ARC 7168C
EDUCATION DEPARTMENT[281]
Notice of Intended Action
Proposing rulemaking related to teacher and administrator quality programs
and providing an opportunity for public comment
The State Board of Education hereby proposes to rescind Chapter 83, “Teacher and Administrator Quality Programs,” Iowa Administrative Code, and to adopt a new chapter with the same title.
Legal Authority for Rulemaking
This rulemaking is proposed under the authority provided in Iowa Code sections 284.3(3), 284.5(8) and 284.6(6).
State or Federal Law Implemented
This rulemaking implements, in whole or in part, Iowa Code chapter 284.
Purpose and Summary
This proposed rulemaking is in response to Executive Order 10. The status quo rules contain many instances of overly restrictive language and language that duplicates statutory text verbatim. The proposed rulemaking eliminates that language. The Department of Education proposes retaining standards that have the highest relationship to improving student success.
Fiscal Impact
This rulemaking has no fiscal impact to the State of Iowa.
Jobs Impact
After analysis and review of this rulemaking, no impact on jobs has been found.
Waivers
Any person who believes that the application of the discretionary provisions of this rulemaking would result in hardship or injustice to that person may petition the State Board for a waiver of the discretionary provisions, if any, pursuant to 281—Chapter 4.
Public Comment
Any interested person may submit written or oral comments concerning this proposed rulemaking. Written or oral comments in response to this rulemaking must be received by the Department no later than 4:30 p.m. on January 4, 2024. Comments should be directed to:

Thomas A. Mayes
Department of Education
Grimes State Office Building, Second Floor
400 East 14th Street
Des Moines, Iowa 50319-0146
Phone: 515.281.8661
Email: thomas.mayes@iowa.gov	
Public Hearing
Public hearings at which persons may present their views orally or in writing will be held as follows:

January 3, 2024
2 to 2:30 p.m.	State Board Room, Second Floor
Grimes State Office Building
Des Moines, Iowa	
January 4, 2024
10 to 10:30 a.m.	State Board Room, Second Floor
Grimes State Office Building
Des Moines, Iowa	
Persons who wish to make oral comments at a public hearing may be asked to state their names for the record and to confine their remarks to the subject of this proposed rulemaking.
Any persons who intend to attend a public hearing and have special requirements, such as those related to hearing or mobility impairments, should contact the Department and advise of specific needs by calling 515.281.5295.
Review by Administrative Rules Review Committee
The Administrative Rules Review Committee, a bipartisan legislative committee which oversees rulemaking by executive branch agencies, may, on its own motion or on written request by any individual or group, review this rulemaking at its regular monthly meeting or at a special meeting. The Committee’s meetings are open to the public, and interested persons may be heard as provided in Iowa Code section 17A.8(6).
The following rulemaking action is proposed:
	Item 1. Rescind 281—Chapter 83 and adopt the following new chapter in lieu thereof:
CHAPTER 83
TEACHER AND ADMINISTRATOR QUALITY PROGRAMS
DIVISION I
GENERAL STANDARDS APPLICABLE TO BOTH ADMINISTRATOR AND TEACHER QUALITY PROGRAMS
281—83.1(284,284A) Definitions. For the purpose of these rules, the following definitions apply:
“Administrator” or “school leader” means the same as “administrator” as defined in Iowa Code section 284A.2(1).
“Beginning administrator” means the same as defined in Iowa Code section 284A.2(2).
“Beginning teacher” means the same as defined in Iowa Code section 284.2(1). For purposes of the beginning teacher mentoring and induction program created pursuant to Iowa Code section 284.5 or in an approved career paths, leadership roles, and compensation framework or approved comparable system as provided in Iowa Code section 284.15, “beginning teacher” also includes preschool teachers who are licensed by the board of educational examiners under Iowa Code chapter 272 and are employed by a school district or area education agency.
“Comprehensive evaluation” means, with respect to a beginning teacher, the same as defined in Iowa Code section 284.2(2). With respect to a beginning administrator, “comprehensive evaluation” means the same as defined in Iowa Code section 284A.2(3).
“Department” means the department of education.
“Director” means the director of the department of education.
“District facilitator” means an individual in Iowa who serves as a coordinator for a district mentoring and induction program.
“Evaluator” means the same as defined in Iowa Code section 284.2(5).
