SHELDON COMMUNITY

SCHOOL DISTRICT







Teacher
Evaluation
Process &
Procedures






Adopted: July 11, 2005
Revised: December 2009
Revised: January 11, 2010
Revised: April 10, 2013
Table of Contents


Career Development & Evaluation Cycle - flow chart .................................. 1
Evaluation Information by Teacher Category ................................................ 2
Pre-Observation Form ................................................................................... 7
Comprehensive Teacher Evaluation .............................................................. 8
Career Performance Summative Evaluation ................................................ 10
Summative Evaluation for Second Year Teachers....................................... 19
Intensive Assistance Awareness Phase Improvement Plan Form ............. 28
Intensive Assistance Awareness Phase Final Summary Form .................. 29
Intensive Assistance Phase Improvement Plan ......................................... 30
Intensive Assistance Phase Final Summary Form .................................... 31
Individual Teacher Professional Development Information ........................ 32
Individual Teacher Professional Development Plan .................................... 33
Individual Teacher Professional Development Plan Review Report ............ 35
Individual Teacher Professional Development Plan End of Plan Report ..... 36
Is Intensive Assistance Support Appropriate Flowchart .............................. 38
Discipline vs. Intensive Assistance Flowchart............................................. 39



1
CAREER DEVELOPMENT
& EVALUATION CYCLE


Individual Teacher
Professional
Development Cycle:

ITPDP:
-Team
-1 to 2 year plan

2 Year Cycle:
End of year 1:
-Written Reflection
End of year 2:
-Conference with
-Reflection
-Feedback

1 Year Cycle:
End of 1
st
Semester:
-Written Reflection
End of 2
nd
Semester:
-Conference with
-Reflection
-Feedback

Back to beginning of
cycle.
Evaluation:

-Individual
-Every 3 years
(unless new teacher,
every year for 3
years.)

-Must meet 8 Standards
& 42 Criteria

-3 Pre-observation forms
-3 Observations
-3 Conferences

-Written Evaluation
-Conference

-1 Summative Evaluation
-1 Summative Conference



2
EVALUATION INFORMATION BY TEACHER CATEGORY
Broken into four categories by Types of Teachers

1. Teachers who are in their first year of teaching.
These teachers:
a. Will be evaluated using the Iowa Teaching Standards and Criteria.
b. Will have a state-sponsored mentor to help with their induction into the
profession. Mentor training and required mentor/mentee activities are scheduled
through NWAEA. Mentor will be assisting these teachers in meeting the Iowa
Teaching Standards and Criteria by helping them create a collection of evidence.
c. Must be formally observed at least three times during the school year. These
observations will have pre-observation and post-observation conferences. It is
suggested that an observation be at least 30 minutes in length. Administrators
should note the circumstances of the observation.
d. May have additional observations, formal or informal, held at the discretion of the
administrator. The teacher s achievement as it relates to the Iowa Teaching
Standards and Criteria should be emphasized.
e. Will create, maintain and justify a cumulative collection of evidence. The
collection serves as a catalyst for substantive growth in areas of teaching,
philosophy, methods and goals. Moreover, the collection provides administrators
with concise, selective, evidence-based information from a variety of sources.
f. Will have a final summative conference that will be held on or before March 30.
The purpose of the conference will be to reflect on teacher strengths and areas of
improvement related to each standard.
g. Evaluators will be asked to verify that they meet ALL of the Iowa Teaching
Standards and all of the criteria at the end of the second year in the profession.
FORMS: Pre-observation, Comprehensive Teacher Evaluation, Career Performance
Summative Evaluation

2. Teachers who are in the second year in the profession (they either had their first
year in the profession with the SCSD or had their first year in the profession in
another school district and are now teaching in the SCSD.)
These teachers:
a. Will be evaluated using the Iowa Teaching Standards and Criteria.
b. Will have a state-sponsored mentor to help with their induction into the
profession. Mentor training and required mentor/mentee activities are scheduled
through NWAEA. Mentors will be assisting these teachers in meeting the Iowa
Teaching Standards and Criteria by helping them create a collection of evidence.
c. Must be formally observed at least three times during the school year. These
observations will have pre-observation and post-observation conferences. It is
suggested that an observation be at least 30 minutes in length. Administrators
should note the circumstances of the observation.
d. May have additional observations, formal or informal, held at the discretion of the
administrator. The teacher s achievement as it relates to the Iowa Teaching
Standards and Criteria should be emphasized.
e. Will continue to maintain a cumulative collection of evidence. The collection
serves as a catalyst for substantive growth in areas of teaching, philosophy,

