual goalsFour 2 Minute Walk-Throughs
Essential 10 Components:
Annual Conference with Evaluator
DP (from district website)
Feedback from Professional Learning Communities meetings and/or mentor.
Prior to the 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.
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.
|Year 2||***If proficiency has not been established through the process defined in Year 1 of this model, year 2 of this model is the same as year 1, and may include additional formal observations.||Same as year 1. Is likely to include an expectation of a second year of probationary status.|
By April 30, the principal will make one of the following recommendations to the Superintendent:
1. For Year 1 Standard Licensed Teachers:
- The teacher has performed at a Proficient level of performance, or above, in 8 of the essential 10 components, and has no Unsatisfactories, and should be offered a continuing contract for the following year. Move to Career Teacher – year 1.
- The teacher has not performed at a Basic or Proficient level, as described in “A” above, and is therefore identified as needing to complete year 2 of the standard licensed teacher, new to Waukee portion of the model.
- The teacher has been unable to meet the expected level of performance, including unsatisfactory performance levels, and/or significant numbers of “basics”. A recommendation for termination of the continuing contract will be made.
1. For Year 2 Standard Licensed Teachers Who Did Not Transition to Career Teacher After Year 1:
- The teacher has performed at a Proficient level of performance, or above, in 8 of the essential 10 components, and the Basic level of performance in the other two components, and should be offered a continuing contract for the following year. Move to Career Teacher – year 1.
- The teacher has been unable to meet the expected level of performance defined in “A”. A recommendation for termination of the continuing contract will be made.
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 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 and the school 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.
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 ITPDP, as determined by the principal, and is therefore identified as needing intensive assistance. Intensive assistance will be provided for a period of not more than 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 the period of not more than 12 months of intensive assistance.
- The teacher has been unable to meet the expected level of performance and has completed no more than 12 months of intensive assistance. A recommendation for termination of the continuing contract will be made.
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:
- 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”.
- 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.
- 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.
- 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.