“Intensive assistance” means the provision of organizational support and technical assistance to teachers, other than beginning teachers, for the remediation of identified teaching and classroom management concerns for a period not to exceed 12 months.
“Leadership standards” means the Iowa standards for school administrators adopted pursuant to Iowa Code section 256.7(27).
“Mentor” means, with respect to a beginning teacher, the same as defined in Iowa Code section 284.2(7). With respect to a beginning administrator, “mentor” means the same as defined in Iowa Code section 284A.2(7).
“Performance review” means the same as defined in Iowa Code section 284.2(8).
“School board” means the same as defined in Iowa Code section 284.2(9).
“State board” means the state board of education.
“Teacher” means the same as defined in Iowa Code section 284.2(11).
DIVISION II
SPECIFIC STANDARDS APPLICABLE TO TEACHER QUALITY PROGRAMS
281—83.2(284) Mentoring and induction program for beginning teachers.
	83.2(1) Option one: beginning teacher mentoring and induction program. Completion of a beginning teacher mentoring and induction program is one manner in which a beginning teacher may satisfy Iowa Code section 272.28(1).
	a. 	General.
	(1)	School districts and area education agencies may provide a beginning teacher mentoring and induction program for all beginning teachers as specified in Iowa Code section 284.5.
	(2)	A school district or area education agency may offer a teacher a third year of participation in the program if, after conducting a comprehensive evaluation, the school district or area education agency determines that the teacher is likely to successfully complete the mentoring and induction program by meeting the Iowa teaching standards by the end of the third year of eligibility. The third year of eligibility is offered at the employing district’s or area education agency’s expense. A teacher granted a third year of eligibility shall, in cooperation with the teacher’s evaluator, develop a plan to meet the Iowa teaching standards and district or area education agency career expectations. This plan will be implemented by the teacher and supported through the district’s or area education agency’s mentoring and induction program. The school district or area education agency will notify the board of educational examiners that the teacher will participate in a third year of the school district’s program. The teacher will undergo a comprehensive evaluation at the end of the third year. For purposes of comprehensive evaluations for beginning teachers, including the comprehensive evaluation necessary for the beginning teacher to progress to career teacher, the Iowa teaching standards and criteria are as described in rule 281—83.3(284). A school district or area education agency will participate in state program evaluations.
	b. 	Plan. Each school district or area education agency that offers a beginning teacher mentoring and induction program shall develop a sequential two-year beginning teacher mentoring and induction plan based on the Iowa teaching standards. A school district or area education agency will have the board adopt a beginning teacher mentoring and induction program plan and written procedures for the program. At the board’s discretion, the district or area education agency may choose to use or revise the model plan provided by the area education agency or develop a plan locally. The components of a district’s or area education agency’s beginning teacher mentoring and induction program shall include, but are not limited to, the following:
	(1)	Goals for the program.
	(2)	A process for the selection of mentors.
	(3)	A mentor training process that:
	1.	Is consistent with effective staff development practices and adult professional needs to include skills needed for teaching, demonstration, and coaching.
	2.	Addresses mentor needs, indicating a clear understanding of the role of the mentor.
	3.	Results in the mentor’s understanding of the personal and professional needs of new teachers.
	4.	Provides the mentor with an understanding of the district expectations for beginning teacher competencies based on the Iowa teaching standards.
	5.	Facilitates the mentor’s ability to provide guidance and support to new teachers.
	(4)	A supportive organizational structure for beginning teachers which will include:
	1.	Activities that provide access and opportunities for interaction between mentor and beginning teacher that at a minimum provide:
	●	Released time for mentors and beginning teachers to plan;
	●	The demonstration of classroom practices;
	●	The observation of teaching; and
	●	Feedback.
	2.	A selection process for who will be in the mentor/beginning teacher partnership.
	3.	Roles and responsibilities of the mentor.
	(5)	An evaluation process for the program, which includes:
	1.	An evaluation of the district and area education agency program goals,
	2.	An evaluation process that provides for the minor and major program revisions, and
	3.	A process for how information about the program will be provided to interested stakeholders.
	(6)	The process for dissolving mentor and beginning teacher partnerships.
	(7)	A plan that reflects the needs of the beginning teacher employed by the district or area education agency.