3
methods and goals. Moreover, the collection provides administrators with
concise, selective, evidence-based information from a variety of sources.
f. At the end of the school year will receive a summative evaluation. A conference
will be held to review and sign the summative evaluation. This conference must
be held on or before March 30. As part of this summative evaluation, the
evaluator will be asked to verify that the teacher meets all of the Iowa Teaching
Standards and all of the criteria. If he/she does not, he/she will not be allowed to
receive a regular teaching license. He/she will either be allowed a third year to
meet this threshold or be removed from the teaching profession (with an appeal
process associated with the latter). Evaluators shall implement a mandated
remediation programby December if a teacher is in danger of not meeting all
eight Iowa Teaching Standards. It is important that remediation can be
implemented prior to the final evaluative decision in the spring.
FORMS: Pre-observation, Comprehensive Teacher Evaluation

3. Probationary Teachers: Career teachers who are new to SCSD and new
teachers in their third year of teaching.
a. These teachers do not receive a state-sponsored mentor. However, they will be
evaluated using the Iowa Teaching Standards and Criteria.
b. Must be formally observed at least three times during the school year. These
observations will have pre-observation and post-observation conferences. It is
suggested that an observation be at least 30 minutes in length. Administrators
should note the circumstances of the observation.
c. At the end of the school year will receive a summative evaluation using the
district s form (Career Performance Summative Evaluation). A conference will
be held to reflect on teacher strengths and areas of improvement related in each
standard. This conference must be held on or before March 30 of the first school
year in Sheldon.
d. This process will be done for three consecutive years.
FORMS: Pre-observation, Career Performance Summative Evaluation

4. Career teachers who are veterans in the SCSD (non-probationary):
a. Career teachers (3
rd
year and beyond) will have a Summative Evaluation once
every three years.
b. The Summative Evaluation will be used to determine whether the teacher s
performance meets school district expectations and the Iowa Teaching Standards
in accordance with section 284.7 of the Iowa Code.
c. In writing the Summative Evaluation, the evaluator will use data collected
throughout the three-year evaluation cycle. Such data will include, but not be
limited to:
Formative Observations
Formative observations will include three formal classroom
observations and informal classroom observations such as a Walk-
through at the discretion of the evaluator.
Formal observations are conducted with the full advance knowledge
of the teacher.

4
Formal observations include a pre-observation conference, an
observation, a post-observation conference, and a written document
that summarizes the key points of the observation.
Written documentation will be completed for data collected during
an informal observation if it will be used in composing the
Summative Evaluation. The teacher will be given a copy of any
such documentation.
Dialogue with the Teacher
The evaluator will hold a conference with the teacher at least once each
year to discuss the teacher s progress in meeting the Iowa Teaching
Standards.
Individual Career Development Plan
Documentation and assessment of goal attainment will be made each
year.
Teacher Presentation of Artifacts
Teachers will collect, present and justify artifacts that show attainment
of the Iowa Teaching Standards for those standards not observed or
dialoged..

d. A Summative Conference to review and sign the Summative Evaluation will be
held on or before March 30 in the third year of the teachers evaluation cycle.
The purpose of the conference will be to reflect on teacher s strengths and areas
of improvement related to each standard. The evaluator will also verify if the
teacher meets all of the Iowa Teaching Standards and all of the accompanying
criteria.
e. The teacher s signature on any forms used in the summative evaluation process
indicates awareness of the content.
f. The evaluator may place a teacher in a Career Teacher Assistance Program
(Awareness and/or an Intensive Assistance) at any time during the three-year
evaluation cycle. Such placement will be made when the evaluator has a specific
concern(s) that the teacher s performance does not meet, or will not meet, any of
the first seven (7) Iowa Teaching Standards and accompanying criteria.
Placement in either programis not subject to grievance.
FORMS: Individual Teacher Professional Development Plan, Career Performance
Summative Evaluation, Pre-Observation, Comprehensive Teacher Evaluation

Career Teacher Assistance Plan
a. Is designed to provide clear intervention and remediation for experienced teachers
whose job performance has been determined to not meet one or more of the Iowa
Teaching Standards.
b. May begin at any time.
c. The decision to implement a plan may be collaborative or directive.
d. Consists of two phases an Awareness Phase and an Intensive Assistance Phase.

