CHAPTER 83
TEACHER AND ADMINISTRATOR QUALITY PROGRAMS
DIVISION I
GENERAL STANDARDS APPLICABLE TO BOTH ADMINISTRATOR ANDTEACHER QUALITY PROGRAMS
281—83.1(284,284A) Purposes. The goal of the teacher quality program is to enhance the learning, achievement, and performance of all students through the recruitment, support, and retention of quality Iowa teachers. The program shall contain specific strategies that include mentoring for beginning teachers as described in rule 281—83.3(284), either in subrule 83.3(1) or 83.3(2), teacher evaluations, and district and building support for professional development that includes best practice aimed at increasing student achievement.
The goal of the administrator quality program is to promote high student achievement and enhanced educator quality. The program consists of mentoring and induction programs that provide support for administrators, professional development designed to directly support best practice for leadership, and evaluation of administrators against the Iowa standards for school administrators.
[ARC 3631C, IAB 2/14/18, effective 3/21/18]
281—83.2(284,284A) Definitions. For the purpose of these rules, the following definitions shall apply:
“Administrator” or “school leader” means an individual holding a professional administrator license issued under Iowa Code chapter 272, who is employed in a school district administrative position by a school district or area education agency pursuant to a contract issued by a board of directors under Iowa Code section 279.23. An administrator may be employed in both an administrative and a nonadministrative position by a board of directors and shall be considered a part-time administrator for the portion of time that the individual is employed in an administrative position.
“Beginning administrator” means an individual serving under an administrator license, issued by the board of educational examiners under Iowa Code chapter 272, who is assuming a position as a school district principal or superintendent for the first time.
“Beginning teacher” means an individual serving under an initial, Class A, exchange, or intern license, issued by the board of educational examiners under Iowa Code chapter 272, who is assuming a position as a teacher. 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, a summative evaluation of a beginning teacher conducted by an evaluator for purposes of determining a beginning teacher’s level of competency relative to the Iowa teaching standards and for recommendation for licensure based upon models developed pursuant to Iowa Code section 256.9, subsection 50, and to determine whether the teacher’s practice meets the school district expectations for a career teacher. With respect to a beginning administrator, “comprehensive evaluation” means a summative evaluation of a beginning administrator conducted by an evaluator in accordance with 2007 Iowa Code Supplement section 284A.3 for purposes of determining a beginning administrator’s level of competency for recommendation for licensure based on the Iowa standards for school administrators adopted pursuant to 2007 Iowa Code Supplement section 256.7(27).
“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 an administrator or other practitioner who successfully completes an evaluator training program pursuant to Iowa Code section 284.10.
“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” are synonymous with the Iowa standards for school administrators adopted pursuant to 2007 Iowa Code Supplement section 256.7(27).
“Mentor” means, with respect to a beginning teacher, an individual employed by a school district or area education agency as a teacher or a retired teacher who holds a valid license issued under Iowa Code chapter 272. The individual must have a record of four years of successful teaching practice, must be employed on a nonprobationary basis, and must demonstrate professional commitment to both the improvement of teaching and learning and the development of beginning teachers. With respect to a beginning administrator, “mentor” means an individual employed by a school district or area education agency as a school district administrator or a retired administrator who holds a valid license issued under Iowa Code chapter 272. The individual must have a record of four years of successful administrative experience and must demonstrate professional commitment to both the improvement of teaching and learning and the development of beginning administrators.
“Performance review” means a summative evaluation of a teacher other than a beginning teacher and used to determine whether the teacher’s practice meets school district expectations and the Iowa teaching standards, and to determine whether the teacher’s practice meets school district expectations for career advancement in accordance with Iowa Code section 284.7.
“School board” means the board of directors of a school district, a collaboration of boards of directors of school districts, or the board of directors of an area education agency, as the context requires.
“School district” means a public school district.
“State board” means the state board of education.