	(8)	Activities designed to support beginning teachers by:
	1.	Developing and enhancing competencies for the Iowa teaching standards, and
	2.	Providing research-based instructional strategies.
	(9)	Funds, if appropriated by the general assembly, received by a school district or area education agency from the beginning teacher mentoring and induction program will be used for any or all of the following purposes: to pay any applicable costs of the employer’s share of contributions to federal social security and the Iowa public employees’ retirement system for a pension and annuity retirement system established under Iowa Code chapter 294 for such amounts paid by the district or area education agency. These funds are miscellaneous funds or are considered encumbered. A school district or area education agency will maintain a separate listing within its budget for payments received and expenditures made for this program. Funds that remain unencumbered or unobligated at the end of the fiscal year will not revert but will remain available for expenditure for the purposes of the program until the close of the succeeding fiscal year.
	83.2(2) Option two: teacher leadership and compensation system.
	a. 	General. Two years of successful teaching experience in a school district with an approved career paths, leadership roles, and compensation framework or approved comparable system as provided in Iowa Code section 284.15 (“framework for beginning teachers” for purposes of this rule) is one manner in which a beginning teacher may satisfy Iowa Code section 272.28(1).
	b. 	Participation. School districts may provide an approved career paths, leadership roles, and compensation framework or approved comparable system as provided in Iowa Code section 284.15. A beginning teacher, as defined in this chapter, shall be informed by the school district, prior to the beginning teacher’s participation in a framework for beginning teachers, of the Iowa teaching standards and criteria upon which the beginning teacher will be evaluated and of the evaluation process utilized by the school district. The beginning teacher will be supported by the teacher leadership and compensation program as defined in part 4 of the submitted plan. The beginning teacher will be comprehensively evaluated by the end of the beginning teacher’s second year of teaching to determine whether the teacher meets expectations to move to the career level. The school district will recommend for a standard license a beginning teacher who has successfully met the Iowa teaching standards as determined by a comprehensive evaluation.
	(1)	If a beginning teacher who is participating in a framework for beginning teachers leaves the employ of a school district prior to completion of the framework, the school district or area education agency subsequently hiring the beginning teacher will credit the beginning teacher with the time earned in such a framework prior to the subsequent hiring.
	(2)	A school district may offer a teacher a third year of participation in a framework for beginning teachers if, after conducting a comprehensive evaluation, the school district determines that the teacher is likely to successfully meet the Iowa teaching standards by the end of the third year of eligibility. The third year of eligibility is offered at the employing district’s expense. A teacher granted a third year of eligibility shall, in cooperation with the teacher’s evaluator, develop a plan to meet the Iowa teaching standards and district or area education agency career expectations. This plan will be implemented by the teacher and supported through the district’s framework for beginning teachers. The school district shall notify the board of educational examiners that the teacher will participate in a third year of the school district’s framework for beginning teachers. The teacher is to undergo a comprehensive evaluation at the end of the third year.
	(3)	For purposes of comprehensive evaluations for beginning teachers, including the comprehensive evaluation necessary for the beginning teacher to progress to career teacher, the Iowa teaching standards and criteria are as described in rule 281—83.3(284). A school district shall participate in state program evaluations.
	c. 	Plan assurances. Each school district that offers a framework under Iowa Code sections 284.15 through 284.17 and uses it for purposes of meeting the school district’s obligations to beginning teachers is to provide assurances to the department that the district’s framework for beginning teachers satisfies those Iowa Code sections and attends to the Iowa teaching standards and criteria described in rule 281—83.3(284).
	d. 	Inapplicability to area education agencies. This subrule is not applicable to area education agencies. Only subrule 83.2(1) is applicable to area education agencies; however, a teacher employed by an area education agency may be included in a framework or comparable system established by a school district if the area education agency and the school district enter into a contract for such purpose.
281—83.3(284) Iowa teaching standards and criteria. The Iowa teaching standards and supporting criteria provide Iowa school districts and area education agencies with a consistent representation of the complexity and the possibilities of quality teaching. The standards serve as the basis for comprehensive evaluations of teachers and as a basis for professional development plans. Each standard with supporting criteria is outlined as follows:
	83.3(1) Demonstrates ability to enhance academic performance and support for and implementation of the school district’s student achievement goals.
	a. 	The teacher:
	(1)	Provides multiple forms of evidence of student learning and growth to students, families, and staff.
