DCSD Induction Program Project Plan for

Quarter 1: Iowa Teaching Standards 7 and 8

Overview
We will start this year with attention to the Iowa Teaching Standards for Professional Growth and
Responsibilities (standards 7 and 8) as we look towards starting or completing our professional
portfolios in preparation for applying for a standard teaching license.

Directions:
● By the first quarter Induction Meeting:
○ Review the connections (linked below) in the document so that there is a sound
understanding of why the project at hand is in direct alignment with the Iowa Teaching
Standards, the NIET Instructional Rubric, the DCSD Teaching and Learning Plan, and the
Induction Program Portfolio.
○ Review the Project Details section of this document (linked below) for the specific
actions you will undergo in this Plan/Teach/Reflect experience.
● At the first quarter Induction Meeting:
○ You will be provided more information on the project and portfolio as well as
professional learning to support Standards 7 and 8. You will also be given time to work
with your Mentor on the project and portfolio.
● By the end of first quarter:
○ Complete all items listed within the project (linked below).

Overview

Project Details

Connection to the Iowa Teaching Standards and Criteria

Connection to the Induction Program Portfolio

Connection to the National Board for Professional Teaching Standards

Connection to the NIET Instructional Rubric

Connection to the DCSD Teaching and Learning Plan

Project Details

All of our projects will revolve around a collaboration cycle with your Mentor Teacher in which you will
plan, teach, and reflect. The steps for each part of the cycle are outlined below. Please reach out to your
Mentor or Jen Van Fleet if you have any questions about completing the project requirements:

Plan
1. Setting a goal:
a. Review A Framework for Understanding the Iowa Teaching Standards and Criteria pages
for Standards 7 and 8.
b. For each criterion page, select one of the elements on which you would like to grow.
Circle where you believe you are now on the rubric, and draw an arrow where you
would like to be.
c. On one of the blank pages within the book, write a goal for yourself. Examples are
below:
i. Example 1: Goal for Standard 7, Criterion A: By Winter Break, I will identify two
professional development opportunities relevant to my position that I can
attend in order to enhance my content knowledge.
ii. Example 2: Goal for Standard 8, Criterion E: By the end of first quarter, I will
engage in a conversation with 100% of my families by phone call or email in
order to build a relationship with my students and know more about their
interests and needs.
2. Pre-Observation Meeting: Your Mentor will arrange a time to meet with you to plan the
upcoming Mentor observation.
a. Before the meeting:
i. Create an initial lesson plan to share with your Mentor at or before the pre-
observation meeting.
ii. Identify 1-2 actions/behaviors you would like your Mentor to observe.
1. Examples: Do my transitions allow me to maximize my instructional
time? Do I call on a variety of students in a discussion? Are my
instructions clear and easily understood by the students? Are my
students engaged or are they off task?
b. At the meeting:
i. Review your lesson plan with your Mentor. He or she will provide you with
feedback on ideas to consider before you teach.
ii. Review the observation and what you are interested in your Mentor observing.
iii. Confirm the date/time of observation.
iv. Confirm the date/time of the post-observation meeting.

Teach
 1. With your lesson plan as your guide, relax and teach! Remember that your Mentor is your
colleague who is there to help you grow. Do not worry about perfection. Your goal is to meet
later and reflect on what occurred and to adjust future instruction as needed.

Reflect
1. Post-Observation Meeting:
a. Review the lesson plan, and discuss with your Mentor what he/she observed. Either
with your Mentor or individually, record your lesson reflection on your lesson plan
document.
i. What went well?
ii. What would you change going forward?
iii. How did your actions contribute to student learning?
iv. How do the results of your assessment impact your future instruction?
v. What information, if any, do you need to share with your CTT?
b. With your Mentor’s advice and connections, make plans to observe a colleague’s
classroom for a lesson. Your mentor will help to select the right person and make the
arrangements for a coverage if needed. Following the observation, complete the post-
observation reflection form.
2. Review your goal:
a. Return to the goal you made during your planning phase. Update it as needed, and then
make your goal visible. Ideas for visibility: Post it in your classroom. Post it in your
portfolio. Share it with your Mentor. Tweet it out. #dcsdpln
3. Update your portfolio:
a. For this project, you have produced some artifacts that should be included in your
portfolio: Goal, lesson plan.
b. You may not have artifacts for all the criteria for Standards 7 and 8 yet, and that is
okay. Add what you have now, and add the rest later.
c. You may have collected evidence that would work for other standards/criteria. That’s
okay! Add those ahead of time if you wish. Hint: Look at the artifact examples if you’re
not sure what you could include.
Connection to the Iowa Teaching Standards and Criteria

Standard 7: Engages in Professional Growth

● 7a: Demonstrates habits and skills of continuous inquiry and learning.
● 7b: The teacher works collaboratively to improve professional practice and student learning.
● 7c: The teacher applies research, knowledge, and skills from professional development
opportunities to improve practice.
● 7d: The teacher establishes and implements professional development plans based upon the
teacher needs aligned to the Iowa Teaching Standards and district/building student
achievement goals.
● 7e: The teacher provides an analysis of student learning and growth based on teacher created
tests and authentic measures as well as any standardized or district-wide tests.

