IOWA TEACHING STANDARDS

 Iowa Teaching Standard #1

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

 

 

Criterion a: Provides evidence of student learning to students, families, and staff

Our district's Curriculum Designer tool is the best evidence that information is going out to others about students' achievement.  My units are posted on the syllabus along with the accompanying standards and benchmarks. My newsletter is updated at least quarterly and includes information concerning what might be going on in my classroom, along with helpful websites.   Find my bio page here along with links to my newsletter .

Criterion b: Implements strategies supporting student, building, and district goals

As a part of a math initiative our building is focusing on the area of geometry and measurement to help improve student scores on the ITBS test as well as on our alternative assessments. I have volunteered to be part of our building's Every Student Counts math group in which we attend training sessions at our AEA to learn new strategies for teaching math in the designated areas. My responsibilities will be to take the strategies learned and implement them in the classroom.  Also, as part of the ESC initiative, we give pre/posttests to determine where our students are before the strategies are used and then how effective the strategies might have been at the end of the school year.  As part of my responsibilities with the ESC Team, I complete an implementation log to record how often the strategies are/have been used.  The data collected from this log helps the ESC team evaluate what strategies are being used as well as the number of times they are being used.

MSWord - implementation log for 1st quarter.doc

MSExcel - esc 6th grade pre-test data.xls

Criterion c: Uses student performance data as a guide for decision-making

At Fairfield Middle School, our professional development has focused on analyzing student achievement data to plan the course our staff development will follow. We have analyzed standardized test scores (ITBS) as well as the results of alternative assessments developed by our district in the areas of science, reading, and math. We have read articles and discussed possible strategies to effectively teach reading and increase reading achievement. I also administer probes for reading and math to measure student progress towards their IEP goals during each quarter of the school year. 

notes 2_17 staff meeting. PDF

 

Criterion d: Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student

I use bright posters that are both motivational (quotes from authors, words of advice) and educational (Punctuation, parts of speech, QAR). I have a reserved area in the room where I work one-on-one with students needing additional instruction. I model good listening skills and respectful behavior, and ask that my students to do the same. My classroom expectations are posted on a bulletin board and we discuss those expectations at the beginning of each school year.  I implement techniques that allow my students to participate in facilitating their own learning by teaching and using QAR as well as other strategies.

 

 

Iowa Teaching Standard#2

 

Demonstrates competence in content knowledge appropriate to the teaching position.

 

 

Criterion a: Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area

I use the district curriculum for math in my classroom. The standards and benchmarks covered in each unit can be viewed on my syllabus, as well as being posted in my room.  SEE MY SYLLABUS HERE.   I also work with the 7th grade math instructor as a collaborative partner to help facilitate differentiation within the curriculum being taught.


Criterion b: Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student

I try to use various strategies that I have learned through the ESC and Literacy initiatives to assist students in accessing information they are to learn in different ways.  I provide Internet websites that allow students to practice skills using other then paper/pencil activities.  I give students hands-on activities that allow them to use their auditory, visual, as well as kinesthetic senses to acquire knowledge.

NEWSLETTERS

 

Criterion c: Relates ideas and information within and across content areas

The seventh grade team has developed several interdisciplinary units and lessons over the years. The best example of this collaboration is our Cemetery Day unit which covers a multitude of subject areas. Some activities include: writing obituaries for language arts, studying death customs of other cultures for social studies, and doing gravestone rubbings and designing tombstones for art. The following picture shows a colleague presenting the Cemetery Day Jeopardy game she created to the 7th grade team.  This game was added to our video station which we all felt was the weakest activity.  We added the game as a fun way to see what the students remembered from the video.



The seventh grade team meets twice weekly to collaborate, plan, and work for the good of the students and our building. We also meet once monthly before school with teachers who cannot attend our meetings during the school day. Team notes are taken during the meeting and immediately e-mailed to the entire seventh grade team as well as administration. The following are notes from our 1/8/07 team meeting: 

MSWord - team minutes jan. 15.doc


Criterion d: Understands and uses instructional strategies that are appropriate to the content area

I use many different instructional strategies in my classroom to assist in meeting every student's needs. I use Distributed Practice to allow students to continue to practice skills we have learned in a previous unit/s.  I use "Problem Based Instructional Tasks" which allow students to discover information about the content either in a cooperative group or as individuals.  I teach vocabulary for each chapter/unit through the "Frayer Model", concept circles, "Complete the Idea", etc.  I use a rubric to assess student's work, which provides a model for expectations as well as a fair, nonjudgmental way of giving a final grade to the product produced.