	(2)	Implements strategies supporting student, building, and district goals.
	(3)	Uses student performance data as a guide for decision making.
	(4)	Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
	(5)	Creates an environment of mutual respect, rapport, and fairness.
	(6)	Participates in and contributes to a school culture that focuses on improved student learning.
	(7)	Communicates with students, families, colleagues, and communities effectively and accurately.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” are described herein. The staff member:
	(1)	Uses knowledge and understanding of the area education agency’s mission, goals, and strategic priorities to provide services that enhance academic performance.
	(2)	Understands and uses knowledge of area education agency and district goals and data to provide services that enhance academic performance.
	(3)	Participates in and contributes to a positive learning culture.
	(4)	Communicates with students, families, colleagues, and communities effectively and accurately.
	(5)	Uses area education agency, district, and student data as a guide for decision making.
	83.3(2) Demonstrates competence in content knowledge appropriate to the teaching position.
	a. 	The teacher:
	(1)	Understands and uses key concepts, underlying themes, relationships, and different perspectives related to the content area.
	(2)	Uses knowledge of student development to make learning experiences in the content area meaningful and accessible for every student.
	(3)	Relates ideas and information within and across content areas.
	(4)	Understands and uses instructional strategies that are appropriate to the content area.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” are described herein. The staff member:
	(1)	Understands, communicates, and uses key concepts and best practice in fulfillment of area education agency roles and responsibilities.
	(2)	Uses knowledge of child and adolescent development and of adult learning to make interventions and strategies meaningful, relevant, and accessible.
	(3)	Relates professional knowledge and services within and across multiple content and discipline areas.
	(4)	Understands and supports strategies and interventions that are best practice across content and discipline areas.
	83.3(3) Demonstrates competence in planning and preparing for instruction.
	a. 	The teacher:
	(1)	Uses student achievement data, local standards, and the district curriculum in planning for instruction.
	(2)	Sets and communicates high expectations for social, behavioral, and academic success of all students.
	(3)	Uses students’ developmental needs, backgrounds, and interests in planning for instruction.
	(4)	Selects strategies to engage all students in learning.
	(5)	Uses available resources, including technology, in the development and sequencing of instruction.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” are described herein. The staff member:
	(1)	Demonstrates the ability to organize and prioritize time, resources, and responsibilities.
	(2)	Demonstrates the ability to individually and collaboratively plan and prepare professional services that address the range of district, teacher, parent, and student needs.
	(3)	Uses district and student data to develop goals and interventions.
	(4)	Demonstrates the flexibility to plan for professional services based on changing conditions of the work context and environment.
	(5)	Uses available resources, including technology, to plan and develop professional services.
	83.3(4) Uses strategies to deliver instruction that meets the multiple learning needs of students.
	a. 	The teacher:
	(1)	Aligns classroom instruction with local standards and district curriculum.
	(2)	Uses research-based instructional strategies that address the full range of cognitive levels.
	(3)	Demonstrates flexibility and responsiveness in adjusting instruction to meet student needs.
	(4)	Engages students in varied experiences that meet diverse needs and promote social, emotional, and academic growth.
	(5)	Connects students’ prior knowledge, life experiences, and interests in the instructional process.
	(6)	Uses available resources, including technology, in the delivery of instruction.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” are described herein. The staff member:
	(1)	Aligns service delivery to district, teacher, parent, and student needs.
	(2)	Provides consultation, instruction, interventions, and strategies that align with learner needs.
	(3)	Demonstrates flexibility and responsiveness in adjusting services to meet diverse learner needs.
	(4)	Uses and supports research-based and evidence-based practices to meet learner needs.
	(5)	Uses available resources, including technology, to provide professional services that meet learner needs.
	83.3(5) Uses a variety of methods to monitor student learning.
	a. 	The teacher:
	(1)	Aligns classroom assessment with instruction.
	(2)	Communicates assessment criteria and standards to all students and parents.
	(3)	Understands and uses the results of multiple assessments to guide planning and instruction.
	(4)	Guides students in goal setting and assessing their own learning.
	(5)	Provides substantive, timely, and constructive feedback to students and parents.
	(6)	Works with other staff and building and district leadership in analysis of student progress.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” are described herein. The staff member:
	(1)	Uses appropriate assessment, data collection, and data analysis methods that support alignment of services with learner needs.