Awareness Phase
a. It is expected that most performance concerns will be resolved through informal
discussions in a professional, collaborative manner.

5
b. If an evaluator determines a teacher s performance is not meeting district
expectations in view of the Iowa Teaching Standards and this situation is not
resolved to the evaluator s satisfaction by informal discussions, a formal meeting
will be held to discuss the performance issue. This formal meeting will be
considered the beginning of the Awareness Phase. The teacher may have a
representative present at this meeting or any meeting involving career teacher
intensive assistance.
c. The duration of the Awareness Phase shall be approximately one month.
d. During an Awareness Phase meeting, the evaluator will complete the Awareness
Phase: Improvement Plan form. This form conveys to the teacher, in writing, the
specific Iowa Teaching Standard(s) and accompanying criteria that are not being
met, the information/evidence documenting the specific performance concern(s),
actions to be taken, timelines for actions, and expected outcomes to be met.
e. The teacher may be asked to discontinue the Individual Teacher Professional
Development Plan during the Awareness Phase.
f. The teacher may seek assistance from other staff members on a voluntary basis.
A teacher-mentor or other peer who agrees to help the teacher receiving assistance
shall not be required to provide testimony or information to the teacher s
evaluator, principal or supervisor.
g. At the conclusion of the Awareness Phase, the evaluator and teacher shall meet.
The evaluator will complete the Awareness Phase: Final Summary form. The
evaluator will decide if:
The concern is resolved and the teacher returns to the Evaluation Cycle;
Progress has been made, Awareness Phase to continue; or
Concern is not resolved, the teacher is placed into the Intensive
Assistance Phase.
FORMS: Awareness Phase: Improvement Plan, Awareness Phase: Final Summary.

Intensive Assistance Phase
a. Begins after unsuccessful completion of an Awareness Phase.
b. If, in the judgment of the evaluator, the Awareness Phase does not result in a
teacher s satisfactory and timely progress toward meeting the Iowa Teaching
Standards, the evaluator will communicate in writing that the teacher is to be
placed into the Intensive Assistance Phase.
c. The Intensive Assistance Phase will begin with a formal meeting between the
teacher and the evaluator. During this meeting, the evaluator will complete the
Intensive Assistance: Improvement Plan form. This form will convey to the
teacher the specific Iowa Teaching Standard(s) that are of concern, the
information and evidence used in making this decision, actions to be taken,
resources needed, timelines for implementing actions, indicators of progress, and
expected outcomes. Teacher input will be used in the development of the action
plan.
d. With the agreement of the teacher or at the request of the teacher, an Intensive
Assistance Team may be created. This teammay consist of persons who have
experience or expertise in the performance area(s) in which the teacher is in need
of improvement.
Membership on the Intensive Assistance Team will be voluntary. The
district and teacher will mutually select the members of the team. A

6
teacher-mentor or other peer who agrees to help the teacher receiving
assistance shall not be required to provide testimony or information to the
teacher s evaluator, principal or supervisor.
If it is determined that an Intensive Assistance Teamwill be used, the
evaluator shall convene the initial meeting of the Intensive Assistance
Team with the teacher. The role of this teamis to use data and
information provided by the evaluator and the teacher to assist in
developing a planned approach to help the teacher attain the Iowa
Teaching Standards.
e. The duration of the Intensive Assistance Phase will vary depending upon the
needs of the teacher; however, it may not be for more than twelve months
(including the time involved in the Awareness Phase).
f. The Intensive Assistance Improvement Plan may be discontinued early upon
determination by the evaluator that the teacher has successfully accomplished the
goals of the plan.
g. After the Intensive Assistance Plan has been completed, the evaluator will
complete the Intensive Assistance: Final Summary form and make one of the
following decisions:
Concern resolved, the teacher returns to the Evaluation Cycle
Concern not resolved recommend:
o Contract termination
o Extend Intensive Assistance (if the twelve month time limit has not
elapsed)
FORMS: Intensive Assistance: Improvement Plan, Intensive Assistance: Final
Summary.


