Standards Assessments

The Iowa State University Teacher Education Program prepares caring, competent, and certified teachers and is designed to serve Iowans through effective teaching, scholarship, and outreach.  Our conceptual framework underpins a dynamic University Teacher Education Program which includes all Education students ranging from Early Childhood Education to Elementary Education to Secondary Education.

The University Teacher Education Program has a rigorous standards-based curriculum. Two sets of standards are used throughout the program, one that is targeted for pre-service teachers (Standards for University Teacher Education Programs/Candidates which originates from the Iowa Administrative Code, Chapter 79, Standards for Practitioner Preparation Programs) and the other set that is targeted for in-service teachers (the eight Iowa Teaching Standards and Model Criteria adopted by the State Board of Education). Both are listed below in full.

The State of Iowa requires all teacher preparation programs to assess students’ teaching and content competencies.  In order to be recommended for a teaching license, all students must have demonstrated satisfactory performance across these designated competencies. The University Teacher Education Program's Professional Teacher Education Requirement, or its equivalent courses, are mapped and aligned. Students are informed at the outset as well as reminded and formatively assessed throughout the Program, regardless of licensure area. They must demonstrate successful performance on all of the Standards Assessments, which in turn are aligned with University and, where available, National standards. Each licensure area uses Standards Assessments metrics for its methods and field experience courses, in addition to those required in the Professional Core Curriculum. A summative assessment occurs during student teaching to ensure that all candidates recommended for licensure have successfully demonstrated competence on every standard.

Standards for University Teacher

Education Programs/Candidates:

Each candidate will exhibit competency in all of the following standards:

a. Content/subject matter specialization. The candidate demonstrates an understanding of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate teaches, and creates learning experiences that make these aspects of the subject matter meaningful for students. This is evidenced by a completion of a 30-semester-hour teaching major which must minimally include the requirements for at least one of the basic endorsement areas, special education teaching endorsements, or secondary level occupational endorsements. Each elementary candidate must also complete a field of specialization in a single discipline or a formal interdisciplinary program of at least twelve semester hours.

b. Student learning. The candidate demonstrates an understanding of human growth and development and of how students learn, and receives learning opportunities that support intellectual, career, social and personal development.

c. Diverse learners. The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that are equitable and adaptable to diverse learners.

d. Instructional planning. The candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.

e. Instructional strategies. The candidate demonstrates an understanding and use of a variety of instructional strategies to encourage students development of critical and creative thinking, problem-solving, and performance skills.

f. Learning environment/classroom management. The candidate uses an understanding of individual and group motivation and behavior; creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation; maintains effective classroom management; and is prepared to address behaviors related to substance abuse and other high-risk behaviors.

g. Communication. The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.

h. Assessment. The candidate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the student, and effectively uses both formative and summative assessment of students, including student achievement data, to determine appropriate instruction.

i. Foundations, reflective practice and professional development. The candidate develops knowledge of the social, historical, and philosophical foundations of education. The candidate continually evaluates the effects of the candidate's choices and actions on students, parents, and other professionals in the learning community; actively seeks out opportunities to grow professionally; and demonstrates an understanding of teachers as consumers of research and as researchers in the classroom.

j. Collaboration, ethics and relationships. The candidate fosters relationships with parents, school colleagues, and organizations in the larger community to support students learning and development; demonstrates an understanding of educational law and policy, ethics, and the profession of teaching, including the role of boards of education and education agencies; and demonstrates knowledge and dispositions for cooperation with other educators, especially in collaborative/co-teaching as well as in other educational team situations.

k. Technology. The candidate effectively integrates technology into instruction to support student learning.

l. Methods of teaching. Methods of teaching have an emphasis on the subject and grade level endorsement desired.

Iowa Teaching Standards and

Criteria

Iowa State University also uses the same competency standards that are used to evaluate Iowa's teachers. The eight standards and forty-two criteria are listed below:

Standard 1

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

The teacher:
- Provides evidence of student learning to students, families, and staff.
- Implements strategies supporting student, building, and district goals.
- Uses student performance data as a guide for decision-making.
- 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.
- Participates in and contributes to a school culture that focuses on improved student learning.
- Communicates with students, families, colleagues, and communities effectively and accurately

Standard 2

Demonstrates competence in content knowledge appropriate to the teaching position.

The teacher:
- 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.

Standard 3

Demonstrates competence in planning and preparing for instruction.

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.
- Uses student developmental needs, background, and interests in planning for instruction.
- Selects strategies to engage all students in learning.
- Uses available resources, including technologies, in the development and sequencing of instruction.

Standard 4

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

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.
- 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.

Standard 5

Uses a variety of methods to monitor student learning.

The teacher:
- Aligns classroom assessment with instruction.
- 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.
- Works with other staff and building and district leadership in analysis of student progress.

Standard 6

Demonstrates competence in classroom management.

The teacher:
- 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.

Standard 7

Engages in professional growth.

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/building student achievement goals.

Standard 8

Fulfills professional responsibilities established by the school district.

The teacher:
- Adheres to board policies, district procedures, and contractual obligations.
- Demonstrates professional and ethical conduct as defined by state law and individual 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.