	(2)	Works collaboratively within the learning community to establish measurable goals and to identify formative and summative methods to monitor progress and the quality of implementation.
	(3)	Communicates the rationale and criteria of assessment and monitoring methods.
	(4)	Elicits and provides timely and quality feedback on assessment and monitoring.
	83.3(6) Demonstrates competence in classroom management.
	a. 	The teacher:
	(1)	Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
	(2)	Establishes, communicates, models, and maintains standards of responsible student behavior.
	(3)	Develops and implements classroom procedures and routines that support high expectations for student learning.
	(4)	Uses instructional time effectively to maximize student achievement.
	(5)	Creates a safe and purposeful learning environment.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” are described herein. The staff member:
	(1)	Models respectful dialogue and behaviors within and across job responsibilities.
	(2)	Promotes and maintains a positive, safe, and productive environment.
	(3)	Works collaboratively and is flexible.
	(4)	Communicates accurately and effectively.
	83.3(7) Engages in professional growth.
	a. 	The teacher:
	(1)	Demonstrates habits and skills of continuous inquiry and learning.
	(2)	Works collaboratively to improve professional practice and student learning.
	(3)	Applies research, knowledge, and skills from professional development opportunities to improve practice.
	(4)	Establishes and implements professional development plans based upon the teacher’s needs aligned to the Iowa teaching standards and district/building student achievement goals.
	(5)	Provides an analysis of student learning and growth based on teacher-created tests and authentic measures as well as any standardized and districtwide tests.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” are described herein. The staff member:
	(1)	Demonstrates habits and skills of continuous inquiry and learning.
	(2)	Works collaboratively to improve professional practices.
	(3)	Applies and shares research, knowledge, and skills from professional development.
	(4)	Establishes and implements professional development plans aligned to area education agency, district, and student learning goals.
	83.3(8) Fulfills professional responsibilities established by the school district.
	a. 	The teacher:
	(1)	Adheres to board policies, district procedures, and contractual obligations.
	(2)	Demonstrates professional and ethical conduct as defined by state law and district policy.
	(3)	Contributes to efforts to achieve district and building goals.
	(4)	Demonstrates an understanding of and respect for all learners and staff.
	(5)	Collaborates with students, families, colleagues, and communities to enhance student learning.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” are described herein. The staff member:
	(1)	Adheres to board policies, area education agency procedures, federal and state rules, and contractual obligations.
	(2)	Demonstrates professional and ethical conduct as defined by state law and area education agency policies.
	(3)	Contributes to efforts to achieve area education agency goals.
	(4)	Demonstrates an understanding of and respect for all learners.
	(5)	Collaborates with all learners.
	83.3(9) The school board will provide comprehensive evaluations for beginning teachers using the Iowa teaching standards and criteria listed in this rule. The school board, for the purposes of performance reviews for teachers other than beginning teachers, will provide evaluations that contain, at a minimum, the Iowa teaching standards and criteria listed in this rule.
281—83.4(284) Evaluator approval training. The department will approve eligible providers and their programs to conduct evaluator training. Only individuals certified through programs approved by the department qualify for evaluator certification by the board of educational examiners. A beginning teacher who has evaluator certification from the board of educational examiners shall not evaluate other teachers until the beginning teacher is no longer a probationary employee. Approved evaluator training programs are designed to align with the Iowa teaching standards and criteria, provide evaluators with the skills to conduct comprehensive evaluations and performance reviews pursuant to Iowa Code chapter 284, and provide for the evaluation of the progress made on individual professional development plans. This training for evaluators is to incorporate components of theory, demonstration, practice, and application of evaluation knowledge and skills.
	83.4(1) Applications for providers of evaluator approval training. Eligible applications for the provision of evaluator approval training include the following components:
	a. 	A curriculum that addresses participant skill development in:
	(1)	The identification of quality instruction and practices based on the Iowa teaching standards and criteria;
	(2)	The use of multiple forms of data collection for identifying and supporting performance and development;
	(3)	The understanding and development of conferencing and feedback skills; and
	(4)	The development of skills in data-based decision making.
	b. 	Demonstration that the evaluator approval training process design provides training as specified in this rule.
	c. 	A description of the process used to deliver the training to participants.
	d. 	A description of the procedures developed to certify the skill attainment of the evaluator being trained.
	e. 	A budget.
	f. 	Staff qualifications.
	g. 	Evidence of the provider’s expertise in evaluation design and training processes.
	h. 	Provisions for leadership to support and implement ongoing professional development focused on student learning.
	i. 	A process that evaluates the effectiveness of the implementation of the training process and demonstrates that the trainees have attained the knowledge and skills as described in paragraph 83.4(1)“a.” This evaluation will be conducted on an annual basis and submitted to the department.
