Iowa Teaching Standards and Criteria

The Iowa Teaching Standards appear in Iowa Code section 284.3. The Model Criteria were
developed by the Iowa Department of Education with input from stakeholders and adopted by the
State Board of Education on 5/10/02. Changes to the criteria were adopted by the State Board of
Education on 5/13/10. The amendments strengthen Iowa’s commitment to using student
performance data to evaluate educators. They specifically address 281--Iowa Administrative Code
83, Teacher and Administrator Quality Programs.

Standard 1
Demonstrates ability to enhance academic performance and support for
implementation of the school district’s student achievement goals.

Criteria
The teacher:
• Provides multiple forms of evidence of student learning and growth to students, families,
and staff.
• Implements strategies supporting student, building, and district goals.
• Uses student performance data as a guide for decision making.
- All students we’re engaged with the second video(facing, watching the
video), 1 actively engaged(snapping, moving with the music)
• Accepts and demonstrates responsibility for creating a classroom culture that supports
the learning of every student.
- Teacher calls on one student to read a sentence. Has a student try the hard
words, continues to struggle so calls on a peer to read it. Goes back to the
same student to allow them to answer a different question
• Creates an environment of mutual respect, rapport, and fairness.
- Some students weren’t listening to the words but reading them first instead.
Teacher encouraged it as they were showing confidence
• Participates in and contributes to a school culture that focuses on improved student
learning.
• Communicates with students, families, colleagues, and communities effectively and
accurately.
- Looking ahead – shares that they will continue looking at instruments

Standard 2
Demonstrates competence in content knowledge appropriate to the teaching
position.

Criteria
The teacher:
• Understands and uses key concepts, underlying themes, relationships, and different
perspectives related to the content area.
- Student asks question about piano pedals for deeper understanding – teacher
shares an answer.
 - Student makes connection that they are playing classical music and it is a
concert
• Uses knowledge of student development to make learning experiences in the content
area meaningful and accessible for every student.
- Some students weren’t listening to the words but reading them first instead.
Teacher encouraged it as they were showing confidence
- Student asks question about piano pedals for deeper understanding – teacher
shares an answer.
- Another student comes in, asks why she’s wearing a coat – the student replies
she’s somewhere cold
- Students make connection between the first and third video, continue to
name off instruments that they see in the video
• Relates ideas and information within and across content areas.
- Student asks question about piano pedals for deeper understanding – teacher
shares an answer.
- Student makes connection that they are playing classical music and it is a
concert
- Students stated which words were musical instruments. Which ones are
people? What are some types of music?
• Understands and uses instructional strategies that are appropriate to the content area.
- Teamwork! Allows students to work together after 45 seconds gives students
3 minutes to finish. Sets timer to ensure they keep the time limit
Standard 3
Demonstrates competence in planning and preparing for instruction.

Criteria
The teacher:
• Uses student achievement data, local standards, and the district curriculum in planning
for instruction.
• Sets and communicates high expectations for social, behavioral, and academic success
of all students.
- Teacher gives directions

• Uses student’s developmental needs, backgrounds, and interests in planning for

instruction.
- Continued with another video of a dancer with the music while adding
comments to help the students understand.
 - Teacher goes over words that don’t follow sound rules the students may not
understand
• Selects strategies to engage all students in learning.
- All students we’re engaged with the second video(facing, watching the
video), 1 actively engaged(snapping, moving with the music)
- All but one student raised their hands to answer questions, the one who
didn’t raise their hand still answered questions and was participating
• Uses available resources, including technologies, in the development and sequencing of
instruction.
- While students watch video over picture, they are logging in to pg. 18

- All students we’re engaged with the second video(facing, watching the
video), 1 actively engaged(snapping, moving with the music)
Standard 4
Uses strategies to deliver instruction that meets the multiple learning needs of
students.