MSWord - problem of the day math rubric.doc

MSWord - review what you need to know.doc chapter 5.doc

MSWord - comparing volume.doc

 

Iowa Teaching Standard#3

 

Demonstrates competence in planning and preparing for instruction.

 

 

Criterion a: Utilizes student achievement data, local standards, and the district curriculum in planning for instruction

I strive to make the lessons I teach align with our standards and benchmarks for math.  The standards/benchmarks I target for the year are determined by assessing what students have mastered and what areas still need to be addressed.  Those standards/benchmarks are then posted in my syllabus, along with other pertinent information. See my math syllabus here.

 

Criterion b: Sets and communicates high expectations for social, behavioral, and academic success of all students

All rules and expectations for students are published in the Fairfield Middle School Student Handbook. This handbook is found at the beginning of every student's assignment journal and is also published online. We discuss the handbook extensively at the beginning of the year in homeroom. Class rules are printed on the paper syllabus handed to each class at the beginning of the year. School rules listed in the FMS Student Handbook can be seen in PDF format here. 
hb_02_03_middle 2.pdf


Criterion c: Uses students' developmental needs, background, and interests in planning for instruction

When planning for instruction for my students I strive to bring into that instruction as much of their prior knowledge, interests, and developmental needs as possible.  I assess the level at which they are performing academically by administering district probes, pretests, and reviewing ITBS test information.  I administer surveys which give me information on how they learn best.  I also give the students a "Getting to Know Your Better" worksheet which lets me see more than just the surface area of the students.  It gives me a rounded picture of what the student is "about".

MSWord - how do you learn survey.doc
MSWord - getting to know you questionnaire.doc

Criterion d: Selects strategies to engage all students in learning

I try to mix up the strategies I use in class to get my students thinking, creating, and learning. I have been introduced to many great strategies by being a member of the "Every Student Counts" math initiative, which provides a different approach to teaching the subject of math.   One of the strategies being taught within the ESC initiative is called the "Problem Based Instructional Task".  This strategy focuses on allowing students to develop their own thinking and strategies in solving contrived problems.  They are asked to look at many different ways that a solution can be developed and then implemented.  They are encouraged to share their perspective on the problem with others and to be open to the perspectives of other students.

MSWord - comparing volume.doc

 

Criterion e: Uses available resources, including technologies, in the development and sequencing of instruction 

I am fortunate to teach in a district that is a leader in the area of technology. We have three computer labs plus two carts of iBooks that can be moved into individual classrooms. We also have a fantastic media specialist that works directly with teachers. Our media specialist has a webpage with direct links to online databases that can be used for research.  I also use many websites to enhance instruction going on in the classroom.  I use them in the areas of assessment, research, practice, and introduction of concepts. View the FMS media center's webpage with all the online databases here.

 

WEBSITES

 

 

Iowa Teaching Standard#4

 

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

 

 

 

Criterion a: Aligns classroom instruction with local standards and district curriculum

When preparing lesson/units I refer to standards and benchmarks that align with what will be taught.  I post the standards/benchmark/s that are being addressed for students to be introduced at the beginning of the lesson/unit and refer back to them throughout the lesson/unit.  The standards and benchmarks are listed on my syllabus so that parents are able to see the concrete and formulated plan by which the instruction is being driven.

MATH SYLLABUS

Criterion b: Uses research-based instructional strategies that address the full range of cognitive levels I try to use research-based instructional strategies in my classroom. 

 

I have several websites that I visit frequently to look for articles that will provide me with information and strategies I can implement within my classroom or with collaborative teachers to assist all students.  Also, within my newsletter I have a link that supports the benefits of "reading aloud".  This link provides research-based credibility to the strategy of all students across all curriculums reading aloud.

 

EDUCATION WORLD

THE READ ALOUD HANDBOOK by Jim Trelease

 Criterion c: Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs

Adjusting curriculum pace and content are key components in making the learning experience for students meaningful.  This includes everything from taking advantage of the "teachable moment" to making accommodations for students with different needs.  Whenever possible, I make large posters of the worksheets/assignments students are asked to complete so that the class as a group can walk through what the final product should look like or how it should be done.  The students can then use the example as a resource as they complete their assignment.  If I see a particular weakness in student learning that may need added instruction, I search for websites, manipulatives, pencil/paper activities, etc. to help solidify the learning.

MATH WEBSITES

MANY THINGS TO DO

Criterion d: Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.

 

Within my classroom and curriculum I work to provide as many diverse learning experiences as possible.  I incorporate various technologies that provide students with different avenues through which to learn.  I use different groupings of students to facilitate cooperative learning or group work.  Materials and directions that I want all students to hear as well as see are read aloud either by me or a student.  During our homeroom time I have read from books that provide guidance in study habits, manners, and responsibility (see link to reading selection).  Another form of technology I have used with students to meet expectations of learning in classes is the web quest.  Through the web quest students can choose different methods of demonstrating their understanding of what the teacher is asking them to learn.