	83.4(2) Process used for the approval of evaluator approval training program applications.
	a. 	Eligible providers will apply on forms prescribed by the department. Applications for new providers will be accepted and reviewed by the department by July 1 of each year. A review panel will be convened to review applications for evaluator approval training programs based on subrule 83.4(1). The panel will recommend for approval and the department will approve the evaluator approval training programs that satisfy that subrule. Applicants will be notified of their status within 30 days of the application deadline. An approved list of private providers will be maintained on the department website with an annual notification to school districts and area education agencies of the website address that contains provider information.
	b. 	Eligible providers may be public or private entities, including school districts, consortia, and other public or private entities including professional organizations. Applicants are to meet all applicable federal, state, and local health, safety and civil rights laws. Higher education administrative practitioner preparation institutions are to meet the review process through the state board approval and accreditation process for these institutions.
	83.4(3) Local teacher evaluation plans. Local districts and area education agencies will develop and implement a teacher evaluation plan that contains the following components:
	a. 	The use of the Iowa teaching standards and criteria;
	b. 	Provisions for the comprehensive evaluation of beginning teachers that include a review of the teacher’s progress on the Iowa teaching standards as set forth in rule 281—83.3(284) and the use of the comprehensive evaluation instrument developed by the department;
	c. 	Provisions for reviews of the performance of teachers other than beginning teachers as follows:
	(1)	Review once every three years by an evaluator to include, at a minimum, classroom observation of the teacher, a review of the teacher’s progress on the Iowa teaching standards as set forth in rule 281—83.3(284) and additional standards and criteria if established under subrule 83.3(9), a review of the implementation of the teacher’s individual professional development plan, and supporting documentation from other evaluators, teachers, parents, and students; and
	(2)	Review annually, other than the third-year review by an evaluator, by a peer group of teachers in accordance with Iowa Code section 284.8(1);
	d. 	Provisions for individual professional development plans for teachers other than beginning teachers;
	e. 	Provisions for an intensive assistance program as provided in Iowa Code section 284.8 that addresses the remediation defined under subrules 83.3(1) through 83.3(8).
	(1)	If a supervisor or an evaluator determines, at any time, as a result of a teacher’s performance that the teacher is not meeting district expectations under subrules 83.3(1) through 83.3(8), the evaluator will, at the direction of the teacher’s supervisor, recommend to the district that the teacher participate in an intensive assistance program. The intensive assistance program and its implementation are not subject to negotiation or grievance procedures established pursuant to Iowa Code chapter 20.
	(2)	A teacher who is not meeting the applicable standards and criteria based on a determination made pursuant to paragraph 83.4(3)“e” will participate in an intensive assistance program. However, a teacher who has previously participated in an intensive assistance program relating to particular Iowa teaching standards or criteria is not entitled to participate in another intensive assistance program relating to the same standards or criteria and is subject to the provisions of paragraph 83.4(3)“f.”
	f. 	Following a teacher’s participation in an intensive assistance program, the teacher will be reevaluated to determine whether the teacher successfully completed the intensive assistance program and is meeting district expectations under the applicable Iowa teaching standards or criteria. If the teacher did not successfully complete the intensive assistance program or continues not to meet the applicable Iowa teaching standards or criteria, the school board may do any of the following:
	(1)	Terminate the teacher’s contract immediately pursuant to Iowa Code section 279.27.
	(2)	Terminate the teacher’s contract at the end of the school year pursuant to Iowa Code section 279.15.
	(3)	Continue the teacher’s contract for a period not to exceed one year. However, the contract will not be renewed and is not subject to Iowa Code section 279.15.
281—83.5(284) Professional development for teachers.