Criteria
The teacher:
• Aligns classroom instruction with local standards and district curriculum. • Uses
research-based instructional strategies that address the full range of cognitive levels.
• Demonstrates flexibility and responsiveness in adjusting instruction to meet student
needs.
- Continued with another video of a dancer with the music while adding
comments to help the students understand.
- Teacher repeats the directions

- Zooms in on pictures and words so students can see the pictures

• Engages students in varied experiences that meet diverse needs and promote social,
emotional, and academic growth.
- Teacher calls on one student to read a sentence. Has a student try the hard
words, continues to struggle so calls on a peer to read it. Goes back to the
same student to allow them to answer a different question
- Continued with another video of a dancer with the music while adding
comments to help the students understand.
- Teacher goes over words that don’t follow sound rules the students may not
understand
 - Teacher repeats the directions

- Other group doesn’t work as well together so teacher assist and reads to the
group
- Timer goes off, teacher has them go over it as a group starting with choral
reading. Allows them to put the answers in that they think are correct and
continues to read with those answers. Gets to a point that they can’t continue
with the incorrect answers so they go back. Since students are confused, she
starts a video about an opera house.
- Moves video forward so they can hear what type of music you usually hear in
a theater
• Connects students’ prior knowledge, life experiences, and interests in the instructional
process.
- Teamwork! Allows students to work together after 45 seconds gives students
3 minutes to finish. Sets timer to ensure they keep the time limit
- Continued with another video of a dancer with the music while adding
comments to help the students understand.
- Students stated which words were musical instruments. Which ones are
people? What are some types of music?
- Students try out words in the sentence, reading to see if they make sense
(group of 3)
- Timer goes off, teacher has them go over it as a group starting with choral
reading. Allows them to put the answers in that they think are correct and
continues to read with those answers. Gets to a point that they can’t continue
with the incorrect answers so they go back. Since students are confused, she
starts a video about an opera house.
• Uses available resources, including technologies, in the delivery of instruction.
- Closed captioning on the video

- Timer goes off, teacher has them go over it as a group starting with choral
reading. Allows them to put the answers in that they think are correct and
continues to read with those answers. Gets to a point that they can’t continue
with the incorrect answers so they go back. Since students are confused, she
starts a video about an opera house.
- Students make connection between the first and third video, continue to
name off instruments that they see in the video
 - Moves video forward so they can hear what type of music you usually hear in
a theater
Standard 5
Uses a variety of methods to monitor student learning.

Criteria
The teacher:
• Aligns classroom assessment with instruction.
- Students stated which words were musical instruments. Which ones are
people? What are some types of music?
- Goes back to questions and students continue to answer questions

• Communicates assessment criteria and standards to all students and parents.

• Understands and uses the results of multiple assessments to guide planning and
instruction.
• Guides students in goal setting and assessing their own learning.
• Provides substantive, timely, and constructive feedback to students and parents.
- Teacher circulates to help students get to where they need to be

- “I see green” – teacher praises students for getting them correct

• Works with other staff and building and district leadership in analysis of student
progress.

Standard 6
Demonstrates competence in classroom management.

Criteria
The teacher:
• Creates a learning community that encourages positive social interaction, active
engagement, and self-regulation for every student.
- Some students weren’t listening to the words but reading them first instead.
Teacher encouraged it as they were showing confidence
- Teamwork! Allows students to work together after 45 seconds gives students
3 minutes to finish. Sets timer to ensure they keep the time limit
- Teacher has students name instruments they saw or learned about today

- Displays “things to say instead of I don’t know”

• Establishes, communicates, models, and maintains standards of responsible student

behavior.
 - One student comes in from the restroom and the teacher asks the question
and says something about music. Then sends the student to sign back in
- Student asks for awesome tags so teacher reiterates how you get awesome
tags
- Displays “things to say instead of I don’t know”

• Develops and implements classroom procedures and routines that support high
expectations for student learning.
- Displays “things to say instead of I don’t know”

• Uses instructional time effectively to maximize student achievement.

- Teamwork! Allows students to work together after 45 seconds gives students
3 minutes to finish. Sets timer to ensure they keep the time limit
- While students watch video over picture, they are logging in to pg. 18

•Creates a safe and purposeful learning environment.

Standard 7
Engages in professional growth.

Criteria
The teacher:
• Demonstrates habits and skills of continuous inquiry and learning.
• Works collaboratively to improve professional practice and student learning.
• Applies research, knowledge, and skills from professional development opportunities to
improve practice.
• Establishes and implements professional development plans based upon the teacher’s
needs aligned to the Iowa teaching standards and district/buildingstudent achievement
goals.
• 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.

Standard 8
Fulfills professional responsibilities established by the school district.

Criteria
The teacher:
• Adheres to board policies, district procedures, and contractual obligations.
• Demonstrates professional and ethical conduct as defined by state law and district
policy.
• Contributes to efforts to achieve district and building goals.
• Demonstrates an understanding of and respect for all learners and staff.
• Collaborates with students, families, colleagues, and communities to enhance student
learning.

Iowa Department of Education 3