MSWord - how rude.doc

6th GRADE SOCIAL STUDIES WEBQUEST

Criterion e: Connects students' prior knowledge, life experiences, and interests in the instructional process

 

Students encounter many life experiences that they bring to the classroom from which we all can learn.  I try to get to know each of my students and to provide opportunities for them to use their interests and experiences to add to their success in the classroom.  As a volleyball coach, I get the opportunity to see students in a setting other than the classroom and provide learning experiences through the athletic activity.  I try to relate experiences from playing athletics back to the classroom.  I also get to know something about my students through their IEP process.  The students are asked to share their interests, strengths, their vision for the future, and any concerns they may have with how their educational program is progressing so that we may formulate an educational plan that best meets their needs.  They are invited to the annual/reevaluation staffing and are encouraged to voice their ideas and opinions.

MSWord - parent and student ideas for the iep.doc

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

I rely on the resources of my school, district, and community to help me provide an enriched learning environment in the classroom.  Some of the resources I use include:  computer teaching lab, iBooks, online databases, Kurzweil text reading/writing program, Inspiration software, and computer templates for student activities, to name a few.  We invite our public library's Youth Service Librarian into our reading classes every spring to present book talks about new books and to inform the students of the summer reading program at the library.  I also try to create chances for students to take advantage of technology.

NEWSLETTER MATH SITES


 

 

 

 

 

Iowa Teaching Standard#5

 

Uses a variety of methods to monitor student learning.

 

Criterion a: Aligns classroom assessment with instruction

Rubrics help me convey to my students what I expect from them right from the beginning of an assignment.  When I develop a rubric, I hand it out in paper form to the student, and I try to post it in some form on the internet.  See an example.

MSWord - frayer model rubric for vocabulary words.doc

I have used pretests and posttests effectively to evaluate students' knowledge of vocabulary.  I have given a "Knowledge Rating" on words that were to be used throughout a fractions unit.  After the "Knowledge Rating" was assessed, students were given a "Frayer Model" to complete that asked them to give a definition, example/nonexample, and a fact about the word.  The words students were to put in the "Frayer Model" were based on them being able to give a clear and understandable definition of the word on their "Knowledge Rating" worksheet.

MSWord - knowledge rating for fraction vocabulary.doc
 

Criterion b: Communicates assessment criteria and standards to all students and parents

 

My online newsletter and syllabus is the best strategy I have found to communicate to my students and their parents.  My syllabus is directly linked to the standards and benchmarks.  Rubrics are linked to certain assignments.  During parent/teacher conferences, I encourage parents to use the parent portal to keep appraised of their children's grades.  Click here to see my newsletters and syllabi.


Criterion c: Understands and uses the results of multiple assessments to guide planning and instruction

I use a variety of assessments in my classes.  As a building, we give Iowa Tests of Basic Skills to every student.  This year we also implemented the administration of the Every Student Counts math initiative pre/posttest to every student.  Every 8th grade student takes an alternative assessment in math.  Through these tests we get a good basis as a team of educators.  In my own individual classes, I give many informal assessments such as district probes, online assessments, pre/posttests, and knowledge ratings.  Click to see an example of some online assessments.

MATH ASSESSMENTS

Criterion d: Guides students in goal setting and assessing their own learning

Every year a staffing is held to develop goals for students with an Individualized Education Plan.  At this meeting students are afforded the chance to give input on how they feel their plan has progressed in the past year and what goals would be important to develop for the coming year.  They are encouraged to advocate for what they feel is important in their educational development and determine what they need to get there.

MSWord - parent and student ideas for the iep.doc

 

Criterion e: Provides substantive, timely, and constructive feedback to students and parents

We give or send mid-quarter reports to parents each quarter for those students who are receiving C-'s and below.  This is a good "heads-up" to families before the end of the quarter arrives.  But I try to take that a step further by handing a printed report to each student, no matter what their grade at this time.  It gives them an idea where they stand and what they can do before the end of the quarter to improve.  Click here to see a copy of the midterm form I use. 

Another useful tool is the parent portal.  Parents are able to access their child's grades at any time during the quarter to see grades, assignments, etc. 


Criterion f: Works with other staff and building and district leadership in analysis of student progress

I am lucky to teach in a school that follows the middle school concept of teaming.  My team meets twice per week, and I have been recorder and leader many times for my team.  We discuss curriculum, student concerns, teaching strategies, and interdisciplinary units, just to name a few things.  Click to see a copy of some minutes from a typical team meeting.