	83.5(1) Professional development for school districts, area education agencies, and attendance centers. The following provisions apply to professional development for school districts, area education agencies, and attendance centers:
	a. 	Professional learning standards. Professional learning within an area education agency or local district is aligned with the state standards for teaching and learning and aligned to the following standards for professional development. Professional learning increases educator effectiveness and results for all students when it:
	(1)	Occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
	(2)	Requires skillful leaders to develop capacity, advocate, and create support systems for professional learning.
	(3)	Prioritizes, monitors, and coordinates resources for educator learning.
	(4)	Uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate effectiveness of instruction.
	(5)	Integrates theories, research, and models of human learning to achieve intended outcomes.
	(6)	Applies research on change and sustains support for implementation of professional learning for long-term change.
	(7)	Aligns its outcomes with educator performance and student curriculum standards.
	b. 	District or area education agency professional development plan. The district or area education agency professional development plan is to be a long-term plan designed and implemented to increase student achievement and includes all on-site and district or area education agency personnel responsible for instruction. The district or area education agency professional development plan is to contain, but not be limited to, the following:
	(1)	Implementation of a school district’s or area education agency’s plan for professional learning.
	(2)	Documentation that the professional development is based on student data; aligned with district or attendance center student achievement goals; and focused on instruction, curriculum, and assessment.
	(3)	The study and implementation of research-based instructional strategies that improve teaching and learning.
	(4)	Collaborative inquiry into the area of greatest student learning need.
	(5)	Research-based training strategies (e.g., theory, demonstration, observation, practice, coaching, reflection, evaluation) that promote transfer and positive outcomes as needed for learning new practices.
	(6)	Allocation of time to collectively study content, instruction, and impact so necessary adjustments can be made to ensure student success.
	(7)	Accountability and an evaluation that documents improvement of practice and the impact on student learning.
	c. 	Attendance center professional development plans. Each attendance center within a school district will develop an attendance center professional development plan as a means of promoting group professional development. An attendance center professional development plan will further the needs of personnel responsible for instruction in the attendance center and enhance the student achievement goals of the attendance center and the goals of the district.
	d. 	Individual professional development plans. The school district and area education agency shall support the development and implementation of the individual teacher professional development plan for each teacher as outlined in subrule 83.5(2). Each individual teacher professional development plan will align to the fullest extent possible with the district professional development plan.
	e. 	Beginning teacher mentoring and induction. A school district will develop and implement a beginning teacher mentoring and induction plan as outlined in subrule 83.2(1) or a framework for beginning teachers as outlined in subrule 83.2(2). The district’s beginning teacher mentoring and induction plan or framework for beginning teachers will align with the district professional development plan described in paragraph 83.5(1)“b.” An area education agency will develop and implement a beginning teacher mentoring and induction plan as outlined in subrule 83.2(1), which will align with the area education agency’s professional development plan described in paragraph 83.5(1)“b.”
	f. 	Organizational support for professional development. The school district will provide resources and support for the district professional development plan, including opportunities for professional development, time for collaborative work of staff, budgetary support, and policies and procedures that reflect the district’s commitment to professional development.
	83.5(2) Individual teacher professional development plan. Each school district and area education agency shall support the development and implementation of individual teachers’ professional development plans for teachers other than beginning teachers. The purpose of the individual plan is to promote individual and collective professional development. At a minimum, the goals for an individual teacher professional development plan are based on the needs of the teacher and on the relevant Iowa teaching standards that support the student achievement goals of the teacher’s classroom or classrooms, attendance center and school district or area education agency, as appropriate, as outlined in the comprehensive school improvement plan. The goals will go beyond those under the attendance center professional development plan described in paragraph 83.5(1)“c.” The learning opportunities provided to meet the goals of the individual teacher plan include individual study and collaborative study of district-determined or area education agency-determined content to the extent possible. The individual plan will be developed by the teacher in collaboration with the teacher’s evaluator. An annual meeting will be held between the teacher’s evaluator and the teacher to review the goals and refine the plan.
	83.5(3) Professional development provider standards.
	a. 	A provider may be a school district; an area education agency; a higher education institution; a public or private entity including a professional organization that provides long-term, ongoing support for the district’s or area education agency’s professional development plan; or a consortium of any of the foregoing. An educational organization or program with specific professional development accreditation or approval from the department is an approved provider.
	b. 	Providers that are not currently accredited or approved through state accreditation procedures will follow approval procedures identified in the district’s or area education agency’s professional development plan. The potential provider will submit to the school district or area education agency a written application that provides the following documentation:
	(1)	How the provider will deliver technical assistance that meets the Iowa professional development standards provided in paragraph 83.5(1)“a.”