7
Pre-observation Plan for:
Date: Class: Time:

Please complete the following information one day before the scheduled pre-observation
conference. Please reference Iowa Teaching Standards and Criteria for each question.

1. What topic will be taught? Is this new learning, review learning, or diagnostic?





2. What are the instructional objectives for this lesson? What curriculum guide reference is
appropriate? Which district/building standards will be covered?





3. What teaching methods and procedures do you plan to use to accomplish the instructional
objectives?





4. What student activities are planned?





5. What techniques will be used to evaluate student accomplishment of the objectives? What
data, if any, will be collected for analysis?





6. What efforts have you done toward staff development progress, particularly toward the
districts current staff development plan?





7. Are there any particular teaching behaviors that you especially want monitored?




8






1. Demonstrates ability to enhance academic
performance and support for implementation of the
school district s student achievement goals.
a. Provides evidence of student learning to students,
families and staff.
b. Implements strategies supporting student,
building, and district goals.
c. Uses students performance data as a guide for
decision-making.
d. Accepts and demonstrates responsibility for
creating a classroomculture 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. Demonstrates competence in content knowledge
appropriate to the teaching position.
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.

3. Demonstrates competence in planning and
preparing for instruction.
a. Uses student achievement data, local standards,
and the district curriculumin 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.

4. Uses strategies to deliver instruction that meets
the multiple learning needs of students.
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.




Meets Standard Does not meet standard
Comments:




Meets standard Does not meet standard
Evidence Observed:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Meets standard Does not meet standard
Evidence Observed:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Meets standard Does not meet standard
Evidence Observed:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Meets standard Does not meet standard
Evidence Observed:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Sheldon Community School District
Comprehensive Teacher Evaluation

Name:___________________________________ Subject:_________________________________

Years Taught:________________ Date:_____________ Observation:_______________

9
5. Uses a variety of methods to monitor student
learning.
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.

6. Demonstrates competence in classroom
management.
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 classroomprocedures
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.

7. Engages in professional growth.
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.
e. 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.

8. Fulfills professional responsibilities established by
the school district.
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.
















Meets standard Does not meet standard
Evidence Observed:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Meets standard Does not meet standard
Evidence Observed:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Meets standard Does not meet standard
Evidence Observed:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________




Meets standard Does not meet standard
Evidence Observed:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________


Comments/Questions:_________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________


_______________________________ ___________ ________________________
Teacher s Signature Date Principal s Signature

10
Career Performance Summative Evaluation
Sheldon Community School District

Teacher:_________________________________________ Years Taught:______ Building:______________________

Evaluator:________________________________________ Date:_________________________

Date of: Observation 1:__________________ Observation 2:__________________ Observation 3:__________________

Staff member is meeting the expectations of the Iowa Teaching Standards
_____ Yes _____ No

If no is marked, state which standard(s) is (are) not met and identify the information and evidence used to make the decision.




Staff members overall performance comments and reflections





_______________________________________________________________________
Teacher Signature Date


_______________________________________________________________________
Administrator Signature Date

11
Standard One: Demonstrates ability to enhance academic performance and support for implementation of
the school districts student achievement goals.
Criteria Artifact/Observation Evidence to support attainment Date
a. Provides evidence of student
learning to students, families, and
staff.


b. Implements strategies
supporting students, building, and
district goals.


c. Uses students performance
data as a guide for decision-
making.


d. Accepts and demonstrates
responsibility for creating a
classroomculturethat 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.





12
Standard Two: Demonstrates competence in content knowledge appropriate to the teaching position.

Criteria Artifact/Observation Evidence to support attainment

Date
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.




13
Standard Three: Demonstrates competence in planning and preparing for instruction.


Criteria Artifact/Observation Evidence to support attainment Date
a. Uses student
achievement data, local
standards, and the district
curriculumin 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.