MSWord - team minutes jan. 15.doc

I have also worked closely with my CDP (Career Development Plan) team in developing our plan and then sharing strategies we've tried.  Click here to see notes from meetings where we have discussed strategies we have used in the classroom (use district: fairfield, password: 37sf305

 

Iowa Teaching Standard#6

 

Demonstrates competence in classroom management.

 

 

Criterion a: Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.

My pull out classes are very small so there is no necessity for a seating chart, it is left to the student's discretion as to where they choose to sit, unless I have a concern.  However, I am in an inclusion math classroom and the regular teacher in that class and I collaborate on seating charts to provide the optimum setting for students to interact with different groups of students.  We change the seating chart each quarter and in some cases may find that the mix of students we have selected during that time may need a degree of tweaking at some time during the quarter.  We also have tried "pods" instead of rows so that students feel they are a part of a team within the classroom.  At times, even when they are in their "pods", we allow students to choose the students they wish to complete the assignment with when we are working cooperatively.

 

Criterion b: Establishes, communicates, models, and maintains standards of responsible student behavior

Our seventh grade team has developed a set of team rules to strive for consistency between our classes.  I display these rules and discuss them with all my classes on the first day of school and throughout the year.  I discuss the idea of "reputation" with my students and how a person's reputation affects how others see them, both positively and negatively

 

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Criterion c: Develops and implements classroom procedures and routines that support high expectations for student learning.

 

I post our team rules on my bulletin board.  Our team came up with these rules to give the students some consistency from class to class.  One thing we really stress as a team is the concept of reputation.  Our slogan says Respect + Responsibility = Reputation.  I also try to keep my routine the same for my classes even when I'm absent.  I make careful notes explaining in great detail what the day will be like for my sub.  I also have listed as a group and individually as they relate to each day's instruction the standards and benchmarks which are driving the curriculum being taught.  The list of standards and benchmarks are posted at the front of my room and are referred to when reviewing previously taught lessons or when introducing a new lesson.

 

 

 

MSWord - sub notes for portfolio.doc


Criterion d: Uses instructional time effectively to maximize student achievement

Every day as students enter my classroom a prompt is given for them to open their assignment journals and write down the assignment/lesson script given on the board for that day's instruction.  By having the student's complete their assignment journal at the very start of class it gives them the opportunity to think about what will be going on in the classroom during the next 30 to 35 minutes.  This allows me the time to take attendance and make a note of the students who are absent and write down what they will be required to do upon their arrival back in class.

MSWord - student absence record sheet.doc

Criterion e: Creates a safe and purposeful learning environment

Within my classroom setting I provide an area where students may go to receive extra support in understanding and completing assignments.  They realize that this is a place where they may ask questions in a one-on-one situation without anyone else in the room knowing what they are doing or what they are struggling to understand.  In our group discussion I encourage students to take risks with their ideas, even though at times they may be on the wrong track.  I encourage them to learn from their mistakes and try to point out times when I have had the same experience myself as a teacher.  I push them to express their opinions and to be open when others are expressing theirs.  From the very beginning of the school year I stress that judging, ridiculing, and demeaning another student or adult is an unacceptable behavior, whether in my classroom, a colleagues classroom, or in other areas of the school's property.

 

Iowa Teaching Standard#7

 

Engages in professional growth.

 

 

Criterion a: Demonstrates habits and skills of continuous inquiry and learning

 

I try to keep current on what the research says concerning improving student performance in the area of math.  I look for articles on the web that will provide me with strategies and lessons that will assist me in helping students be better mathematicians.  I also have volunteered to be a part of the "Every Student Counts" math initiative which provides the opportunity to look at research, data, and assessments to see how we can better help students learn about and use math.  Click here to see my educational library newsletter. 

 

Criterion b: Works collaboratively to improve professional practice and student learning.

 

Over the past summer and school year the middle school has formed a team of math teachers (I am a part of that team) that are involved with a math initiative "Every Student Counts".  This math initiative seeks to target areas within our curriculum in which students are not performing as well as would be expected and then provides strategies to help minimize those deficits.  Through ESC meetings within our building and attendance of workshops presented through the AEA, we have begun to learn and then implement strategies within our classrooms that will help students acquire skills that over time will show steady improvement in both formal and informal assessments.  As an ESC team we have elected to build our Career Development Plan around this professional development.