“Teacher” means an individual holding a practitioner’s license or a statement of professional recognition issued under Iowa Code chapter 272, who is employed in a nonadministrative position by a school district or area education agency pursuant to a contract issued by a board of directors under Iowa Code section 279.13. A teacher may be employed in both an administrative and a nonadministrative position by a board of directors and shall be considered a part-time teacher for the portion of time that the teacher is employed in a nonadministrative position.
[ARC 7785B, IAB 5/20/09, effective 6/24/09; ARC 9265B, IAB 12/15/10, effective 1/19/11; ARC 3631C, IAB 2/14/18, effective 3/21/18]
DIVISION II
SPECIFIC STANDARDS APPLICABLE TO TEACHER QUALITY PROGRAMS
281—83.3(284) Mentoring and induction program for beginning teachers.
	83.3(1) Option one: beginning teacher mentoring and induction program.
	a. 	Purpose. The beginning teacher mentoring and induction program is created to promote excellence in teaching, enhance student achievement, build a supportive environment within school districts and area education agencies, increase the retention of promising beginning teachers, and promote the personal and professional well-being of teachers. Completion of a beginning teacher mentoring and induction program is one manner in which a beginning teacher may meet the requirement of Iowa Code section 272.28(1).
	b. 	Participation. School districts and area education agencies may provide a beginning teacher mentoring and induction program for all beginning teachers. A beginning teacher, as defined in this chapter, shall be informed by the school district or area education agency, prior to the beginning teacher’s participation in a mentoring and induction program, of the Iowa teaching standards and criteria upon which the beginning teacher shall be evaluated and of the evaluation process utilized by the school district or area education agency. The beginning teacher shall 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 or area education agency shall 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 mentoring and induction program leaves the employ of a school district or area education agency prior to completion of the program, the school district or area education agency subsequently hiring the beginning teacher shall credit the beginning teacher with the time earned in a program prior to the subsequent hiring. If the general assembly appropriates moneys for purposes of Iowa Code section 284.5, a school district or area education agency is eligible to receive state assistance for up to two years for each beginning teacher the school district or area education agency employs who was formerly employed in an accredited nonpublic school or in another state as a first-year teacher. The school district or area education agency employing the teacher shall determine the conditions and requirements of a teacher participating in a mentoring and induction program.
	(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 shall notify the board of educational examiners that the teacher will participate in a third year of the school district’s program. The teacher shall undergo a comprehensive evaluation at the end of the third year.
	(3)	For purposes of comprehensive evaluations for beginning teachers, including the comprehensive evaluation required for the beginning teacher to progress to career teacher, the Iowa teaching standards and criteria shall be as described in rule 281—83.4(284). A school district or area education agency shall participate in state program evaluations.
	c. 	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. The plan shall be included in the school district’s comprehensive school improvement plan submitted pursuant to Iowa Code section 256.7, subsection 21. A school district or area education agency shall 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 which shall:
	1.	Be consistent with effective staff development practices and adult professional needs to include skills needed for teaching, demonstration, and coaching.
	2.	Address mentor needs, indicating a clear understanding of the role of the mentor.
	3.	Result in the mentor’s understanding of the personal and professional needs of new teachers.
	4.	Provide the mentor with an understanding of the district expectations for beginning teacher competencies based on the Iowa teaching standards.
	5.	Facilitate the mentor’s ability to provide guidance and support to new teachers.
	(4)	A supportive organizational structure for beginning teachers which shall 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 shall include:
	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.
	d. 	Budget. Funds, if appropriated by the general assembly, received by a school district or area education agency from the beginning teacher mentoring and induction program shall be used for any or all of the following purposes:
	(1)	To pay mentors as they implement the plan. A mentor in a beginning teacher induction program approved under this chapter shall be eligible for an award of $500 per semester for full participation in the program. A district or area education agency may use local dollars to increase the mentor award.
	(2)	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 shall 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.
