STANDARD 1: Demonstrates ability to enhance academic performance and support for implementation of the school district's student achievement goals.
1a: Provides evidence of student learning to students, families, and staff.
1c: Uses student performance data as a guide for decision-making.
Evidence: At the start of the school year I created/modified virtual data walls for the K-12 district in order for teachers to have a central location for evaluating student performance and needs. Due to confidentiality, the link to the google sheet is not included.
Reflection: In order for teachers to make data-driven decision regarding students' instructional needs, it is important to make accessing that data quick and convenient. Keeping records of student strengths, weakness, and scores in one place achieves that goal. Included in the data wall are grades from specific content areas, lexile scores, district-wide assessment data, individualized identification (whether sped, EL, TAG, has a 504, etc.), as well as a place for teacher notes of concern.
1b: Implements strategies for supporting student, building, and district goals.
1g: Communicates with students, families, colleagues, and communities effectively and accurately.
Evidence: From the start of TLC, we have maintained systems for implementing TLC goals (which are in turn the district goals) including Google School, Drive, and Curriculum Manager in order to achieve the goal of becoming a Google School and furthering Iowa Core Alignment.
Reflection: Utilizing the Google Classroom for all PD has modeled for teachers the many tools available to a Google School, as well as provided them opportunities on completing and sharing while using the tool. Similarly, through planning time and updating of Curriculum Manager, we have kept teacher focus on the ICC standards related to their grade/content through regular updating. Also, these tools have allowed open communication about the district's PD and expectations of staff.
STANDARD 2: Demonstrates competence in content knowledge appropriate to the teaching position.
2a. Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
2b. Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
2c. Relates ideas and information within and across content areas.
2d. Understands and uses instructional strategies that are appropriate to the content area.
Evidence: Student-centered coaching frameworks were utilized in every coaching cycle to determine student needs, content necessities, and teaching strategies for implementation. Links to the SCC frameworks and planning tools for two separate coaching cycles are included.
Reflection: Through regular planning and meeting with teachers, we were able ot determine, through formative assessments, where students were, what the needed to deepen their understanding on the content and/or key concept, and what we needed to offer in teaching strategies to move students forward and deepen their understanding.
STANDARD 3: Demonstrates competence in planning and preparing for instruction.
a. Uses student achievement data, local standards, and the district curriculum in planning for instruction.
3b. Sets and communicates high expectations for social, behavioral, and academic success of all students.
3c. Uses student’s developmental needs, backgrounds, and interests in planning for instruction.
3d. Selects strategies to engage all students in learning.
3e. Uses available resources, including technologies, in the development and sequencing of instruction.
Evidence: A math coaching cycle that includes the planning and strategies developed based on formative assessments.
Reflection: It is important to regularly meet with the teacher to look at student achievement data and make determinations of where the students are, and what you need to plan for future lessons to ensure students deepen their understanding of the content.
STANDARD 4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
4a. Aligns classroom instruction with local standards and district curriculum.
4b. Uses research-based instructional strategies that address the full range of cognitive levels.
4d. Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
4f. Uses available resources, including technologies, in the delivery of instruction.
Evidence: Google Classroom that includes a variety of activities connected to the Iowa Teaching Standards that I created.
Reflection: It is important to treat teachers just like your students, when it comes to PD, as they have a variety of learning needs and styles. Therefore, a variety of strategies were offered to deepen their knowledge of district initiatives such as small group collaboration, collaboration logs, data protocols, surveys, google presentations, etc.
STANDARD 5: Uses a variety of methods to monitor student learning.
5a. Aligns classroom assessment with instruction.
5b. Communicates assessment criteria and standards to all students and parents.
5c. Understands and uses the results of multiple assessments to guide planning and instruction.
5f. Works with other staff and building and district leadership in analysis of student progress.
Evidence: Bi-Monthly SCC Invitations for Coaching and Collaboration Logs
SCC Invitation Survey
Reflection: Through regular surveying of staff and reviewing collaboration log discussion notes, we were able to make determinations of what our teachers' needs were in terms of PD and Instructional Coaching.
STANDARD 6: Demonstrates competence in classroom management.
6a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
6b. Establishes, communicates, models, and maintains standards of responsible student behavior.
6d. Uses instructional time effectively to maximize student achievement. e. Creates a safe and purposeful learning environment.
Evidence: Career Teacher Summative Evaluation Form from Building Principal Observation
Reflection: After a teacher observation, the administrator determined I met the standard on classroom management as I had: "Used clarifying expectations during the class several times" and "Students were engaged from the first minute until the end of the period. She had established routines with note cards and binders, pair share techniques that all supported learning at high levels"
STANDARD 7: Engages in professional growth.
7a. Demonstrates habits and skills of continuous inquiry and learning.
7b. Works collaboratively to improve professional practice and student learning. 7c. Applies research, knowledge, and skills from professional development opportunities to improve practice.
7d. Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals.
7e. Provides an analysis of student learning and growth based on teacher created tests and authentic measures as well as any standardized and district-wide tests.
Evidence: Screenshots of AEA courses to improve my understanding, technique, and ability to lead as an Instructional Coach, Google Classroom professional development plans, and the district data wall are all examples of professional growth.
Screenshot of AEA Student-Centered Coaching Class:
(District Data Wall link not included due to confidentiality)
Reflection: Through continuous learning by myself and leading the professional development for the staff, I have grown as a teacher. Specifically, I have learned to listen first, and talk second more than I ever have before in order to ensure that my peers' needs are met.
Standard 8 Fulfills professional responsibilities established by the school district.
8a. Adheres to board policies, district procedures, and contractual obligations.
8b. Demonstrates professional and ethical conduct as defined by state law and district policy.
8c. Contributes to efforts to achieve district and building goals.
8d. Demonstrates an understanding of and respect for all learners and staff.
8e. Collaborates with students, families, colleagues, and communities to enhance student learning.
Evidence: Career Teacher Summative Evaluation Form from Building Principal Observation
Reflection: After a teacher observation, the administrator determined I met the standard on fulfilling professional responsibilities by saying: "Callie follows all policies and procedures that are expected of her", "Callie exemplifies great character and is ethical in how she goes about her daily routines", "Callie is a huge factor in how our district goes about creating a significant learning environment", and "Callie is working with students, colleagues, AEA personnel, administration and community members to enhance student learning".