	(2)	How the provider intends to assist the local district or area education agency in designing, implementing, and evaluating professional development that satisfies paragraph 83.5(1)“b.”
	(3)	A description of the qualifications of the provider.
	(4)	Evidence of the provider’s expertise in professional development.
	(5)	A budget.
	(6)	Procedures for evaluating the effectiveness of the technical assistance delivered by the provider.
281—83.6(284) Teacher quality committees. Each school district and area education agency will create a teacher quality committee pursuant to Iowa Code section 284.4. The committee is subject to Iowa Code chapter 21. To the extent possible, committee membership will have balanced representation with regard to gender. The committee will do all of the following:
	1.	Monitor the implementation of statutes and administrative code provisions relating to this chapter, including those that affect any agreement negotiated pursuant to Iowa Code chapter 20.
	2.	Monitor the evaluation provisions of this chapter to ensure evaluations are conducted in a fair and consistent manner throughout the school district or agency. The committee will develop model evidence for the Iowa teaching standards and criteria. The model evidence will minimize paperwork and focus on teacher improvement. The model evidence will determine which standards and criteria can be met through observation and which evidence meets multiple standards and criteria.
	3.	Determine, following the adoption of the Iowa professional development model by the state board of education, the use and distribution of the professional development funds distributed to the school district or agency as provided in Iowa Code section 284.13(1)“d” based upon school district or agency, attendance center, and individual teacher professional development plans.
	4.	Monitor the professional development in each attendance center to ensure that the professional development meets school district or agency, attendance center, and individual teacher professional development plans.
	5.	Determine the compensation for teachers on the committee for work responsibilities beyond the normal workday.
	6.	Make recommendations to the school board and the certified bargaining representative regarding the expenditures of market factor incentives.
DIVISION III
SPECIFIC STANDARDS APPLICABLE TO ADMINISTRATOR QUALITY PROGRAMS
281—83.7(284A) Administrator quality program. An administrator quality program is established to promote high student achievement and enhanced educator quality and consists of the following four major components:
	1.	Adherence to the Iowa school leadership standards and criteria as the minimum basis for evaluations of administrators and as the basis for professional development plans for administrators.
	2.	Mentoring and induction programs that provide support for administrators in accordance with Iowa Code section 284A.5.
	3.	Professional development designed to directly support best practice for leadership.
	4.	Evaluation of administrators against the Iowa standards for school administrators.
281—83.8(284A) Mentoring and induction program for administrators. Each school board will establish a beginning administrator mentoring and induction program as specified in Iowa Code section 284A.5.
281—83.9(284A) Iowa school leadership standards for administrators. The Iowa school leadership standards for administrators provide a framework to guide leadership practice and how leaders are prepared, hired, developed, supervised and evaluated. A local school board may establish additional administrator standards and related criteria but will, at a minimum, utilize the following standards:
	83.9(1) Mission, vision, and core values. Educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
	83.9(2) Ethics and professional norms. Educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.
	83.9(3) Equity and cultural responsiveness. Educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
	83.9(4) Curriculum, instruction, and assessment. Educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
	83.9(5) Community of care and support for students. Educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.
	83.9(6) Professional capacity of school personnel. Educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.
	83.9(7) Professional community for teachers and staff. Educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.
	83.9(8) Meaningful engagement of families and communities. Educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.
	83.9(9) Operations and management. Educational leaders manage school operations and resources to promote each student’s academic success and well-being.
	83.9(10) School improvement. Educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.
281—83.10(284A) Evaluation. The board of directors of a school district will conduct an annual evaluation of an administrator who holds a professional administrator license issued under Iowa Code chapter 272, as specified in Iowa Code section 284A.7.
281—83.11(284A) Professional development of administrators. Each school district is responsible for the provision of professional growth programming for individuals employed in a school district administrative position by the school district or area education agency as deemed appropriate by the board of directors of the school district or area education agency as specified in Iowa Code section 284A.6.
These rules are intended to implement Iowa Code chapters 284 and 284A.