	83.3(2) Option two: teacher leadership and compensation system.
	a. 	Purpose. One purpose of Iowa’s teacher leadership and compensation system is to attract able and promising new teachers by offering short-term and long-term professional development and leadership opportunities. 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 meet the requirement of 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 shall be evaluated and of the evaluation process utilized by the school district. The beginning teacher shall 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 shall 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 shall 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 shall undergo a comprehensive evaluation at the end of the third year.
	(3)	For purposes of comprehensive evaluations for beginning teachers, including the comprehensive evaluation required for the beginning teacher to progress to career teacher, the Iowa teaching standards and criteria shall be as described in rule 281—83.4(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 shall provide assurances to the department that the district’s framework for beginning teachers meets the requirements of those Iowa Code sections and attends to the Iowa teaching standards and criteria described in rule 281—83.4(284).
	d. 	Inapplicability to area education agencies. This subrule and the option created by it are not available to area education agencies. Only subrule 83.3(1) is available 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.
[ARC 3631C, IAB 2/14/18, effective 3/21/18]
281—83.4(284) Iowa teaching standards and criteria. The Iowa teaching standards and supporting criteria represent a set of knowledge and skills that reflects the best evidence available regarding effective teaching. The purpose of the standards and supporting criteria is to provide Iowa school districts and area education agencies with a consistent representation of the complexity and the possibilities of quality teaching. The standards shall 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:
	83.4(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” 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.
	83.4(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” 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.
	83.4(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 technologies, in the development and sequencing of instruction.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” 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.
	83.4(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 technologies, in the delivery of instruction.
	b. 	Alternative criteria for area education agency staff who meet the definition of “teacher” 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.
	83.4(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” 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.
	83.4(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” 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.
	83.4(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” 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.
	83.4(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” 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.
	83.4(9) The school board shall provide comprehensive evaluations for beginning teachers using the Iowa teaching standards and criteria listed in rule 281—83.4(284). The school board, for the purposes of performance reviews for teachers other than beginning teachers, shall provide evaluations that contain, at a minimum, the Iowa teaching standards and criteria listed in rule 281—83.4(284).
[ARC 8808B, IAB 6/2/10, effective 7/7/10; ARC 3631C, IAB 2/14/18, effective 3/21/18]
281—83.5(284) Evaluator approval training. The department shall approve eligible providers and their programs to conduct evaluator training. Only individuals certified through programs approved by the department shall 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 shall be designed to align with the Iowa teaching standards and criteria, provide evaluators with the skills to conduct comprehensive evaluations and performance reviews as required by Iowa Code chapter 284, and provide for the evaluation of the progress made on individual professional development plans. This training for evaluators shall incorporate components of theory, demonstration, practice, and application of evaluation knowledge and skills.
	83.5(1) Application requirements for providers of evaluator approval training. Approved applications for the provision of evaluator approval training shall include, but are not limited to, the following components:
	a. 	A curriculum that addresses participant skill development in the areas of:
	(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 “a.” This evaluation shall be conducted on an annual basis and submitted to the department.
	83.5(2) Process used for the approval of evaluator approval training program applications. Eligible providers shall submit an application 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 shall be convened to review applications for evaluator approval training programs based on the requirements listed in subrule 83.5(1). The panel shall recommend for approval and the department shall approve the evaluator approval training programs that meet the requirements listed in subrule 83.5(1). Applicants shall be notified of their status within 30 days of the application deadline. An approved list of private providers shall 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.
Eligible providers may be public or private entities, including, but not limited to, school districts, consortia, and other public or private entities including professional organizations. Applicants shall meet all applicable federal, state, and local health, safety and civil rights laws. Higher education administrative practitioner preparation institutions shall meet the review process through the state board approval and accreditation process for these institutions.