14
Standard Four: Uses strategies to deliver instruction that meets the multiple learning needs of students.



Criteria Artifact/Observation Evidence to support attainment Date
a. Aligns classroominstruction
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 theinstructional
process.


f. Uses available resources,
including technologies, in the
delivery of instruction.



15
Standard Five: Uses a variety of methods to monitor student learning.




Criteria Artifact/Observation Evidence to support attainment Date
a. Aligns classroomassessment
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.



16
Standard Six: Demonstrates competence in classroom management.




Criteria Artifact/Observation Evidence to support attainment Date
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
classroomprocedures 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.



17
Standard Seven: Engages in professional growth.






Criteria Artifact/Observation Evidence to support attainment Date
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 fromprofessional
development opportunities to
improve practice.


d. Establishes and implements
professional development plans
based upon theteacher s needs
aligned to the Iowa Teaching
Standards and district/building
student achievement goals.



18
Standard Eight: Fulfills professional responsibilities established by the school district.




Criteria Artifact/Observation Evidence to support attainment Date
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.



19


28
SHELDON COMMUNITY SCHOOL DISTRICT
INTENSIVE ASSISTANCE
AWARENESS PHASE IMPROVEMENT PLAN FORM


Teacher:___________________________________ Date:_________________

Specific Concerns for the following Iowa Teaching Standards:







Actions to be taken:






Timeline:






Expected Outcomes:






Next Meeting Date:






Teacher Signature_____________________________________ Date_____________

Administrator Signature________________________________ Date_____________

29
SHELDON COMMUNITY SCHOOL DISTRICT
INTENSIVE ASSISTANCE
AWARENESS PHASE FINAL SUMMARY FORM


Teacher:___________________________________ Date:_________________

Specific Concerns for the following Iowa Teaching Standards:
















Administrative Recommendation(s):






____ Concern Resolved, Return to Evaluation Cycle
____ Progress Made, Awareness Phase Continue
____ Concern Not Resolved, Recommend Movement to Intensive Assistance Phase

Teacher Comments:






Teacher Signature_____________________________________ Date_____________

Administrator Signature________________________________ Date_____________

30
SHELDON COMMUNITY SCHOOL DISTRICT
INTENSIVE ASSISTANCE PHASE IMPROVEMENT PLAN

Teacher:___________________________________ Date:_________________

Specific Concerns for the following Iowa Teaching Standards:





Actions to be taken:






Proposed Timeline:




Indicators of Progress:




Resources/Support Needed:




Expected Outcomes:




Next Meeting Date:




Teacher Signature_____________________________________ Date_____________

Administrator Signature________________________________ Date_____________

31
SHELDON COMMUNITY SCHOOL DISTRICT
INTENSIVE ASSISTANCE PHASE FINAL SUMMARY FORM

Teacher:___________________________________ Date:_________________

Meeting Dates:_________________________________________________________

Plan outcomes:







Iowa Teaching Standards not met:





Future considerations:





Teacher s comments:




Evaluator s comments:




____ Concern Resolved, Return to Evaluation Cycle
____ Progress Noted, Extend Assistance Timeline
____ Concerns Not Resolved, No Progress Noted, Recommend Non-Renewal of
Contract


Teacher Signature_____________________________________ Date_____________

Administrator Signature________________________________ Date_____________

32
Individual Teacher Professional Development Plan

The District Individual Teacher Professional Development Plan focuses on improving student learning
and should engage all teachers in collective professional development. Student needs drive the decision
making and student learning forms the basis on which professional development is designed, supported,
and evaluated. The Iowa Teacher Quality Programlegislation states that the local district is responsible
to develop and implement a District Individual Teacher Professional Development Plan that:
Aligns with the Iowa Teaching Standards.
Delivers professional development that is targeted at instructional improvement and
designed with the following components:
o Student achievement data and analysis
o Theory
o Classroomdemonstration and practice
o Observation and reflection, and
o Peer coaching
Includes an evaluation component that documents the improvement in instructional
practice and the effect on student learning
Integrates the instructional application of technology
Focuses on research-based instructional strategies aligned with the school district s
student achievement needs and the long-range and annual improvement goals established
by the district as well as supports the career development needs of individual teachers.