Standard 8: Fulfills Professional Responsibilities Established by the School District

● 8a: The teacher adheres to board policies, district procedures, and contractual obligations.
● 8b: The teacher demonstrates professional and ethical conduct as defined by state law and
individual district policy.
● 8c: The teacher contributes to efforts to achieve district and building goals.
● 8d: The teacher demonstrates an understanding of and respect for all learners and staff.
● 8e: The teacher collaborates with students, families, colleagues, and communities to enhance
student learning.
Connection to the Induction Program Portfolio

Below you will find a list of suggested evidence that you collect around Iowa Teaching Standards 7 and
8. While you do not have to collect all this evidence at this point, you will want to be aware of how it
showcases your connection to the Iowa Teaching Standards.

Remember that for your portfolio, you will need to include evidence that demonstrates all of the Iowa
Teaching Standards and each individual criterion. Click here for even more examples.

Criterion Suggested Evidence

7a: Demonstrates habits and skills of continuous inquiry and learning. A lesson plan that shows how you
reflected on your instruction.

7b: The teacher works collaboratively to improve professional practice and Your CTT form.
student learning.
7c: The teacher applies research, knowledge, and skills from professional An annotated list of resources (blogs,
development opportunities to improve practice. articles, books, podcasts) with which
you have engaged.

7d: The teacher establishes and implements professional development plans Your career development plan.
based upon the teacher needs aligned to the Iowa Teaching Standards and
district/building student achievement goals.

7e: The teacher provides an analysis of student learning and growth based A common formative assessment
on teacher created tests and authentic measures as well as any standardized (CFA) with an analysis of results.
or district-wide tests.

8a: The teacher adheres to board policies, district procedures, and Your career development plan.
contractual obligations.
8b: The teacher demonstrates professional and ethical conduct as defined A schedule of our induction program
by state law and individual district policy. meetings or the ethics training
verification slide from 8/13/18.
8c: The teacher contributes to efforts to achieve district and building goals. Your CTT form.

8d: The teacher demonstrates an understanding of and respect for all A video reflection on the DCSD
learners and staff. accountability statement: :Every
member of the DCSD team is
responsible for the success of ALL of
our students.”
8e: The teacher collaborates with students, families, colleagues, and A written reflection on
communities to enhance student learning. parent/teacher conferences.
Connection to the National Board for Professional Teaching Standards

Developed and revised by practicing educators based on research and practitioner expertise, the
National Board Five Core Propositions and Standards describe what accomplished teachers should know
and be able to do to have a positive impact on student learning.

As we work together in the DCSD Induction Program, we will align our work always with the goal of
becoming accomplished educators.
Connection to the NIET Instructional Rubric
The Iowa Teaching Standards 7 and 8 connect to the NIET Instructional Rubric Indicator of Reflecting on
Teaching as well as Developing Professionally:

We will also provide some information for you during quarter 1 about our DCSD Foot Pantry which is in
alignment with the NIET Rubric Indicator of Community Involvement:
Connection to the DCSD Teaching and Learning Plan

In a district as large as Davenport, we have a dynamic workforce. It is crucial that when this many people
work together that we have common mission, vision, values, and goals so that we can work smarter not
harder. A few years ago, a number of leaders from all different roles in our district worked together to
develop and launch a long range plan for Davenport so that no matter your role, you knew where you fit
into our mission.

Everything that you’ll experience as a DCSD educator is linked

somehow to the details outlined in the Teaching and Learning Plan. It
would be helpful for this project to have a general awareness of its
existence and the “4 pillars”:
● Multi-Tiered System of Support for Students (MTSS)
● Standards-Based Assessment and Reporting (SBAR)
● Davenport Way
● Instructional Practices

In future induction program meetings, we will go in depth into each of the four pillars and what details
impact your classroom.

DCSD Vision: Education that challenges conventional thinking, prepares all students to compete in a
global society, and inspires our students, parents, staff, and community to answer the question, “What
if?”

DCSD Mission Statement: To enhance each student’s abilities by providing a quality education enriched
by our diverse community.