	83.5(3) Local teacher evaluation plans. Local districts and area education agencies shall 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—83.4(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—83.4(284) and additional standards and criteria if established under subrule 83.4(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 83.4(1) through 83.4(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 83.4(1) through 83.4(8), the evaluator shall, 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 83.5(3)“e” shall 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 shall not be entitled to participate in another intensive assistance program relating to the same standards or criteria and shall be subject to the provisions of paragraph 83.5(3)“f.”
	f. 	Following a teacher’s participation in an intensive assistance program, the teacher shall 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 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 shall not be renewed and shall not be subject to Iowa Code section 279.15.
[ARC 7785B, IAB 5/20/09, effective 6/24/09; ARC 0524C, IAB 12/12/12, effective 1/16/13; ARC 3631C, IAB 2/14/18, effective 3/21/18]
281—83.6(284) Professional development for teachers.
	83.6(1) Professional development for school districts, area education agencies, and attendance centers.  The following requirements shall 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 shall be 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.  Each school district shall incorporate the district professional development plan into its comprehensive school improvement plan pursuant to Iowa Code subsection 284.6(3). Each area education agency shall develop a professional development plan for the agency as a whole and shall incorporate the plan into its comprehensive improvement plan pursuant to rule 281—72.9(273). The district or area education agency professional development plan shall be a long-term plan designed and implemented to increase student achievement and shall include all on-site and district or area education agency personnel responsible for instruction. The district or area education agency professional development plan shall 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 shall develop an attendance center professional development plan as a means of promoting group professional development. An attendance center professional development plan shall further the needs of personnel responsible for instruction in the attendance center and shall 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 83.6(2). Each individual teacher professional development plan shall align to the fullest extent possible with the district professional development plan.
	e. 	Beginning teacher mentoring and induction. A school district shall develop and implement a beginning teacher mentoring and induction plan as outlined in subrule 83.3(1) or a framework for beginning teachers as outlined in subrule 83.3(2). The district’s beginning teacher mentoring and induction plan or framework for beginning teachers shall align with the district professional development plan described in paragraph 83.6(1)“b.” An area education agency shall develop and implement a beginning teacher mentoring and induction plan as outlined in subrule 83.3(1), which shall align with the area education agency’s professional development plan described in paragraph 83.6(1)“b.”
	f. 	Organizational support for professional development.  The school district shall 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.
	83.6(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 must be 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 shall go beyond those required under the attendance center professional development plan described in paragraph 83.6(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 shall be developed by the teacher in collaboration with the teacher’s evaluator. An annual meeting shall be held between the teacher’s evaluator and the teacher to review the goals and refine the plan.
	83.6(3) Professional development provider requirements.
	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 must follow approval procedures identified in the district’s or area education agency’s professional development plan. The potential provider must 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 83.6(1)“a.”
	(2)	How the provider intends to assist the local district or area education agency in designing, implementing, and evaluating professional development that meets the requirements established in paragraph 83.6(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.
[ARC 8808B, IAB 6/2/10, effective 7/7/10; ARC 1435C, IAB 4/30/14, effective 6/4/14; ARC 3631C, IAB 2/14/18, effective 3/21/18]
281—83.7(284) Teacher quality committees. Each school district and area education agency shall create a teacher quality committee pursuant to 2007 Iowa Code Supplement section 284.4. The committee is subject to the requirements of the Iowa open meetings law (Iowa Code chapter 21). To the extent possible, committee membership shall have balanced representation with regard to gender. The committee shall do all of the following:
	1.	Monitor the implementation of the requirements of statutes and administrative code provisions relating to this chapter, including requirements that affect any agreement negotiated pursuant to Iowa Code chapter 20.
	2.	Monitor the evaluation requirements of this chapter to ensure evaluations are conducted in a fair and consistent manner throughout the school district or agency. The committee shall 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 2007 Iowa Code Supplement section 284.13, subsection 1, paragraph “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 required beyond the normal workday.
	6.	Make recommendations to the school board and the certified bargaining representative regarding the expenditures of market factor incentives.