Guiding Questions for Development of the Individual Teacher Professional Development Plan

Goals:
Are your one or two goals clearly related to strengthening performance in relation to one
or more of the eight Iowa Teaching Standards?
Does the plan support district and school student achievement goals?
Is the plan substantive?
Is it feasible?
Is the plan specific enough that you will be able to determine progress?
Does it have the potential for sustaining your interest for the full length of the plan?

Activities:
Will the activities included in the plan support achievement of the plans goals?
Have you considered activities in which you are already engaged that might be
appropriate for inclusion in the plan?

Timeline:
Is the proposed timeline reasonable?
Is it specific enough to provide focus for accomplishing the goals?

Resources:
Have you identified materials, opportunities, and human resources who might be able to
assist you with this plan?

Learnings and Outcomes:
Have you clearly explained what you expect to learn and be able to do as a result of this
plan?
What products or outcomes will occur as a result of this learning?
How will you use this new learning with students and others?
How will you share what you learn with others?

33
Individual Teacher Professional Development Plan
Sheldon Community School District


___________________ ____________ _______________ ___________
Team/Teacher Name Subject/Grade Building Date

Names of Teachers Involved:



General Focus of the Plan:




Specific Goal(s):




Rationale for the Plan:
What student learning concerns will this plan address and what data is used for
analyzing the goals and progress:



How does this plan relate to building and/or district student achievement goals and
district career development goals?



How will the strategies and activities in this plan lead toward accomplishment of the
goal?



Proposed Strategies/Activities with Timeline:








34
Resources Needed to Implement the Plan:








__________________________________

__________________________________

__________________________________

__________________________________


__________________________________ ______________________________
Teacher s Signatures Date Administrator s Signatures Date




Iowa Teaching Standards/Criteria that are addressed in the plan:

35
Individual Teacher Professional Development Plan
Review Report
Sheldon Community School District

One Year Plan _____ Two Year Plan _____


___________________ ____________ _______________ ___________
Team/Teacher Name Subject/Grade Building Date

At this point in the plan, re-articulate your professional growth plan (does it now differ
in any way from your original plan?)






What progress have you made towards the plans completion?






What specific steps are necessary to continue with this plan?






What have you learned so far while implementing this plan?





Names of Teachers Involved:





36
Individual Teacher Professional Development Plan
End of Plan Report
Sheldon Community School District


___________________ ____________ _______________ ___________
Team/Teacher Name Subject/Grade Building Date

What are the results, outcomes and/or products or this plan?






What has been learned as a result of this plan?






As a result of this experience, what might be the focus of the next career development
plan?






What Iowa Teaching Standards/Criteria were addressed?







Names of Teachers Involved:





37
Teacher s comments and reflections:







Administrator s comments and reflections:









________________________________________________________________________
Teacher s Signature Date


________________________________________________________________________
Administrator s Signature Date


**Please attach any artifacts to support the outcome of the plan.

38
Is Intensive Assistance Support Appropriate?

Through the regular performance review process for Career teachers, or on the basis of an
incident, a concern arises about a teacher. . .



No

No

Yes
Yes
The problem relates to the quality
of teaching performance or
classroom management.
Does the problem relate to Iowa
Teaching Standards 1-7?
Implement Intensive
Assistance not to
exceed 12 months.
Apply appropriate
discipline (e.g., verbal
warning, written
reprimand, suspension,
etc.)
Investigate; investigation confirms
misconduct.
The problem relates to immoral, illegal,
unethical behavior or failure to meet
professional responsibilities established
by the school district.
Determine whether Intensive Assistance
is appropriate to address this concern.
Consult your attorney
Move to terminate or
seek resignation
Return to
Career Path
Intensive Assistance
not required
Was there sufficient
improvement made?

39
DISCIPLINE vs. INTENSIVE ASSISTANCE


Fail Pass Fail Pass
Misconduct
Discipline
(including discharge
or termination
Teaching
Performance
Standards
1 - 7
Standard
8
Intensive
Assistance
Discipline
(including discharge or
termination)
One
Standard
Multiple
Standards
Intense
Intensive
Assistance
Counsel out or
consult attorney
(re: discharge or
termination)
Return to
Career Track
Intensive
Assistance
Last Chance
Before Intensive
Assistance
Counsel out or
consult attorney
(re: discharge or
termination)
Return to
Career Track