Beginning Teacher Guide

Beginning Teacher Guide to Evaluation in Iowa October, 2007 David Wilkinson Teaching and Learning Specialist Iowa State Education Association 777 Third Street Des Moines, IA 50309 Ph: 515-471-8000 Fax: 515-471-8016 dwilkinson@isea.org Table of Contents From ISEA President Linda Nelson Opportunities and Challenges Needs Hierarchy Teacher Quality Initiative Iowa Teaching Standards and Criteria Licensure Key Definitions Description of the Comprehensive Evaluation Process Training of Evaluators Collecting Evidence and Information Sixth Grade Math Lesson Advice to the Beginning Teacher 1 2 4 6 7 9 10 11 13 14 19 25 Appendix Beginning Teacher Comprehensive Evaluation Summative Form Sample Comprehensive Evaluation Summative Evaluation Form Application for Renewal Model Descriptors Model Pre- and Post-Observation Forms Crosswalk of Danielson’s Framework for Teaching and the Iowa Teaching Standards and Criteria Facing the First Year Iowa State Education Association: Beginning Teacher’s Guide to Evaluation i 28 36 46 52 60 62 66 From ISEA President Linda Nelson On behalf of the 32,000 plus members of the Iowa State Education Association, I want to welcome you to teaching and to our professional organization Team ISEA. Teaching is a great profession! It is challenging and demanding, yet the personal rewards are tremendous. At Team ISEA, we are working to improve all aspects of your professional life. Teachers and others from throughout Iowa are united in our efforts to support teachers and the teaching process so that students learn and are successful as a result of their schooling. This Beginning Teacher’s Guide to Evaluation is designed to provide you information and assistance as you start your teaching career in Iowa. If you have questions and needs that go beyond the information in this guide, please call on your fellow ISEA members. Leaders of your local association, the director for your UniServ unit, and the ISEA staff who developed this guide are available to help you. Your evaluation process should go smoothly, but in case you have questions or difficulties, the ISEA is prepared to help. Twenty ISEA staff members participated in the Evaluator Approval Training that is required of all administrators who conduct evaluations of beginning teachers. They understand the terms, the process, and forms. Do not hesitate to call on these ISEA experts for assistance. Again, welcome and we hope you have a great year and a great career. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 1 Opportunities and Challenges In 2001, the Teacher Quality legislation (in its early days it was referred to as Teacher Compensation) legislation was passed and then revised annually since. The purpose of the law is to support teacher quality as a means to improve student achievement. Two of the four major elements to the law are:   Mentoring and induction programs provided by local districts for all first- and second-year beginning teachers; and Career paths with compensation levels that attract and retain teachers. The Opportunities The legislation requires school districts to pay a minimum salary paid to a first-year teacher of at least $26,000. It also provides funds for salary increases to veteran teachers to $800. As a result of this legislation, teachers are being paid more Teaching is often described as a lonely profession. It is complex work and some have said that a teacher makes 3,000 non-routine decisions a day. No matter how good the undergraduate experience in teacher preparation, learning about teaching is easier than teaching. To ensure beginning teachers receive assistance, the State of Iowa requires each school district to provide beginning teachers with a mentoring and induction program that can help with the transition from preparing to teach to teaching. ISEA strongly supports the provision of quality mentoring and induction programs and actually provides training. ISEA has 30 staff members prepared to provide training to teachers and administrators in the use of the Framework for Teaching created by Charlotte Danielson in her book, Enhancing Professional Practice: A Framework for Teaching (ASCD, 1996). Her framework provides a powerful common language for learning about teaching as well as a selfassessment tool. ISEA has staff members who can provide training to mentors and administrators in the PATHWISE Induction Program. This program provides one day of training about the Framework for new teachers and mentors and then four intensive days of training for mentors. PATHWISE utilizes ten learning events for the beginning teacher to complete with the assistance of a mentor over two years. This program is built on the mentor-beginning teacher relationship and allows for reflection, self-assessment, and feedback to the beginning teacher on teaching. ISEA also has been working on development of an Iowa Mentoring and Induction Experience – Journey to Excellence that is currently being field tested in southwest Iowa. There are other mentoring and induction programs throughout the state provided by districts or area education agencies, all intended to support the beginning teacher. One intent of the Teacher Quality is to provide better opportunities for professional growth for all teachers. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 2 The Challenge Implementation of the Teacher Quality program called for ―high-stakes‖ licensure of beginning teachers starting the spring of 2003. In one way, nothing has changed; yet the context has changed. In the past, teachers received a two-year initial license and, in order to get a standard license good for five years, the district notified the Bureau of Educational Examiners (BEE) that the teacher successfully completed two years of teaching. That, and completing a form and $50 was all that was necessary for the teacher to receive the regular license. The timelines are still the same. A beginning teacher receives an initial license and after two years the district recommends to the BEE whether the teacher should receive a standard license. That recommendation today is based not on completing two years of teaching, but on the basis of a comprehensive evaluation of teaching performance. A successful evaluation will lead to recommendation for a standard license; an unsuccessful evaluation may lead to a one-year extension of the initial license or a recommendation that the standard license not be granted. In a situation where licensure is denied, there are procedural and legal protections for the beginning teacher to ensure they are being treated fairly. At first look, this new licensure approach appears to be threatening. As with many things we encounter, there is a difference between what might occur and what is likely to occur. As your professional organization, ISEA is there to advocate on your behalf, not only for you as an individual, but for programs and policy that support good teaching and provide meaningful experiences in learning, development and evaluation. This guide will provide you with information to support your decisions and planning as you complete the first stage of your career. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 3 Needs Hierarchy (Adopted from Abraham Maslow) Self Actualization Self-fulfillment, fulfilling potential, challenging self, risk taking, free to act, demanding direction. Accomplishment Accomplishment, Status and Esteem, accomplishment, participation, privileges, desire to excel, need response from others, respect, authority, ego status. Belongingness Social needs, seeking trust and feedback, discussions, being informed, helping others, group membership ties. Security Security, orderliness, protective rules, avoidance of risks, stability, routine, health care. Basic Physiological needs, for food, clothing, health, good working conditions, avoidance of discomforts. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 4 Source: Iowa Department of Education Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 5 Teacher Quality Initiative (Student Achievement and Teacher Quality Program) Purpose Outstanding teachers are a key component in student success. The goals of the program are to:  enhance student achievement;  redesign compensation strategies and teachers’ professional development to attract and retain high-performing teachers;  reward teachers for improving their skills and knowledge in a manner that translates into better student learning; and  reward school staff for improvement in student achievement.  Beginning teacher salaries raised $1500  Veteran teacher salaries raised from $0 to about $800 Professional Development Mentoring Quality Assurance Comprehensive Evaluation for Licensure Decisions District Career Development Plans Identified Providers Individual Career Development Plans Career Paths Performance Reviews Comprehensive Evaluations and Performance Reviews Performance Reviews 6 Intensive Assistance Iowa State Education Association: Beginning Teacher’s Guide to Evaluation Iowa Teaching Standards and Criteria All the elements of the Iowa Teacher Quality Program are based on eight Iowa Teaching Standards. Those standards are written in the Iowa Code and are: 1. 2. 3. 4. 5. 6. 7. 8. Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. Demonstrates competence in content knowledge appropriate to the teaching position. Demonstrates competence in planning and preparing for instruction. Uses strategies to deliver instruction that meets the multiple learning needs of students. Uses a variety of methods to monitor student learning. Demonstrates competence in classroom management. Engages in professional growth. Fulfills professional responsibilities established by the school district. For each of these standards, the Iowa Department of Education developed criteria that enlarged upon and helped further define each standard. The standards and 42 criteria are listed on the following page. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 7 IOWA TEACHING STANDARDS & CRITERIA (Iowa Department of Education) 1 STANDARD: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. 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. Participates in and contributes to a school culture that focuses on improved student learning. g. Communicates with students, families, colleagues, and communities effectively and accurately. 2 STANDARD: Demonstrates competence in content knowledge appropriate to the teaching position. 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. 6 5 STANDARD: Uses a variety of methods to monitor student learning. 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. STANDARD: Demonstrates competence in classroom management. 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. 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. 7 STANDARD: Engages in professional growth. 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. 8 STANDARD: Fulfills professional responsibilities established by the school district. 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. 4 STANDARD: Uses strategies to deliver instruction that meets the multiple learning needs of students. 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. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 8 Licensure When a teacher leaves a teacher preparation program at a college or university, the teacher can request that the institution recommend one of two licenses for the new teacher. An initial license or a substitute license. Substitute License a. This license is issued for 5 years and can be renewed as many times as necessary. b. A person with a substitute license can substitute teach at any grade level, any subject, but for no more than 90 days in a single assignment. One may not hold a full-time or part-time contracted position with only a substitute license. Initial License (previously known as Provisional License) This is the first regular teaching license. It is issued for two years and may be renewed twice.* No renewal credits are required. The second renewal of the license must be accompanied by a letter from a school district administrator indicating employment A beginning teacher, at the end of their second year of teaching, must receive a comprehensive evaluation that is used to determine whether the district will recommend to the Board of Educational Examiners (BEE) that the teacher should be issued a standard, five-year license. The district has three choices:    Recommend the teacher for a standard license. Recommend that the teacher’s initial license be extended for one year and the teacher receive additional mentoring and induction support in the district with the recommendation on licensure delayed for one year. Recommend that the teacher not be issued a standard license. If the teacher is not recommended for licensure, the district formally notifies the individual of the decision against licensure. The teacher has a right to an appeal to an adjudicator if denied licensure (unless, of course, everyone agrees to a one-year extension). A copy of the ―Application for Renewal‖ is in the Appendix. *Under new rules, the Initial License may be renewed only if the holder does not yet have the two years of teaching experience (three years if out of state or in a non-public Iowa school) needed to move to the Standard License. Standard License The standard license costs $85 and is good for five years. Six credits every 5 years are required to renew the standard license. Verification of approved Mandatory Child and Dependent Adult Abuse Training completed within the past five years is required. Acceptable renewal credits include any combination of the following list, but have to be taken within the term of the license: Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 9 a. Credit(s) completed which may not lead to a degree but which add greater depth/breadth to present endorsement held. b. Credit(s) completed which leads toward the completion of a planned master’s, specialist’s, or doctor’s degree program in an endorsement area. c. Credit(s) completed which may not lead to a degree but which leads to completion of requirements for an endorsement not currently held. d. Credit(s) completed through Iowa staff development courses or activities approved through guidelines established by the Iowa Board of Educational Examiners, in other words, AEA staff development or approved LEA staff development courses. Master Educator License One may obtain a master educator license after he or she obtains a Master’s Degree in an educational field and has taught for five years. The license is good for five years and costs $85. Renewal of the license requires: a. Four credits every 5 years to renew a Master Educator License. b. Verification of approved Mandatory Child and Dependent Adult Abuse Training completed within the past five years. Employment In addition to the licensure recommendation, the district also will determine continued employment. All teachers new to a district are on probation for three years. Key Definitions A comprehensive evaluation is a summative evaluation of a beginning teacher conducted by an evaluator to determine a beginning teacher’s level of competency relative to the Iowa Teaching Standards and for recommendation for licensure and to determine whether the teacher’s practice meets the school district’s expectations for a career teacher. A beginning teacher is an individual working under an initial license who is a assuming the position as a classroom teacher or preschool teacher. A classroom teacher is an individual who holds a valid practitioner’s license and who is employed under contract to provide classroom instruction to students, or is a preschool teacher. An evaluator is an administrator or other practitioner who successfully completes an evaluator training program. A mentor is a veteran teacher who supports the growth of a beginning teacher. A data point is a piece of information collected in an evaluation such as a lesson plan, test, test results, and a summary of an evaluation. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 10 A data source is the source of a data point such as teacher or principal. An artifact is a data point, that is a piece of information collected. Evidence is information that is used to show that a beginning teacher meets a standard. Description of the Comprehensive Evaluation Process For years, evaluation of teachers in Iowa has varied widely from district to district. Some districts have used sophisticated evaluation processes that were meaningful to the teachers, principals, and the district. Other districts did little evaluation, or did it poorly. As part of the Teacher Quality Program (some of us like to refer to it as the Teacher Compensation Program), a renewed focus on quality evaluation was instituted. The program is first implemented using the comprehensive evaluation process for beginning teachers throughout the state. The beginning teacher is expected to meet the eight Iowa Teaching Standards. The standards are defined or described through the criteria for each standard. The evaluator and the teacher are to collect information that can be used in determining if the teacher meets the standards. Other words used to describe this type of information are data, data points, or evidence. For the purposes of evaluation, this information will allow the evaluator to determine if the beginning teacher meets the eight Iowa Teaching Standards and should be recommended for a standard or career license. The evaluator is expected to collect evidence for the eight standards by using all of the 42 criteria. In fact, in the narrative on the actual comprehensive evaluation form, the evaluator is directed to incorporate and address each of the criteria for that standard and then circle whether the teacher meets or does not meet each standard. (The appendix of this document contains the Comprehensive Evaluation Form that is used as well as a completed sample.) How does the evaluator collect information or evidence to use in the decision making? Much of it can be collected through an observation of a teacher teaching with appropriate pre- and postconferences. It has been estimated that a classroom observation by the evaluator with the teacher designing a lesson plan that makes more of the teacher’s planning and intent specific can cover as many as 30 of the 42 criteria. Also, one piece of information or data may address more than one criterion. What is the teacher’s responsibility in this process? It is hoped that completing the comprehensive evaluation process does not become a second job for a teacher and the process can be incorporated into the normal teaching and growth process. By keeping instructional materials, communications to others, and student work, a teacher will have a variety of Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 11 information to provide to the evaluator without doing much extra. The challenge is to make the “invisible” part of teaching visible to the evaluator. For example: Standard One: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals. Criterion G: Communicates with students, families, colleagues, and communities effectively and accurately. You might want to photocopy a piece of student work that you return to a student with your written feedback on it. That information or evidence might also address Standard 5, Criterion E, feedback to students. By keeping copies of notes, letters, emails, and feedback to students, the beginning teacher can have information to provide the evaluator that relates to the standards and criteria. It will require keeping such documents nearby and occasionally making a copy. What is the process for the evaluation? That will vary from district to district. Each district and the local association have already developed evaluation procedures through collective bargaining and it is part of the local master contract. That process will indicate the number of formal classroom evaluations, the timing of pre- and post-conferences, and the timeline of events. In some cases, these local processes were created prior to the implementation of the comprehensive evaluation process. Bottom Line Our first glance at the system of comprehensive evaluation, the process can appear imposing and extremely difficult. With the cooperation of your evaluator, this onerous task can become realistic, and hopefully beneficial. It is unfair of the evaluator to simple say to the teacher, ―Find evidence for all 42 of the criteria and give it to me!‖ It is appropriate for the administrator to work with you to find information for some of the criteria. If you believe you are being treated unfairly or inappropriately, contact your local association officers or UniServ director. Also, how can you use this evaluation to your benefit? After obtaining a standard license, the beginning teacher will be required to develop an individual career development plan. This evaluation can serve as information to use in the identification of growth areas for the future as you develop this plan. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 12 Retention of Beginning Teachers Many wonder if most beginning teachers will be recommended for a standard license. History tells us that almost all will receive their standard license. In those cases where a teacher is treated inappropriately, ISEA is there to advocate for the teacher and advise. Training of Evaluators The State of Iowa has established an extensive training program for administrators. This ten-day program consists of two parts: QIC-Decide Training lasts for 4 days. This data-driven leadership model focuses on a decisionmaking process that has four steps:  Identify the question to be answered.  Identify the type of information that is needed in order to answer the question.  Collect, organize, maintain and analyze the needed information.  Make an effective decision for the question based on the data. Iowa Evaluator Approval Training, lasting for six days, is organized into three two-day modules. Module One: Support for the Iowa Teaching Standards and Criteria. Participants will demonstrate the intent and purpose of the Iowa Teacher Quality legislation, the Iowa Teaching Standards and criteria, and the best practices in teacher evaluation. Participants will demonstrate the ability to identify teaching examples that support the Iowa Teaching Standards and criteria. Module Two: Data Collection and Management Skills Participants will demonstrate knowledge of Personnel Evaluation Standards as they apply to data collection, best practices in data collection for teacher evaluation, and development and collection of multiple data. Participants will demonstrate the ability to collect and manage appropriate data that demonstrate support for the Iowa Teaching Standards and criteria. Module Three: Coaching and Feedback Techniques Participants will demonstrate knowledge of Personnel Evaluation Standards as they apply to feedback (bias, confidentially, etc.) and best practices of feedback for purposes of teacher evaluation. Participants will demonstrate the knowledge and skills in the alignment of feedback to the Iowa Teaching Standards and criteria. Participants will demonstrate the ability to identify best practices in teacher evaluation and provide constructive feedback to teachers relating to the Iowa Teaching Standards and criteria. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 13 Participants in evaluator training are expected to:      Attend all sessions of the training. Fully participate in all activities during the training. Complete an out-of-class assignment for each module. Complete a written ―Checking for Understanding‖ activity at the end of each module. Demonstrate skill developed by the modules in a real-life conference in the local district with the evaluator trainer observing. A folder is created for each evaluator participating in the training. This folder will be reviewed to determine if the person successfully completed the training and should be certified as an evaluator. Evaluators are now taking a renewal course to maintain their license. Collecting Evidence and Information One of the challenges for a beginning teacher is to determine which information to keep that can be used with the evaluator in showing that the teacher meets the Iowa Teaching Standards. In evaluator training, they discuss the terms such as evidence, data source, and data points. Data source describes who is the source of the information. Some examples:     The teacher is the source of a test to be used by the teacher. If the information is the student test papers, then the source is the students. If the information is a teacher’s analysis of the students’ tests, the source is the teacher If the evaluator takes notes during an evaluation, the source of the notes is the evaluator. A data point is the actual artifact or information. The various data points make up the evidence that an evaluator uses in making his decision. The following pages contain a sample of possible types of information (evidence or artifacts) that might be used in the evaluation system. It is adapted from a set created by administrators and ISEA staff undergoing evaluation training in SW Iowa. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 14 Possible Data Sources and Points for the Iowa Teaching Standards (Created in an Evaluator Approval Class in SW Iowa) Standard 1 Descriptor / Evidence Progress reports Student Goals Using Data to Make Decisions Classroom Culture Staff Development Data Source Teacher Teacher Teacher, Principal Evaluator, Students Office Information (Data Point or Evidence) Grade Card, Midterms IEP Goals Pages Conversation Observation, Office Referrals Check for Understanding Standard 2 Descriptor / Evidence Lesson Plans Modifications in Strategies Cross Curricular Themes Observations of different instructional strategies Data Source Teacher IEP Team/ Observer/ Counselor CC Team Meetings Evaluator Information (Data Point or Evidence) Planbook IEP/ Lesson Plans/Observations Minutes from Meetings Documentation of Instructional strategies Standard 3 Descriptor / Evidence Lesson Plans / Objectives Conference with Teacher Uses of Multiple Strategies Utilization of Student Achievement Data Communication High Expectations Use Student Development / Needs / Interests Data Source Teacher Teacher Principal/Teacher/ Building Rep Student Assessment Component/Teacher Teacher Student / Parent Information (Data Point or Evidence) Document Itself Record of Meeting/Discussion Observations/Lesson Plans/Checkout/Media Student Record Sheet Letter to Parents/ Student Hand-outs Surveys Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 15 Standard 4 Descriptor / Evidence Modifications, Adaptations for Assessments Questioning Techniques Standards, Benchmarks Monitors and Adjusts Lesson to Student's Needs Students Engaged in Varied Experiences Job Shadowing Technology & Hand-on Activities Data Source Teacher, AEA Cons., Sp. Ed. Teachers,TAG Evaluator Evaluator, Teacher Evaluator, SAT, Grade Level Team, Parent Field Trips, Guest Speakers,Interdisciplines Student/Employer Student/Teacher/Consultant Data Source Teacher, AEA Cons., Sp. Ed. Teachers Evaluator Evaluator, Teacher Teacher Teacher Student / Parent Principal Teacher Student/Teacher/Principal Teacher / Parent / Office Principal / Other Teachers Information (Data Point or Evidence) Tests/Quizzes/Assignments Documentation of questions in Classroom Lesson Plans/ Conversations/ Curr. Maps Parent Feedback, AEA Consultant Report/ Survey / Presentation Web Page/ Projects/ Power Point Pres. Information (Data Point or Evidence) Tests/Quizzes/Assignments Documentation of questions in Classroom Lesson Plans/ Conversations/ Curr. Maps Tests / Lesson Plans Conferences/ Conf Notes/ Newsletters/Phone Survey/ Parent Letter/Conversation Documentation of Communication Lesson Plans/Analization of Assessments Survey/ Documentation / Conversation Records/ Logs/ Progress Reports Observation of Work Session/ Attendance Standard 5 Descriptor / Evidence Modifications, Adaptations for Assessments Questioning Techniques Standards, Benchmarks Incorporated Into Alignment of Instruction Communication Communication Communication Uses of Assessments and Understandings Goal Setting / Assessment Learning Feedback Staff/ Building Analysis Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 16 Standard 6 Descriptor / Evidence Discipline Referrals Classroom Management Classroom Organization Evidence of Routine Appropriate Behavior Clear Expectations Time on Task Positive Social Interaction Data Source Teacher Teacher / Administrator Teacher / Administrator Administrator / Teacher Substitute Administrator Teacher / Parent Teacher / Student / Administrator Student Information (Data Point or Evidence) Discipline Report Printed Rules/ Syllabus Observation Room Set-up, Seating Arrangement Observation / Printed Instruction Reprimands/ Prompts Issued During Class Teacher / Parent Communication Notebooks/ Behavior Plans Limited Amount of Down Time/ Student Standard 7 Descriptor / Evidence Professional Organization Collaboration Applies Knowledge from Research Professional Development Continual Learning Iowa Teaching Standards - Understands Data Source Teacher / Organization Teacher / Committee Evaluator / Teacher Evaluator / Teacher Teacher / Office Teacher / Administrator Information (Data Point or Evidence) Membership Card / Minutes Minutes / Observation Observation / Lesson Plans Plan/ Hard Copy Transcript / Grade of Class Conservation / Portfolio/ Lesson Plans Standard 8 Descriptor / Evidence Teacher Attendance Timelines / Grading Compliance with Expectation Community Participation Portfolio Chart Teacher / Student Interaction Physical Data Source Office Office Secretary and District Minutes Teacher Teacher Oral Information (Data Point or Evidence) Record JMC / SASSI Comments Log Log Observation Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 17 Review of A Lesson in Terms of Iowa Teaching Standards and Criteria On the following page is a lesson plan for a sixth grade math class. 