The learner and learning
Standard 1: Learner development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2: Learning differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard 3: Learning environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard 4: Content knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard 5: Application of content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard 7: Planning for instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 8A: Technology
The teacher integrates current and emerging technology in instruction to encourage student creativity, problem solving, collaboration, and digital literacy. Teachers practice and advocate safe, legal, and responsible use of information and technology.
Standard 9: Professional learning and ethical practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard 10: Leadership and collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Iowa State University also uses the same competency standards that are used to evaluate Iowa’s teachers. The eight standards and 42 criteria are listed below:
Demonstrates ability to enhance academic performance and support for implementation of the school district student achievement goals.
- 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
- 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
Demonstrates competence in content knowledge appropriate to the teaching position.
- 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.
Demonstrates competence in planning and preparing for instruction.
- 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
Uses strategies to deliver instruction that meet the multiple learning needs of students.
- 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
Uses a variety of methods to monitor student learning.
- 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
Demonstrates competence in classroom management.
- 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
Engages in professional growth.
- 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
- 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
Fulfills professional responsibilities established by the school district.
- 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