[ARC 3631C, IAB 2/14/18, effective 3/21/18]
DIVISION III
SPECIFIC STANDARDS APPLICABLE TO ADMINISTRATOR QUALITY PROGRAMS
281—83.8(284A) Administrator quality program. An administrator quality program is established to promote high student achievement and enhanced educator quality. The program shall consist 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 2007 Iowa Code Supplement 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—83.9(284A) Mentoring and induction program for administrators.
	83.9(1) Purpose. A beginning administrator mentoring and induction program is created to promote excellence in school leadership, improve classroom instruction, enhance student achievement, build a supportive environment within school districts, increase the retention of promising school leaders, and promote the personal and professional well-being of administrators.
	83.9(2) District participation. Each school board shall establish an administrator mentoring program for all beginning administrators. The school board may adopt the model program developed by the department or develop the program locally. Each school board’s beginning administrator mentoring and induction program shall, at a minimum, provide for one year of programming to support the Iowa standards for school administrators adopted pursuant to 2007 Iowa Code Supplement section 256.7(27), and to support beginning administrators’ professional and personal needs. Each school board shall include in the program the mentor selection process, supports for beginning administrators, and the organizational and collaborative structures. Each district must also provide the budget, establish a process for sustainability of the program, and establish a process for program evaluation. The school board employing an administrator shall determine the conditions and requirements of an administrator participating in a program established pursuant to this rule. A school board shall include its plan in the school district’s comprehensive school improvement plan.
	83.9(3) Recommendation for licensure. By the end of a beginning administrator’s first year of employment, the beginning administrator shall be comprehensively evaluated to determine if the administrator meets expectations to move to a professional administrator license. The school district or area education agency shall recommend the beginning administrator for a professional administrator license to the board of educational examiners upon the administrator’s completion of a successful comprehensive evaluation. The evaluation process must include documented evidence of the administrator’s competence in meeting the Iowa leadership standards. A school district or area education agency may allow a beginning administrator a second year to demonstrate competence in the Iowa standards for school administrators if, after conducting a comprehensive evaluation, the school district or area education agency determines that the administrator is likely to successfully demonstrate competence in the Iowa standards for school administrators by the end of the second year. Upon notification by the school district or area education agency, the board of educational examiners shall grant a beginning administrator who has been allowed a second year to demonstrate competence a one-year extension of the beginning administrator’s initial license. An administrator granted a second year to demonstrate competence shall undergo a comprehensive evaluation at the end of the second year.
281—83.10(284A) Iowa school leadership standards and criteria for administrators. The Iowa school leadership standards and criteria represent a set of knowledge and skills that reflects the best evidence available regarding effective leadership. The standards and criteria provide school districts with a consistent basis for evaluations of administrators and serve as the basis for professional development plans for administrators. A local school board may establish additional administrator standards and related criteria, but shall at a minimum utilize the following standards, with supporting criteria listed after each, in evaluating its school leaders and adopting individual professional development plans therefor:
	83.10(1) Shared vision. An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The administrator:
	a. 	In collaboration with others, uses appropriate data to establish rigorous, concrete goals in the context of student achievement and instructional programs.
	b. 	Uses research and best practice in improving the educational program.
	c. 	Articulates and promotes high expectations for teaching and learning.
	d. 	Aligns and implements the educational program, plans, actions, and resources with the district’s vision and goals.
	e. 	Provides leadership for major initiatives and efforts to effectuate change.
	f. 	Communicates effectively with various stakeholders regarding progress with school improvement plan goals.