1. After reading the lesson, refer to the chart of the Iowa Teaching Standards and Criteria on page 8 of this packet. Write the number of a Standard and of a Criterion on the place on the lesson plan where you might see this lesson addressing that Standard and Criteria. For example, by the District Curriculum Standards: Math 6.14 you could write: 3a(Planning and Preparation uses student achievement data, local standards, and the district curriculum planning for instruction). 2. On page 22 entitled Seen in the Sixth Grade Math Lesson Plan is a list of Standards and Criteria that some people have identified as being seen in the plan. On the next page entitled Likely to be Seen During an Observation is a list of Standards and Criteria that may be seen during an observation of this lesson taught. 3. Linking the Iowa Teaching Standards and Criteria with teaching is an art, not a science. Different people have different interpretations. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 18 Iowa Elementary School Sixth Grade Math - Ms. Henson Lesson Plan for November 20th Goal: Each student will know how to add numbers that have up to three decimal places (thousandths). District Curriculum Standard: Math 6.14 Activities: 1. Review Homework – 12 problems of addition of columns of two and three digit numbers from page 82. a. T provides the correct answers. b. S use correcting pens to note errors and corrections. c. S ask questions d. T emphasize the key points from the task e. T collects the papers and records them 2. Introduce New Concept – addition of numbers with up to three decimal places a. T explains similarities and differences from the homework to today’s work. b. T places a problem on the board c. T & S jointly solve the problem. d. T notes importance of aligning columns with the decimal points. e. T places 4 problems on the board and S solve them at their desk. f. S volunteer to solve the problems at the board g. T & S discuss each problem with T pointing out key concepts and working with S to make any necessary corrections. 3. Classroom Practice a. T assigns 10 problems from page 85 b. S work individually on the problems c. Class discusses the problems with S providing answers. d. T corrects as necessary 4. Homework a. T assigns 10 problems from p. 87. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 19 Iowa Teaching Standards and Criteria Seen In the Sixth Grade Math Lesson Plan Standard 1: Academic Performance b. Implements strategies supporting student, building, and district goals. d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student. Standard 2: Content Knowledge a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area. c. Relates ideas and information within and across content areas. d. Understands and uses instructional strategies that are appropriate to the content area. Standard 3: Planning and Preparation 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. d. Selects strategies to engage all students in learning. e. Uses available resources, including technologies, in the development and sequencing of instruction. Standard 4: Instructional Strategies a. Aligns classroom instruction with local standards and district curriculum. d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth. f. Uses available resources, including technologies, in the delivery of instruction. Standard 5: Monitor Learning a. Aligns classroom assessment with instruction. d. Guides students in goal setting and assessing their own learning. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 20 Iowa Teaching Standards and Criteria Likely To Be Seen During An Observation . 1D 1E 1G 2A 2B 2C 2D 4A 4C 4D 4E 4F 5E 6A 6B 6C 6D 6E 8D Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student. Creates an environment of mutual respect, rapport, and fairness. Communicates with students, families, colleagues, and communities effectively and accurately. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student. Relates ideas and information within and across content areas. Understands and uses instructional strategies that are appropriate to the content area. Aligns classroom instruction with local standards and district curriculum. Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth. Connects students’ prior knowledge, life experiences, and interests in the instructional process. Uses available resources, including technologies, in the delivery of instruction. Provides substantive, timely and constructive feedback to students and parents. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student. Establishes, communicates, models, and maintains standards of responsible student behavior. Develops and implements classroom procedures and routines that support high expectations for student learning. Uses instructional time effectively to maximize student achievement. Creates a safe and purposeful learning environment. Contributes to efforts to achieve district and building goals. Iowa Teaching Standards and Criteria printed in italics are also included in Seen In the Sixth Grade Math Lesson Plan. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 21 Sample Reflection Worksheet One of the tasks of an evaluator is to make judgments on teaching based on evidence, not opinion or personal bias. Some of the work of a teacher is invisible to others, since it occurs in teacher’s mind. The following worksheet is an example of a way to take the thinking of a teacher and make it explicit for an evaluator or someone else to see. For some beginning teachers, the process of thinking about and responding to such questions can be helpful. This worksheet is directed to Standard 6 – Classroom Management—Criterion B: The teacher establishes, communicates, models, and maintains standards of responsible behavior. Feel free to adapt or modify this form if it could be useful to you. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 22 Standard 6 – Classroom Management Demonstrates Competence in Classroom Management Worksheet for Reflecting on Criterion B: The teacher establishes, communicates, models, and maintains Standards of responsible student behavior. As you think about this standard and criterion in your current teaching, please jot down responses to these simple questions. 1. Have you established formal rules for your classroom? 2. If you have rules, are they posted? 3. If someone would ask your students to explain the expectations for behavior in your classroom, how well could they do that without using any notes? 4. Do students follow instructions the first time they are stated? 5. When student misbehave, what do you do? 6. List interventions you use from low to high escalation. 7. How do students respond to your interventions when they misbehave? 8. What are consequences for inappropriate behavior? 9. What are responsibilities of teacher, student, parents, administrators, and other faculty? 10. Other thoughts? Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 23 A Framework for Understanding The Iowa Teaching Standards and Criteria In November 2002, ISEA published a book that linked the work of Charlotte Danielson and her ―Framework for Teaching” with the Iowa Teaching Standards and Criteria. It is entitled, “A Framework for Understanding the Iowa Teaching Standards and Criteria.” Danielson’s Framework brings a research base and clarity to the ITS and Criteria. The member cost of the book is $5.00 and the cost for a person who is not an ISEA members is $20. Since its first printing, 10,000 copies have been sold to Iowa educators. If you would like to order a copy, go to the ISEA website (www.isea.org), click on more news, and click on order ISEA’s new ―Framework.‖ Or, you may contact Kathy Bosovich at (515) 471-8000 or by email at kbosovich@isea.org. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 24 Advice to Beginning Teachers 1. Good planning is important! Be prepared to teach. Teaching is complex work and requires much thinking ahead and preparation. Planning does get easier with experience. It will always be important. Unsuccessful beginning teachers often have difficulty planning effectively. Planning includes both preparation of teaching strategies and the organization of the classroom procedures and routines. 2. Be attentive to the evaluation process and cooperate with your evaluator. The comprehensive evaluation is a significant step in your career and an important task for the evaluator. Your roles in the process overlap and have many mutual interests. The evaluator must fairly and objectively conduct the evaluation. 3. Remember, many of the standards and criteria can be demonstrated and seen in a well organized lesson plan and observation. Use that to everyone’s benefit. Early in the year, after an observation by your evaluator that includes a pre- and post-conference, ask your evaluator which standards you are meeting and for which standards additional information is needed. Perhaps you and the evaluator can then identify those standards and identify a reasonable time period for the two of you to collect the information. Keep teaching and classroom-generated items (artifacts or evidence) that might be used as information for the evaluator to use in the comprehensive evaluation. Rarely should it be necessary for you to create new documents just for the comprehensive evaluation; you should be able to use what you create and use in teaching. (Examples are included on pages 14-16 in the section on Possible Data Points and Standards. By keeping these items, you can be prepared for what you might need. Once your comprehensive evaluation is completed, retain all the records and notes you may need in the future and dispose of the others. You may wish to write the number and letter of any Iowa teaching standards and criteria (e.g. 6a) to which a document might relate right on the document. Remember, many documents will relate to more than one standard. 5. Keep a ―Kudos‖ folder in which you keep positive notes that others, including students, parents, and staff, send to you. They might be useful later. Ask your evaluator if you are not sure about any verbal or written comment made during any conference related to your evaluation. It is important to be clear in understanding all feedback and suggestions for growth from the evaluator. Feel free 4. 6. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 25 to ask the evaluator how you are doing and then make notes of the response for your records. 7. Have conversations throughout year with evaluator regarding standards met to focus work and time. Ask assistance from your mentor in understanding information needed for the comprehensive evaluation or how to accomplish a task. The main role of the mentor is to support your teaching; but the mentor may be a good source of aid in the comprehensive evaluation process. The mentor may assist you in the collection of information. Seek advice from local association leaders or your UniServ director if needed. One of the advantages of the association is our commitment to support and help each other grow and succeed in teaching. Don’t wait to seek advice. It is usually easier to clear up issues or problems sooner rather than later. It is recommended by many that the mentor have a relationship that is focused on supporting the beginning teacher and is separate from the needs of an administrator to evaluate a beginning teacher. A trusted mentor can assist as a new teacher attempts to carry out directions from the principal and understand any feedback. The mentor can assist the new teacher in preparing for observation and steps in the evaluation process. The mentor relationship is shown below: Teacher 8. 9. 10. Mentor 11. Administrator Don’t worry excessively. This comprehensive evaluation is a step in your teaching career. If there are difficulties, your local association and ISEA are there to help and support you. There are many safeguards built into the process that promote a fair and objective process. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 26 Additional Resource Information Websites: Iowa State Education Association: www:isea.org Iowa Department of Education for Teacher Quality Program: www:state.ia.us/educate/ecese/tqt/tc/index.html Iowa Board of Educational Examiners -- Licensure www.state.ia.us/boec/forms/rtl.pdf National Education Association www.nea.org Appendix Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 27 Comprehensive Evaluation Summative Form (Iowa Department of Education) Teacher:______________________________________ Folder #:______________________________________ Evaluator:_____________________________________ Folder #:______________________________________ School Name:________________________________________________________________________________ Grade Level:_________ Subjects:____________________________________________________ Year: 1 2 3 Directions: In the narrative under each standard, the evaluator should incorporate and address each criterion. 1. DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT'S STUDENT ACHIEVEMENT GOALS. 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. Participates in and contributes to a school culture that focuses on improved student learning. g. Communicates with students, families, colleagues, and communities effectively and accurately. Evidence to support attainment of or failure to meet standard: Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-1.2. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 28 DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION. 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. Evidence to support attainment of or failure to meet standard: Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-2. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 29 3. DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION. 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 developmental needs, background, 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. Evidence to support attainment of or failure to meet standard: Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-3. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 30 4. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE LEARNING NEEDS OF STUDENTS. 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. Evidence to support attainment of or failure to meet standard: Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-4. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 31 5. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING. 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. Evidence to support attainment of or failure to meet standard: Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-5. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 32 6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT. The teacher: a. Creates a learning community that encourages positive social interaction, active engagement, and selfregulation 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 learning. d. Uses instructional time effectively to maximize student achievement. e. Creates a safe and purposeful learning environment. Evidence to support attainment of or failure to meet standard: Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-6. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 33 7. ENGAGES IN PROFESSIONAL GROWTH. 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 needs aligned to the Iowa Teaching Standards and district/building student achievement goals. Evidence to support attainment of or failure to meet standard: Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-7. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 34 8. FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL DISTRICT. The teacher: a. Adheres to board policies, district procedures, and contractual obligations. b. Demonstrates professional and ethical conduct as defined by state law and individual 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. Evidence to support attainment of or failure to meet standard: Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-8.  The teacher is a first year Beginning Teacher.  The teacher meets or exceeds all eight Iowa Teaching Standards and is recommended for a standard license.  The teacher fails to meet the Iowa Teaching Standards.  The teacher is being recommended for a third year before a license decision is made.* Evaluator’s Signature: Evaluation Period: Teacher’s Signature: , 20____ to Date: Date: , 20____ *The district must contact the Board of Educational Examiners to extend the provisional license for a third year. There will be a form provided by the Board of Educational Examiners for the evaluator to use to communicate the decision made on each 2nd year teacher. This form will be available in the spring Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 35 Sample Comprehensive Evaluation Of a Beginning Teacher Sample 1 Iowa Department of Education January 17, 2003 Thanks to the following people for assistance with this project: Cindy Slauson, Jane Neff, Joan Crowl, Tonya Urbatsch, Bonnie Graeber, Judy Keith, and Deb Etchseon. Additional thanks to Mitzi Chizek, who is not an IEATP trainer. These Iowa Evaluator Approval Training Program trainers coordinated with working evaluators in the field to develop sample comprehensive evaluations based on real work. This work, while based on real information, is modified to make it a generic sample. This sample is not intended to be an exemplar, but to simply present a possible way that this comprehensive evaluation can be developed. In all cases, the final product and determination of whether a beginning teacher meets all eight standards through the collection of evidence to support the criteria is a local issue. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 36 Comprehensive Evaluation Summative Evaluation Form Teacher: Bob Smith_______________________ Folder #: 0000___________________________ Evaluator: Bee A. Betterprincipal_______ Folder #: 1111___________________________ School Name: High Standards CSD_________________________________________________ Grade Level: 2______ Subjects: Elementary (all)________________________ Year: 1 2 3 Bob Smith and I met on August 20, 2002 to go over our plan for the school year. •We first discussed his participation in the mentor induction program and coordinated all dates with his mentor. •Next, we went over the comprehensive evaluation form that is being used for his final evaluation in March and set up dates for the three classroom observations that I would be conducting. The schedule is below: Observation (1) : Pre-observation conference: October 22 Observation (1): October 23 Post-observation conference 25 Observation (1) would be from 8:30 a.m. – 9:45 a.m. Subjects covered: reading Observation (2): Pre-observation conference: January 20, 2003 Observation: January 23, 2003 Post-observation conference: January 24, 2003 Observation (2) would be from 8:25 a.m. – 11:50 a.m. Subjects covered: reading, spelling, language and math Observation (3): Pre-observation conference: February 18, 2003 Observation (3): February 19, 2003 Post-observation conference: February 20,2003 Observation (3) would be from 1:30 – 2:30 p.m. Subjects covered: science, writing th Final Evaluation: March 6 , 8:00 a.m. •Bob and I both understood that circumstances could arise that would cause us to have to change this schedule, however, we will try to reserve these dates with any changes that are made adequate and timely notification given. Fortunately, we were able to maintain the conferencing and observation schedule this year without any changes. •It was discussed at this time that informal observations would be conducted at random during the school year. He was encouraged to ask for my assistance at any time. •A rubric that includes the Iowa Teaching Standards and Criteria plus our district’s descriptors and what artifacts that he would need to include as evidence for his final evaluation was given to Bob on 8-20-02. We went over this rubric in great lengths, going through each standard/criteria and talking about district expectations. After the August 20 meeting we scheduled meetings monthly so we could develop a deeper meaning of the standards and examine artifacts and evidence collected. We developed a timeline in which we would need to have artifacts collected and determine the evidence still needed to collect. We discussed at this time some good ideas for filing, record keeping and putting organizing any evidence of progress. •Bob was given copies (8-20-02) of all evaluation guidelines and forms and is aware that he must show evidence of all eight Iowa Teaching Standards and Criteria in order to obtain licensure in Iowa. •Copies of the district and building student achievement goals for 2002-03 were also given to Bob at this time (820-02) along with 2001-02 student achievement data. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 37 Directions: In the narrative under each standard, the evaluator should incorporate and address each criterion. 1. DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT'S STUDENT ACHIEVEMENT GOALS. 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. Participates in and contributes to a school culture that focuses on improved student learning. g. Communicates with students, families, colleagues, and communities effectively and accurately. Circle one: Meets Standard Evidence to support attainment of or failure to meet standards: Bob has shown that he documents students learning with meaningful measures using data that is understandable. He has shared individual and classroom goals, and results, with students families, and staffs this year. Bob has provided evidence such as the Achievement Level testing data, which is a standardized, criterion-referenced test that is used in our district to determine his flexible skill grouping in math. He also shared with me the reporting that he does weekly to parents in his Friday folders. A copy of a student report card shows that he is aligning student’s achievement goals with our district’s goals. Bob also knows the short and long-range building and district goals for student learning, and does implement these goals in his classroom. He has posted in his room the building’s goals for reading and has communicated what the students, parents and teacher’s responsibilities for reaching these goals with each group. He also has submitted as evidence his unit plans, which align learning with our district’s standards and benchmarks. Included in Bob’s collection of artifacts is the performance data such as our district’s Achievement Level tests, the reading program probes, math timed test results and evidence of how he has used this to make decisions regarding the student’s progress and planning for instruction. He motivates students to make positive choices to enhance their learning. I have received many notes from parents supporting Mr. Smith and his ability to run his classroom in a safe and respectful manner. He has included one of these notes from a parent as evidence. He has also submitted as evidence his classroom rules, which are posted, along with the building level behavioral expectations. He has developed, and supported our district’s character education goals, by incorporating the building level behavioral expectations into his unit plans for teaching. He has submitted evidence of this through a unit plan and has included as evidence a student artifact – a student-developed book, which is now available for check out in our school library. I have observed Mr. Smith on each formal classroom observation encouraging students to work cooperatively and independently and including students in decision-making when appropriate. He has a very responsible classroom culture. Bob has submitted as evidence the strategies developed with colleagues to improve student learning by including team meeting planning notes and documentation of discussions he has made on the behalf of students with the special education teacher, AEA personnel and parents. The ability to communicate well is one of Bob’s strong attributes. Bob has included as artifacts under Standard 1 a weekly Friday folder log to parents, e-mail communications, and articles written for the district and building newsletters that demonstrates communications with families that is effective and accurate. Does Not Meet Standard All criteria for Standard 1 have been addressed using multiple sources and multiple data points.  Additional documentation/artifacts applicable to this standard are attached as Appendix A-1. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 38 2. DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION. 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. Evidence to support attainment of or failure to meet standard: Bob knows the content that supports our district standards and benchmarks and displays these in his unit planning. As evidence Bob has included a unit plan that displays the practice of matching lessons taught with the district’s standards and benchmarks. It is also evident through my observation of Bob in his classroom that the student artifacts are directly tied into our district and building goals. Bob has also included a list of professional literature read and resource materials used in class. He used this material in an integrated approach that uses multiple resources to expand beyond manuals, texts, and curriculum guides. It is clear that he knows the content appropriate to the learners’ needs. He adapts and accommodates to meet the individual needs of students. Bob has included as evidence a unit plan that shows differentiated instruction and assessment while using multiple teaching strategies. Bob also has worked closely with both third grade and first grade teachers to help facilitate students understanding in his second grade classroom. The flexible skill grouping information is passed on at the end of the grade level to the next grade. Bob has team meeting notes to indicate this planning that has occurred with the flexible skill groups. Bob has also included as an artifact a note from a first grade teacher thanking him for his help with the locally-adopted reading program. Bob uses a variety of instructional strategies that are documented in his unit plans. He has also demonstrated leadership in the building by providing colleagues with current researchbased instructional strategies (e.g., guided reading) that are being used in his room with positive results. All criteria for Standard 2 have been addressed using multiple sources and multiple data points. Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-2. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 39 3. DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION. 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 developmental needs, background, 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. Evidence to support attainment of or failure to meet standard: Bob designs and uses instructional strategies that align with standards and benchmarks. He demonstrates this skill by providing evidence of this planning in his unit plans. In his plans he maps out what events, real or simulated, can students experience to make the ideas and issues real. Then he designs learning activities that will help students to explore the big ideas and essential questions and what instructional needs the students will need to do the final performances. Bob also works very closely with the special needs teacher and has included in his artifacts achievement data that is being used to determine the adjustments for instruction he will need. Bob has included a peer evaluation from the special needs teacher as evidence of this planning. I have observed that Bob has rules posted, the building level behavioral expectations on display in his classroom and has evidence of including both in the unit planning. He reinforces the classroom expectations and routines for social, behavioral and academic success. Bob’s Friday folders, that go home to parents each week, also shows evidence of the high expectations for academic and social success that he sets for the student’s in his room. When sitting in on one of Bob’s conferences with parents he communicated effectively the academic classroom expectations to parents that would enhance the success of their students. He had appropriate data and records to support his concerns. Bob put together a student interest survey that he has includes as evidence of understanding students’ needs and interests. He then has demonstrated through his unit planning that he included many of the items learned about from these surveys. The unit that Bob has submitted also has evidence of KWL planning. On each scheduled observation Bob’s students were actively engaged in learning through a variety of instructional strategies. Bob has included as evidence of the criteria the unit plans that list the strategies and revisions of these plans that will provide for increased learning. Bob has also included as an artifact for this standard a communication from a high school student who is mentoring in his room. This observation from this student included many of the instructional strategies that he was using and the effectiveness of them. Challenging resources that stimulate students’ learning are integrated into Bob’s unit planning. He has included a unit plan that demonstrates the use of the Internet sites, software, books, games and field trips. All criteria for Standard 3 have been addressed using multiple sources and multiple data points. Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-3. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 40 4. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE LEARNING NEEDS OF STUDENTS. 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. Evidence to support attainment of or failure to meet standard: As evidence in support of this standard Bob has included the planning he did to adjust strategies during instruction to meet the students’ learning needs. He also included test scores for a particular student and explained how these scores where used to adjust instruction. Bob’s classroom unit plans are all aligned with the district’s curriculum and the classroom instructional strategies. Bob again has included the Achievement Leveling tests that are used to do flexible skill grouping as evidence. During my classroom observations Bob consistently used appropriate curriculum instruction and assessment accommodation for individual students. This pacing by Bob allows for optimum effective learning. Within our flexible skill grouping Bob has taken both the low and middle skill groups. He provides clear directions and makes sure that all students have learned concepts before moving on. Bob’s unit plans provide clear evidence of the planning to adjust for individual student needs, and providing individual, cooperative and whole class instruction to promote maximum learning and growth. During my classroom observations I have been impressed with the number of different instructional strategies that Bob has employed in his nd teaching. You can tell this is a group effort with his 2 grade team in planning and Bob has submitted his team minutes as evidence of this planning for the diverse needs in the class. At the beginning of the year and before each unit of study Bob has used student surveys to connect students’ prior knowledge, experiences and interests. Bob has submitted as artifacts those student surveys. If Bob ever has a concern for students he is quick to come seek out information and help from the special needs teachers, school nurse, guidance councilor or myself. He has documentation from peers who would share the same sentiment. In the delivery of instruction Bob is very comfortable in using available resources in instruction. During my classroom observations I have been very pleased in how he has incorporated our classroom computers and software into his unit planning. Bob makes a committed effort to make sure that all students are comfortable using the computer in many different aspects of the school day. He has also exhibited leadership by sharing with peers unit planning, or student artifacts, that demonstrate using multiple resources to enhance learning. Bob has submitted evidence through team meeting logs, unit plans, student artifacts and some great digital pictures of students using technology in his classroom. All criteria for Standard 4 have been addressed using multiple sources and multiple data points Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-4. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 41 5. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING. 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. Evidence to support attainment of or failure to meet standards: In all planning that Bob does he creates and uses multiple methods of classroom assessments that is representative of taught curriculum and are aligned with district standards/benchmarks. Bob has provided evidence of student growth by submitting the rubrics nd created for math problem solving and writing in 2 grade as evidence. These rubrics were developed by the second grade team and are used by Bob to monitor progress of his students in the fall, winter and spring. Bob has also submitted curriculum data monitoring reading. These probes are done every six weeks to show students growth in reading comprehension, fluency and accuracy. Bob communicated to parents the assessment criteria and standards in his use of weekly Friday folders, along with report cards and conferencing with parents. My observation of Bob’s conferences supports his efforts in this skill. At the observed conferences Bob has all classroom and district data well organized, so that parents can easily understand, and presents this information in a caring concerned manner. Bob has many different sources of reference he using in making curricular decisions for students to increase student learning. Bob uses pretest/posttest date, Achievement Level testing (which is criterion-referenced), running records (reading), math-timed tests done weekly, and six week reading probes. He has submitted all of these artifacts, and the unit plans that show incorporation of these data sources, as evidence of how he uses data to increase student achievement. During my classroom observation I was very impressed with how Mr. Smith involves students in establishing goals for learning and how he helps students to understand their own learning. Bob submitted into evidence a student’s personal goals. He asks students, even though they are very young, to be aware of what areas they need to spend more time on to improve. He then conferences with each student to go over possible ways to achieve their goal and then they write a plan of action. These plans are reviewed every month to chart progress. He has submitted into evidence a student’s plan. During my classroom observations Bob had made available his student records for my review. He has submitted into evidence his grading, running records, timed tests results, and standardized testing records. Bob has always reported this information accurately and timely to the parents. Bob shares freely the progress monitoring of the students his classroom always looking for other school personnel who shares the responsibility for students. He collaborates with his peers. All criteria for Standard 5 have been addressed using multiple sources and multiple data points. Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-5. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 42 6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT. The teacher: a. Creates a learning community that encourages positive social interaction, active engagement, and selfregulation 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 learning. d. Uses instructional time effectively to maximize student achievement. e. Creates a safe and purposeful learning environment. Evidence to support attainment of or failure to meet standard: During my observation of Bob in the school setting he has always maintained a respectful and appropriate manner. He also has demonstrated that he expects that of his students. Bob has classroom rules posted and I have observed Bob on numerous occasions discuss, reference and reinforce these rules. Through the use of the weekly folders sent home he has allowed students the opportunity to become self-directed learners by incorporating some activities in his planning that take place after the school day. In all of my observations of Mr. Smith he has modeled positive social skills to students and provided opportunities for students to practice these skills. The expectations that he maintains for responsible student behavior is communicated to parents during Open House, conferences and his weekly communication log. He has submitted evidence of all of these data points. In direct correlation to Bob successfully establishing, communicating and modeling his classroom management skills is the consistency that he has developed in his classroom. This has attributed to his high expectations for learning that can be observed. Bob has also included into evidence his unit planning that incorporates the use of our building level behavioral intervention programming. With the characteristics mentioned above it has lead to Bob optimizing instructional time with students and provided a safe and purposeful learning environment. These attributes have been observed on a consistent basis during formal and informal observations of Bob. All criteria for Standard 6 have been addressed using multiple sources and multiple data points Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-6. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 43 7. ENGAGES IN PROFESSIONAL GROWTH. 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 needs aligned to the Iowa Teaching Standards and district/building student achievement goals. Evidence to support attainment of or failure to meet standard: Bob has demonstrated, and documented, his formal learning opportunities to increase his repertoire of knowledge and skills. Bob is submitting into evidence his conferences, study group and in-service logs. Bob has developed a professional reading log and has shown evidence by summarizing professional materials read and the impact it has made in his teaching. This log is very impressive and demonstrates many hours of personal time devoted to continuous inquiry and learning. Bob has devoted his teaching time to working collaboratively with his peers also. I take part in team meetings with Bob and have documented his willingness and collaborative efforts to improve teaching, student learning and instructional strategies with his peers. Bob works closely with his peer mentor to rehearse teaching strategies. Bob has submitted into evidence his peer coaching log, professional development log and a list of district professional development teams he has served on. Bob demonstrates the research-based building strategies that are in context with best practice that our elementary school has embraced. Bob has submitted into evidence the planning of instruction using these strategies and a peer observation log. Bob has made a collaborative effort between his team members, peer coach and myself to adhere to and obtain the help he has needed. He has submitted into evidence the professional growth plan he developed on his own and artifacts to support his growth. All criteria for Standard 7 have been addressed using multiple sources and multiple data points. Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-7. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 44 8. FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL DISTRICT. The teacher: a. Adheres to board policies, district procedures, and contractual obligations. b. Demonstrates professional and ethical conduct as defined by state law and individual 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. Evidence to support attainment of or failure to meet standard: Bob has adhered to all board policies, district procedures and contractual obligations during his employment with the High Standards Community schools. He demonstrates professional commitment and respects his obligations and has shown evidence of this through his attendance at district Open Houses, conferences and in-services. All district and building generated reports have been submitted in a timely fashion. Upon observation of Bob it has been documented that he also adheres to all building duties. th Bob is a coach in our district and currently serves as a 9 grade football and basketball coach. He has had many opportunities to present himself to the school and community in this role and I have observed his respectful manner with parents, players and community members. Bob also maintains this professional manner in the classroom and has submitted as evidence many e-mail communications and positive notes from parents. Bob has served as a mentor in our district to a student with special needs. I have observed Bob giving up his planning and personal time to help this student with homework and taking him to different school th functions. He has brought this student along with his 9 grade football team to games and let him be a cocoach for the afternoon. Bob participates in all district professional development opportunities and volunteers to be part of many study groups that are not required of him. His documentation of team meeting notes shows his sharing of ideas with colleagues and contributions to school-wide events and learning activities. Bob has submitted as evidence unit plans that incorporate diversity issues that stress the respect of values and beliefs of others. During my many observations of Bob’s classroom I have witnessed many opportunities where he has treated students with respect and fairness. He does understand the differing families and community contexts that we have in our school and has shown this by the communications he has had with parents. His weekly communications with families have been submitted as evidence of his collaboration with the families to enhance student learning. He has many other articles to submit as evidence such as; field trips planning, collaborative planning with community members, guest speaker notes, and written progress reports to parents. He does an excellent job of showing leadership by demonstrating to his peer’s effective collaborative teaming strategies that are student centered and meet with the district/building goals and expectations. All criteria for Standard 8 have been addressed using multiple sources and multiple data points . Circle one: Meets Standard Does Not Meet Standard  Additional documentation/artifacts applicable to this standard are attached as Appendix A-8.  The teacher is a first year Beginning Teacher. X The teacher meets or exceeds all eight Iowa Teaching Standards and is recommended for a standard license.  The teacher fails to meet the Iowa Teaching Standards.  The teacher is being recommended for a third year before a license decision is made.* Evaluator’s Signature: {signature} Evaluation Period: August, 2001 to March, 2003 Teacher’s Signature: {signature} Date: {date} Date: {date} *The district must contact the Board of Educational Examiners to extend the provisional license for a third year. There will be a form provided by the Board of Educational Examiners for the evaluator to use to communicate the decision made on each 2 nd year teacher. This form will be available in the spring of 2003. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 45 Enclose check or money order DO NOT SEND CASH State of Iowa Board of Educational Examiners Licensure Grimes State Office Building Des Moines, Iowa 50319-0146 Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 46 Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 47 Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 48 Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 49 Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 50 Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 51 Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 52 Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 53 Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 54 Model Descriptors to Support the Iowa Teaching Standards and Criteria September, 2002 (Iowa Department of Education) These model descriptors are intended to depict examples of behaviors of a regular second-year teacher that support the established criteria for the Iowa Teaching Standards. These descriptors are only examples and a guide to further conversation. Local districts will determine expectations that support the established Iowa Teaching Standards and Criteria and can use this model as a guide to that work. Standard 1: Demonstrates ability to enhance academic performance and support for implementation of the school district's student achievement goals. Criterion a: The teacher provides evidence of student learning to students, families, and staff. Descriptors: The teacher documents student learning with meaningful measures using data that is understandable and shares individual and classroom goals and results with students, families and staff members. The teacher uses multiple artifacts, including achievement trends for local standards and benchmarks, to document and provide evidence of student learning to students, families and staff members. The teacher plans parent conferences so his/her teacher and learning objectives have the greatest likelihood of serving the student’s best interests. Criterion b: The teacher implements strategies supporting student, building, and district goals. Descriptors: The teacher knows the short and long-range building and district goals for student learning and implements classroom instructional strategies that clearly align with these established goals. The teacher effectively communicates these goals and accomplishments to various constituents including students, parents, and colleagues. Criterion c: The teacher uses student performance data as a guide for decision making. Descriptors: The teacher uses performance data such as achievement scores, individual products, writing samples, and teacher made tests to profile student learning. The teacher analyzes these and other data to make decisions regarding student progress and bases curricular and instructional decisions on student performance data. The teacher also uses individual student's performance data to make decisions about individual student needs. Criterion d: The teacher accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student. Descriptors: The teacher develops and communicates a clear ―big picture‖ to motivate students to make positive choices regarding their own learning and acts in accordance with the belief that all students can learn. The teacher encourages students to work cooperatively as well as independently and includes students in decision making when appropriate. Criterion e: The teacher creates an environment of mutual respect, rapport, and fairness. Descriptors: The teacher demonstrates clear expectations of developing responsible, self-directed learners and models acceptance of all students based on awareness of individual student differences. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 55 The teacher facilitates ways to get students to cooperate with one another and take responsibility for their work. Criterion f: The teacher participates in and contributes to a school culture that focuses on improved student learning. Descriptors: The teacher develops strategies with colleagues who share responsibility for a student(s) to increase the likelihood of success and engages in active inquiry with colleagues about the school’s fulfillment of instructional goals. The teacher provides opportunities for families and community members to take an active role in the classroom, the school, and the school district. The teacher accepts personal responsibility for nurturing the school as a community of learners. Criterion g: The teacher communicates with students, families, colleagues, and communities effectively and accurately. Descriptors: The teacher demonstrates professionalism and self-confidence in routine circumstances and eases stressful situations when they occur. The teacher uses appropriate spelling, grammar, mechanics and style and varies vocal cues, rate, and volume. The teacher demonstrates and leads quality discussions. Standard 2: Demonstrates competence in content knowledge appropriate to the teaching position. Criterion a: The teacher understands and uses key concepts, underlying themes, relationship, and different perspectives related to the content area. Descriptors: The teacher knows the content that supports district standards and benchmarks in the grade level courses that the teacher is assigned and uses an integrative approach for content that supports those local standards and benchmarks. There is incorporation of accurate content knowledge into instruction aligned with the local content standards and benchmarks. The teacher locates and uses multiple resources to expand subject matter beyond manuals, texts, and curriculum guides. Criterion b: The teacher uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student. Descriptors: The teacher knows the content appropriate to the learner needs and selects meaningful instructional objectives aligned with those students’ learning needs. The teacher provides significant, challenging, varied, and appropriate learning goals designed to meet the learning needs of each student. The teacher knows when it is appropriate to use adaptations and accommodations to meet individual student needs, including curriculum compacting, enrichment, and acceleration. The teacher uses appropriate assessment techniques to assess the learning experiences provided in the classroom. Technology is integrated that is appropriate to student intellectual and physical development. Criterion c: The teacher relates ideas and information within and across content areas. Descriptors: The teacher organizes curricular materials to facilitate understanding of central themes, concepts, and skills. The teacher knows the content taught at grade levels below and above the current grade level taught and inter-relates ideas and information within and across curricular areas to assist or facilitate student understanding. The teacher uses multiple questioning techniques for student inquiry within and across disciplines and knows when appropriate technology can be used to assist student application of knowledge and skills across content areas. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 56 Criterion d: The teacher understands and uses instructional strategies that are appropriate to the content area. Descriptors: The teacher knows when and how a variety of instructional strategies can be used in the content area to improve student learning and uses those strategies as appropriate. The teacher also knows which strategies are developmentally appropriate for various groups of students and applies that knowledge as needed. The teacher integrates the use of technology as an instructional strategy when it supports and enhances learning for the content area. Standard 3: Demonstrates competence in planning and preparing for instruction. Criterion a: The teacher uses student achievement data, local standards, and the district curriculum in planning for instruction. Descriptors: The teacher designs and uses a variety of instructional strategies and classroom materials that align with local content standards, benchmarks, and district curricular expectations. The teacher uses these local content standards and benchmarks to determine what students should know and be able to do. The teacher analyzes individual student and classroom achievement data to determine the sequencing of and adjustments to instruction. Criterion b: The teacher sets and communicates high expectations for social, behavioral, and academic success of all students. Descriptors: The teacher establishes classroom goals for social, behavioral and academic success and develops classroom routines to support these goals. The teacher provides feedback to students and routinely assesses their progress toward these goals. Criterion c: The teacher uses student developmental needs, background, and interests in planning for instruction. Descriptors: The teacher seeks and collects information to understand students’ needs and interests for use in planning and designs and uses lessons/units that provide for varied student learning needs. The teacher incorporates multiple levels of thinking and conceptualization into planning for instruction and incorporates multiple mechanisms for students to attain knowledge and skills in varied modalities. Criterion d: The teacher selects strategies to engage all students in learning. Descriptors: The teacher knows or actively seeks instructional strategies that produce increased student learning. There is a plan for a variety of types of effective instructional strategies, facilitation techniques, and classroom activities that actively engage students in learning. The teacher organizes content in a manner that facilitates each student’s construction of his/her learning and incorporates inquiry methods to encourage critical and creative thinking. The teacher plans for adjustments in instruction to meet student learning needs based on the assessment of student progress. Criterion e: The teacher uses resources, including technologies, in the development and sequencing of instruction. Descriptors: The teacher integrates resources in developing and sequencing instruction that are appropriate to the content, to curriculum alignment, and to students’ prior learning. The teacher uses Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 57 challenging resources that are mentally, visually, aurally, and kinesthetically stimulating and integrates the use of technology as a curricular support when appropriate. The teacher assesses students’ use of technological resources before integrating into student expectations. Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of students. Criterion a: The teacher uses research-based instructional strategies that address the full range of cognitive levels. Descriptors: The teacher uses instructional strategies that are effective for students at varied cognitive levels and is able to adjust strategies during instruction to meet student learning needs. The teacher uses questioning techniques that foster classroom discussion to increase student knowledge and skills and monitors students’ learning. Criterion b: The teacher aligns classroom instruction with local standards and district curriculum. Descriptors: The teacher works collaboratively to develop and maintain standards, benchmarks, and performance assessments for student achievement. The teacher implements classroom instructional strategies that support the achievement of district standards and benchmarks. Criterion c: The teacher demonstrates flexibility and responsiveness in adjusting instruction to meet student needs. Descriptors: The teacher uses appropriate curriculum, instruction, and assessments to accommodate individual needs and uses analysis of student learning before and after instruction to make instructional decisions. The teacher adjusts instructional strategies as needed to meet student learning needs for remediation, differentiation, and extension for standards and benchmarks attainment. The instruction is paced to optimize effective learning by all students, provide clear directions, clarify when students are confused and use spontaneous events as a teaching and learning opportunity. Criterion d: The teacher engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth. Descriptors: The teacher uses individual, cooperative, and whole class instruction to promote maximum student participation and uses instructional materials that are mentally engaging to the student. Criterion e: The teacher connects students’ prior knowledge, life experiences, and interests in the instructional process. Descriptors: The teacher draws on the prior knowledge, life experience, interest and language of students during instruction. They identify for learners the connections and potential applications of curriculum to real-life issues and problems. The teacher assigns in-class and homework tasks that provide students with links or transition to life experiences and interests. Criterion f: The teacher uses available resources, including technologies, in the delivery of instruction. Descriptors: The teacher provides classroom settings and activities that are mentally, visually, aurally, and kinesthetically stimulating and uses resources that are appropriate to the content, and to students’ Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 58 prior learning. The teacher encourages students’ use of technological resources and integrates the use of technology as an instructional support when appropriate. Standard 5: Uses a variety of methods to monitor student learning. Criterion a: The teacher aligns classroom assessment with instruction. Descriptors: The teacher assesses what is taught. They use classroom assessments that reflect multiple ways by which students can demonstrate knowledge and skills and use multiple assessment strategies that are aligned to instructional goals. The teacher accepts the primary responsibility for ongoing classroom assessment of the local standards and benchmarks appropriate to his/her classroom. They use grading systems that reflect students’ knowledge and skills and continually monitor student progress toward the attainment of instructional objectives. Criterion b: The teacher communicates assessment criteria and standards to all students and parents. Descriptors: The teacher establishes, with students, and parents, realistic goals for individual improvement on student achievement and tracks achievement data over time to clearly communicate student progress. The assessment information provided to students and parents is clear and makes sense and defines what ―success‖ is. The teacher understands and communicates what performance levels or proficiency levels mean to all students and parents. Criterion c: The teacher understands and uses the results of multiple assessments to guide planning and instruction. Descriptors: The teacher uses student achievement information from a variety of sources for decision making. The teacher continually analyzes assessment information for alignment with student expectations and ongoing classroom observation to adjust instruction. They determine the types of student responses (essay, T/F, multiple choice, project, etc.) that best align with the goals for instruction and provide individual instruction and assistance to students in need. Criterion d: The teacher guides students in goal setting and assessing their own learning. Descriptors: The teacher involves students in establishing goals for learning and helps students to understand and monitor their own learning goals. The teacher works with student to gather and monitor information on their progress and assists student in analyzing their own learning progress through meaningful measures and conferencing with the student. Criterion e: The teacher provides substantive, timely, and constructive feedback to students and parents. Descriptors: Through the teacher maintaining accurate records about each student's progress, the teacher provides adequate feedback to students and parents so it is clear what students have learned and what still needs to be learned. The teacher celebrates increased student achievement with students and parents. Criterion f: The teacher works with other staff and building and district leadership in analysis of student progress. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 59 Descriptors: The teacher engages in collaborative study of student learning data and uses these data to design instruction on student learning needs. The teacher exchanges information about student learning with students, families, and school personnel who share the responsibility for the student. Standard 6: Demonstrates competence in classroom management Criterion a: The teacher creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student. Descriptors: The teacher creates and communicates clear expectations for individual student interaction, engagement, and self-regulation. Students are taught to become responsible and self-directed, consistent with students’ developmental needs. The teacher encourages collaboration and self-reliance and interacts with students in a respectful and appropriate manner and creates a classroom with a climate of respect for all. Criterion b: The teacher establishes, communicates, models, and maintains standards of responsible student behavior. Descriptors: The teacher clearly communicates guidelines for responsible student behavior and instructs students about behavioral expectations and appropriate social skills. The teacher maintains consistent and clear expectations and accountability and models positive social skills to students while providing opportunities for students to practice those skills. Criterion c: The teacher develops and implements classroom procedures and routines that support high expectations for learning. Descriptors: The teacher consistently implements management techniques that create an engaging learning environment and make behavioral modifications in specific situations to support individual learning needs. The teacher develops and implements schedules, timelines, procedures, and routines to support high expectations for learning. Criterion d: The teacher uses instructional time effectively to maximize student achievement. Descriptors: The teacher develops and implements classroom procedures and routines that optimize learning time. Instructional time is used effectively and productively for maximum student engagement with tasks. Criterion e: The teacher creates a safe and purposeful learning environment. Descriptors: The teacher creates a classroom setting that is safe and provides an accessible learning environment for all students. They insist upon fairness and respect as elements in each interpersonal relationship and encourage each student to be self-reflective. The teacher provides learning opportunities for students to become responsible, self-reliant, and collaborative. They create opportunities for students to make decisions appropriate to students’ developmental levels. Standard 7: Engages in professional growth. Criterion a: The teacher demonstrates habits and skills of continuous inquiry and learning. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 60 Descriptors: The teacher actively pursues opportunities for learning embedded in daily experiences and engages in formal learning opportunities to increase his/her repertoire of knowledge and skills. Responsibility is accepted for his/her mental, physical, and social well being. The teacher routinely reflects on his/her practices. There is a habit of reading current educational journals and other professional literature. Criterion b: The teacher works collaboratively to improve professional practice and student learning. Descriptors: The teacher collaborates with others to improve their teaching and their students’ learning and supports joint efforts for the improvement of instruction. The teacher contributes experience and ideas toward the continuing development of the school/district as a learning community and builds relationships that enable them to become valuable members of the school community. The teacher plans lessons, rehearses strategies, demonstrates strategies, and observes with a mentor and/or peer coaching partner. Criterion c: The teacher applies research, knowledge, and skills from professional development opportunities to improve practice. Descriptors: The teacher integrates his/her working knowledge of psychology (human development and motivation), sociology (organizational membership), pedagogy (instructional strategies) and subject matter to construct a coherent educational philosophy. Research ideas, knowledge, and skills are tried in the context of best practices. The teacher monitors the implementation and effect of using new learning within the classroom. Criterion d: The teacher establishes and implements professional development plans based upon the teacher needs aligned to the Iowa Teaching Standards and district/building student achievement goals. Descriptors: The teacher collaborates in the development of their own professional development plan to meet district/building goals. Suggestions are elicited about their teaching and adapt their teaching to new ideas, findings, ideals, and theories. The teacher routinely participates/ contributes to collective study with colleagues in order to implement district career plans and uses data about student performance and his/her practice to design individual career development plans. Standard 8: Fulfills professional responsibilities established by the school district. Criterion a: The teacher adheres to board policies, district procedures, and contractual obligations. Descriptors: The teacher demonstrates professional commitment and respects the contractual requirements of his/her employment. Criterion b: The teacher demonstrates professional and ethical conduct as defined by state law and individual district policy. Descriptors: The teacher presents himself/herself to the school and community in a manner that elicits respect and complies with state laws defining the profession. Criterion c: The teacher contributes to efforts to achieve district and building goals. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 61 Descriptors: The teacher participates in professional development opportunities to improve achievement of district and building goals. They initiate sharing of ideas with colleagues and contribute to schoolwide events and learning activities. Criterion d: The teacher demonstrates an understanding of and respect for all learners and staff. Descriptors: The teacher respects different values and beliefs other than one’s own and works to ensure that all students are treated fairly. The teacher functions effectively in situations that require differing approaches and understanding of differing family and community contexts. Criterion e: The teacher collaborates with students, families, colleagues, and communities to enhance student learning. Descriptors: The teacher values and respects others’ roles in student learning and welcomes their participation in the teaching process. They build acceptable and professional relationships with students, colleagues, and families that are student-centered and conducive to learning. The teacher reaches out to others to establish constructive relationships and rapport especially in challenging situations. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 62 TIER I PRE-OBSERVATION FORM (Iowa Department of Education) Name Date of Pre-Conference Grade level/Curriculum Area Observed School/Administrator Date/Time of Observation 1. Briefly describe the students in this class, including those with special needs. 4. How do you plan to engage students in the content? What will you do? What will the students do? 2. What are the goals for the lesson? What do you want the student to learn? 5. What difficulties do students typically experience in this area and how do you plan to anticipate these difficulties? 3. How do these goals support the district’s curriculum? 6. What instructional materials or other resources, if any, will you use? (Attach sample materials you will be using in the lesson.) 7. How do you plan to assess student achievement of the goals? What procedures will you use? (Attach any tests or performance tasks with rubrics or scoring guides.) 8. What Iowa Teaching Standards/criteria will be demonstrated in this observation? Teacher comments pertaining to observation setting: List any items you might want to call to the attention of the administrator. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 63 TIER I OBSERVATION REFLECTION FORM (Iowa Department of Education) Name Grade/Subject Observation Date Post conference Date School Time Time 1. As I reflect on the lesson, to what extent were students productively engaged? 2. Did the students learn what I intended? Were my instructional goals met? How do I know? 3. Did I alter my goals or instructional plan as I taught the lesson? If so, why? 4. If I had the opportunity to teach this lesson again to this same group of students, what would I do differently? Why? 5. Provide several samples of student work related to this lesson. The samples should reflect the full range of student ability in your class and include the feedback you provide to students on their papers. 6. List the Iowa Teaching Standards/Criteria that were related to this lesson. Teacher’s signature/date Administrator’s signature/date Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 64 Crosswalk of Iowa Teaching Standards & Criteria with Danielson’s Framework Elements Standard & Criteria Fully Identified Elements Mentioned Elements ITS # 1 A B C D E F G ITS # 2 A B C D ITS # 3 A B C D E ITS # 4 A B C D E F Enhance Academic Perform. 3D(1), 3D(2), 4C(2) 1C(1), 3C(4), 4D(3) 1F(3) 3E(3), 2B(3), 2B(2) 2A(1), 2A(2), 3B(3) 4F(1), 4F(2), 4F(3) 4C(1), 4C(2), 3A(2), 4B(2) Content Knowledge 1A(1), 1A(2), 3C(1) 1B(1), 1B(2), 1B(3) 1A(1), 1A(2) 1A(3), 1E(1), 1A(2) Planning and Preparation 1F(1), 1F(3), 4B(2), 4A(2) 1C(1), 2B(3), 3A(1), 2D(1) 1B(1), 1B(2), 1B(3), 1C(3) 1C(4), 1E(1), 3C(3), 2B(3) 1D(1), 1D(2), 1E(2) Instructional Strategies 3B(1), 3B(2), 3E(3) 1E (1), 1F(1) 3C(5), 3E(1), 3E(2), 1E(3) 3C(2), 3C(3), 3C(4) 1B(2), 1B(3), 1B(4), 3C(1) 1E(2), 3C(4) 1F(1), 1F(2), 4B(1), 4B(2), 4D(1), 4C(1), 4C(3) 1A(3), 1E(1), 2B(3) 4A(1), 1B(3), 3D(1), 4A(2) 1B(2), IB(3), 1B(4), 2B(3) 2B(2), 2B(3) 2B(1), 2B(2), 2B(3), 4C(3) 3C(2), 3C(4) 1C(3), 1B(4), 3E(3) 1E(1), 3B(1) 4E(1), 3C(1), 1A(1), 3C(2), 3C(5) 1C(1), 1C(2), 1F(2) 3D(1), 3D(2), 1B(4), 1C(3) 1F(3), IB(4), 1E(1) 3B(3), 3B(1), 3C(2) 3C(4) 3E(1), 1B(2), 1B(3), 1C(4), 3B(3), 3C(2) 1F(2), 1F(3) 3E(3), 4A(2), 1F(3), 3A(1) 1E(1), 2C(1), 2B(2) 2A(1), 1C(3), 3C(2) 1A(3), 1D(1), 1D(2), 1E(1) Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 65 ITS # 5 A B C D E F ITS # 6 A B C D E ITS # 7 A B C D ITS # 8 A B C D E Monitoring Learning 1C(2), 1F(1), 1F(3), 1F(2) 1F(2), 3A(1), 4C(2) 1F(3), 3E(1), 4A(1), 4A(2) 2B(2), 1F(3), 2B(3), 1F(2) 3D(1), 3D(2), 4C(2), 4B(1) 4F(3), 4D(1), 4D(3), 4F(2) Classroom Management 2A(1), 2A(2), 2B(1), 3B(3) 2D(1), 2D(2), 2D(3) 2B(3), 2C(1), 2C(2), 2C(3) 2C(1), 2C(2), 2C(3), 2C(4) 2B(3), 2E(1), 2A(1), 2A(2) Continuous Learning 4A(1), 4E(1), 4A(2), 4E(2) 4E(2), 4F(3), 4D(1) 1A(1), 1A(3), 4E(1) 4E(1) Adheres to Obligations 4C(1), 3A(2) 3E(3) 1F(1), 3C(2) 1F(2),1F(3), 4B(2), 4C(3) 3E(3), 4A(2), 1F(3), 4B(2) 2B(2), 2B(3), 2C(1) 3C(5), 1E(4) 2E(2) 1D(1) 4E(2), 4A(2) 4D(3), 4E(2) 4E(2), 4D(3) 4D(1), 4F(1), 4F(2), 2A(1) 4C(3), 4D(1), 4D(3) 1C(1), 4D(2) 2A(2) 4C(1), 4C(2), 2C(5) Other Danielson Elements not found in Crosswalk: 1E(4), 2C(5), 2E(2), 4B(3), 4D(2) Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 66 Crosswalk of Danielson’s Framework Elements with Iowa Teaching Standards & Criteria Framework Element 1A(1) 1A(2) 1A(3) 1B(1) 1B(2) 1B(3) 1B(4) 1C(1) 1C(2) 1C(3) 1C(4) 1D(1) 1D(2) 1E(1) 1E(2) 1E(3) 1E(4) 1F(1) 1F(2) 1F(3) 2A(1) 2A(2) 2B(1) 2B(2) 2B(3) 2C(1) 2C(2) 2C(3) 2C(4) 2C(5) ITS Criteria Addressed 2A, 2C, 7C 2A, 2C, 2D 2D, 7C 2B, 3C 2B, 3C, 4E 2B, 3C, 4E 4E 1B, 3B 5A 3C 3D 3E, 8E 3E 2D, 3D, 4B 3E, 4F 4A 3A, 4B, 5A 5A, 5B, 5D 1C, 3A, 5A, 5C, 5D 1E, 6A, 6E, 8D 1E, 6A, 6E 6A 1D, 5D 1D, 3B, 3D, 5D, 6C, 6E 6C, 6D 6C, 6D 6C, 6D 6D ITS Criteria Noted 2D 1B, 4F 1D, 4A 1C, 1D, 4A 1D, 3B, 2B, 3C 3A, 8C 3A 2B, 4E, 3B 4A 4F, 7A 4F 1B, 2C, 4D, 4F, 3C 6D 1A, 5D 1A, 3A, 4B, 5E 3C, 4B, 4C, 5E, 5F 4E 8D 1F 1E, 1F, 4D, 6A 1B, 1D, 1E, 1F, 6A 4D, 6A 8E Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 67 Framework Element 2D(1) 2D(2) 2D(3) 2E(1) 2E(2) 3A(1) 3A (2) 3B(1) 3B(2) 3B(3) 3C(1) 3C(2) 3C(3) 3C(4) 3C(5) 3D(1) 3D(2) 3E(1) 3E(2) 3E(3) 4A(1) 4A(2) 4B(1) 4B(2) 4B(3) 4C(1) 4C(2) 4C(3) 4D(1) 4D(2) 4D(3) 4E(1) 4E(2) 4F(1) 4F(2) 4F(3) ITS Criteria Addressed 3B, 6B 6B 6B 6E 3B, 5B 1G 4A 4A 1E, 6A 2A, 4E 4D 3D,4D 1B, 4F, 4D 4C 1A, 5E 1A, 5E 4C,5C 4C 1D, 4A 5C, 7A 3A, 5C, 7A 5E 1G, 3A 1G 1A, 1G, 5B, 5E 8E, 1A 5F, 7B, 8D, 8E, 1B 5F, 8C, 8E 7A, 7C, 7D 7A, 7B, 8C 1F, 8D 1F, 5F, 8D 1F, 5F, 7B ITS Criteria Noted 6E 4C 5B 2C, 3D 3D, 4A 2D 2A, 2D, 3D, 4A, 5D, 4E 2A, 3E 2D, 6D 1C, 3B 3B 4A 2B, 4C, 5C, 5F 1C 1C, 4C, 5F, 7C 1A 1A, 5E, 5F 5B, 8E 8E 1G, 5E 1A 8C 7D 2D 7C, 7D Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 68 FACING THE FIRST YEAR (Source Unknown) FIRST YEAR RELATIONSHIPS As a first-year educator you have much to look forward to in an age of fast-moving political, social, and economic changes. These changes may, in fact, be the only ―constants‖ you can rely on, as established institutions change slowly to meet the demands of an evolving society. You will have to decide for yourself just what changes are acceptable to you as an individual. Your own principles will come under constant re-examination as you come into contact with your first faculty, administration, and students. However bound together educators are by the supposed common goal of education, they are as diverse in personalities and interests as any group could and should be. You will need to make the adjustment that is often referred to as the ―ideal vs. reality.‖ Your ability to adjust to reality in the modern education environment will go a long way toward determining your success as an educator. The following selected list of adjustments will perhaps be helpful to you in “feeling your way” as a firstyear educator. RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO THE ADMINISTRATION Before the first day of class, find out what the district’s and your administrator’s policies are on discipline, on child abuse, and other policies of the individual building and/or school district. This will help you to identify what procedures you may follow and the type of back-up support you will receive from your administrator. Be aware of as many policies as possible. Ask questions when you are not sure of a possible problem or outcome. This will help you to get off on the ―right foot‖ and will make you more confident in your decisions. Understanding the policies of the school district and building to which you are assigned will help you maintain a positive attitude toward the administration. RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO THE FACULTY AND STAFF Get to know your colleagues as soon as possible at the beginning of the year. Listen to their ideas and comments about school and about students. This will give you a general idea about the educational and social values of your colleagues. Always listen with an open mind. This will give you a chance to form your own opinions. Faculty members, in general, will try to help make your first year a good one. Remember, what you say and do is a reflection of you and will make impressions. Secretaries, aides, librarians, and janitors are very important person to educators; keep on the good side of them! RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO STUDENTS This is your class—your group of students for one quarter, semester, or year. You will make an impression on their lives. Get to know your class and try to understand their values, needs, and their backgrounds. This means getting used to your students, their ideals or lack of them, their ideas on life, their hopes, problems, and frustrations. You must show them that you care, yet remain a little apart from them, as the dignity of your position requires. You can be friendly, but not their best buddy. You will always remember your first class. Have a good year with your students. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 69 RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO WORK As an educator, you will be involved in what seems to be a mountain of work. Preparation for class alone requires much time and work. Paperwork seems to never end; there are papers to correct, grades to record, seatwork and assignments to prepare, forms to fill out, objectives to write, and much more. It may require more time than you have during the school day. You may have to take work home but, if possible, do your work at school so that when you leave the building, you are finished for the day. This may mean coming earlier or staying late, but you will have other responsibilities too (family, friends, cooking, cleaning, committees, sports, etc.). Budget your time and do what you can each day. Leave time for yourself so that you don’t suffer from ―burn-out.‖ Remember, when you are tired, your problems at school and home seem bigger, so develop a plan and attempt to stay with it. Learn to manage your time and not overload yourself in extra paper work. RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO PARENTS Parents and their attitudes are a very important part of your teaching career. There are many parents who care very much about their child and his/her education. These parents are usually very cooperative. However, you should be aware that there are parents with whom you may become very frustrated. These are the parents who will not show up for conferences, who will not give the school a phone number to reach them in case of an emergency, and who seem not to care about their child or their child’s education. Do as much as you can to reach them and use your support services such as the principal, school nurse, and social worker when necessary. But, remember you are just one human being. You see that individual child for six or seven hours a day and there is only so much that can change. It is a hard fact to accept, but an important one to learn. This is not a negative attack on parents, but it is an attempt to inform you that a few parents can be difficult. RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO THE ASSOCIATION Being a member of a local association, the Iowa State Education Association and National Education Association provide an opportunity for you to have professional relationships with your colleagues locally and distant. The Association works for the good of students, public education, and its members. With your membership, you will have access to all of the professional growth resources of the Association as well as its support and assistance when questions arise. RELATIONSHIP OF THE FIRST-YEAR EDUCATOR TO FURTHERING A CAREER The continuance of your education will present a problem if for no other reason than the cost involved in terms of time and money spent. Education today is a continuous effort. Knowledge does not stand still and neither should you. The previous list covers six major areas of possible conflict for you as a firstyear teacher. It is by no means an all-inclusive list, but you should be aware of these general problem areas. CLASSROOM MANAGEMENT TIPS Discipline has been labeled as one of the biggest problems for beginning teachers. Perhaps these classroom management tips can assist you. Always be prepared to have plenty of things to do when the students are finished with their work. This can be accomplished by utilizing learning centers and by having library books and educational games available. This way, the children can keep busy learning instead of sitting and waiting for the other Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 70 students to finish their work. It is better to have too much prepared than too little. Always be prepared to have plenty of learning or educational activities available when the students are finished with their assigned work. The following is a list of often-neglected items which first-year educators should think over before stepping into the classroom: 1. Storage for completed papers. 2. Restroom privileges. 3. Pencil sharpening times. 4. Disciplinary procedures. 5. Preparation for lunch time 6. Playground procedures. 7. Roll call method. 8. Seating arrangement. 9. Lunch count. 10. Moving students from room to room. 11. Grading procedure. 12. Fire evacuation procedure. 13. Absence and tardiness procedures. 14. Schedules. 15. Regulations regarding the acquisition and use of materials. 16. Media. 17. Text and trade books. 18. Dress codes. 19. Discipline philosophies. 20. Library rules. 21. Conferences. 22. Lesson plans. 23. Rules for field trips. 24. Reports and record keeping 25. Report cards. 26. Room change procedure. The above are just a few of the areas of which you need to be aware. Some of these procedures are determined totally by each individual teacher’s experiences and goals. Some decisions must be made after talking to fellow faculty members and school building officials. Often these are the ―little things‖ that can be overlooked. Be aware of these possibilities; be prepared for them, and your class day will run much more smoothly. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 71 Beginning Teacher Comprehensive Evaluation Workshop Goals    To provide beginning teachers with an in-depth understanding of the comprehensive evaluation system To support and reassure beginning teachers in the comprehensive evaluation system process. To introduce the Iowa Framework as a tool for self-assessment and identifying information that can be used in the comprehensive evaluation. Agenda I. II. III. IV. V. VI. VII. VIII. Welcome Introduction Quick Overview of Teacher Quality Legislation Key Definitions and Description of the Comprehensive Evaluation Process Training of Evaluators and Possible Information Sources Review a Math Lesson Plan in Terms of Iowa Teaching Standards and Criteria ―A Framework for Understanding the Iowa Teaching Standards and Criteria‖ Ways that ISEA will Support ―A Framework for Understanding the Iowa Teaching Standards and Criteria‖ Advice for Beginning Teachers Closure IX. X. Iowa State Education Association: Beginning Teacher’s Guide to Evaluation 72