MSWord - esc cdp.doc

 

Criterion c: Applies research, knowledge, and skills from professional development opportunities to improve practice

 

Although the strategies we have learned in our staff development have been targeted at improving reading scores I have attempted to transfer those strategies over to use with my math students.    The addition of vocabulary strategies in learning math vocabulary and also in being able to understand word problems has been very successful.  At the beginning of chapters I have used "Rate Your Knowledge" to determine student understanding of key vocabulary.  I have used the "Frayer  Model" to help students make connections with the vocabulary words, and  I  have given pre/posttests  as another means to determine students' levels of understanding. I have used QAR (Questions Answer Relationship) in helping students  understand the way they are thinking when finding solutions and answers.

MSWord - frayer math model.doc

MSWord - pretest posttest for vocabulary for fractions

MSWord - knowledge rating for fraction vocabulary.doc

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

 

The CDP (Career Development Plan) group that I am collaborating with this year consists of six math instructors and 1 administrator.  We meet extensively to discuss our CDP to make sure it aligns with the goals and expectations of our building, district, and state.  The focus of our plan is to see improvement in the skills of students in the areas of geometry and measurement.  Our team discusses strategies and progress in meeting the goal of the CDP. 

MSWord - fairfield community school district mid year reflection 2006-07.doc

 

 

Iowa Teaching Standard#8

 

 Fulfills professional responsibilities established by the school district.

 

 

 Criterion a:  Adheres to board policies, district procedures, and contractual obligations.

 

In our district we are provided with a computer program "Campus" that allows us to create and make public a syllabi and newsletter.  The district encourages us to use this program to keep students and parents informed of what is occurring in our classrooms.  I strive to keep my newsletter/s current and my syllabus as up to date as possible.  Click here to see a current newsletter.

 

Criterion b:  Demonstrates professional and ethical conduct as defined by state law and district policy.

 

Ethical conduct is an important topic that I strive to discuss and role play with my students when opportunities are available.  I try to model ethical behavior by treating students, parents, colleagues, and members of the community with respect and value them for the person they are.  I listen to opinions of others and offer my opinions so that it does not offend those I am working with or around.  I also try to follow the guidelines set down in the contract concerning work hours, contract days, use of sick days, etc.  I hold a current teaching license and attend mandated workshops that keep me in good standing with the district and state. I make every effort to meet my duties as an employee of this district by preparing for instruction, attending various meetings important in meeting district goals, and assisting students whenever possible, before or after the school day.

Click here to see my State of Iowa Teaching License

 

Criterion c:  Contributes to efforts to achieve district and building goals.

 

It is important to me as a professional to be current with what the educational research is telling us about how we should be teaching students.  To be able to have a part in the direction we are going as a district with this research I volunteer to be a member of the committees and teams working to develop what and where we will be expending our time and efforts in moving forward.  I am a part of the district Vertical Team, ESC math group, Head of the Special Education Department at the middle school, member of the SAT Team, and have been part of the NCA site team.  The Career Development Plan that I am involved with this year is focusing on improving math performance through the AEA initiative "Every Student Counts".

MSWord - esc cdp.doc

 

Criterion d:   Demonstrates an understanding of and respect for all learners and staff.

 

In the past summer I was able to be a part of a workshop that centered on helping ESL students to become successful in the classroom.  Through this workshop I learned various strategies that would be helpful with not only ESL students, but any student struggling to meet expectations in our curriculum.  They provided insight into how these students struggle in dealing with the language, expectations, customs, and ideas they are presented with each day.  At the end of this workshop I was able to compile surveys that I could use with all students to gain a better understanding of who they were and how I as their teacher could best meet their learning needs. 

MSWord - how do you learn survey.doc

MSWord - getting to know you questionnaire.doc

 

I try to show my respect for my colleagues by asking for their input when dealing with students' needs.  I  keep in contact with the teachers that have special needs students in their classes and offer my assistance.  I find out what their expectations are for me if I am going into their classroom as a "collaborative teacher" and strive to make the relationship cooperative and congenial.  I keep the lines of communication open through email and conferences to see how we can develop a plan of action that best meets the needs of the individual students. 

MSWord - teacher observation form.doc

 

Criterion e:  Collaborates with students, families, colleagues, and communities to enhance students learning.

 

As a part of my routine in preparing for annual/3 Year staffings for my special needs students I have parents and students complete a form of visions, ideas, and future goals.  This form is then used to develop the "Individual Education Plan" that is completed each year.  Along with this form that is completed by the student/parent I seek the input from the child's individual teachers to help give another perspective of the abilities and potential of the student.  Many times if the information I have collected is not as encompassing as I would like I ask for the support and input of the AEA agency to provide information as well as resources to further solidify the plan we are developing.

MSWord - parent and student ideas for the iep.doc