	83.10(2) Culture of learning. An educational leader promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development. The administrator:
	a. 	Provides leadership for assessing, developing, and improving the climate and culture of learning.
	b. 	Systematically and fairly recognizes and celebrates accomplishments of staff and students.
	c. 	Provides leadership, encouragement, opportunities, and structure for staff to continually design more effective teaching and learning experiences for all students.
	d. 	Monitors and evaluates the effectiveness of curriculum, instruction, and assessment.
	e. 	Evaluates staff and provides ongoing coaching for improvement.
	f. 	Ensures that staff members have professional development that directly enhances their performance and improves student learning.
	g. 	Uses current research and theory about effective schools and leadership to develop and revise the administrator’s professional growth plan.
	h. 	Promotes collaboration with all stakeholders.
	i. 	Is easily accessible and approachable to all stakeholders.
	j. 	Is highly visible and engaged in the school community.
	k. 	Articulates the desired school culture and shows evidence about how it is reinforced.
	83.10(3) Management. An educational leader promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. The administrator:
	a. 	Complies with state and federal mandates and local school board policies.
	b. 	Recruits, selects, inducts, and retains staff to support quality instruction.
	c. 	Addresses current and potential issues in a timely manner.
	d. 	Manages fiscal and physical resources responsibly, efficiently, and effectively.
	e. 	Protects instructional time by designing and managing operational procedures to maximize learning.
	f. 	Communicates effectively with both internal and external audiences about the operations of the school.
	83.10(4) Family and community. An educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. The administrator:
	a. 	Engages family and community by promoting shared responsibility for student learning and support of the educational system.
	b. 	Promotes and supports a structure for family and community involvement in the educational system.
	c. 	Facilitates the connections of students and families to the health and social services that support a focus on learning.
	d. 	Collaboratively establishes a culture that welcomes and honors families and community and seeks ways to engage them in student learning.
	83.10(5) Ethics. An educational leader promotes the success of all students by acting with integrity and fairness and in an ethical manner. The administrator:
	a. 	Demonstrates ethical and professional behavior.
	b. 	Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.
	c. 	Fosters and maintains caring professional relationships with staff.
	d. 	Demonstrates appreciation for and sensitivity to diversity in the school community.
	e. 	Is respectful of divergent opinions.
	83.10(6) Societal context. An educational leader promotes the success of all students by understanding the profile of the community and by responding to and influencing the larger political, social, economic, legal, and cultural context. The administrator:
	a. 	Collaborates with service providers and other decision makers to improve teaching and learning.
	b. 	Advocates for the welfare of all members of the learning community.
	c. 	Designs and implements appropriate strategies to reach desired goals.
281—83.11(284A) Evaluation. The board of directors of a school district shall conduct an annual evaluation of an administrator who holds a professional administrator license issued under Iowa Code chapter 272 for purposes of assisting the administrator in making continuous improvements, documenting continued competence in the Iowa standards for school administrators adopted pursuant to Iowa Code section 256.7(27), and determining whether the administrator’s practice meets the board’s expectations for the school district. The evaluation shall include, at a minimum, an assessment of the administrator’s competence in meeting the Iowa standards for school administrators and the goals of the administrator’s individual professional development plan, including supporting documentation or artifacts aligned to the Iowa standards for school administrators and the individual administrator’s professional development plan.
[ARC 0524C, IAB 12/12/12, effective 1/16/13]
281—83.12(284A) Professional development of administrators.
	83.12(1) Responsibility of district. Each school district shall be 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. School districts may collaborate with other educational stakeholders, including other school districts, area education agencies, professional organizations, higher education institutions, and private providers, regarding the provision of professional development for school district administrators. Professional development programming for school district administrators may include support that meets the individual administrator’s professional development needs as aligned to the Iowa standards for school administrators adopted pursuant to 2007 Iowa Code Supplement section 256.7(27), and that meets individual administrator professional development plans.
	83.12(2) Individual plans. In cooperation with the administrator’s evaluator, an administrator who has a standard administrator’s license issued by the board of educational examiners pursuant to Iowa Code chapter 272 and is employed by a school district or area education agency in a school district administrative position shall develop an individual administrator professional development plan. The purpose of the plan is to promote individual and group professional development. The individual plan shall be based, at a minimum, on the needs of the administrator. The individual plan shall be aligned, as appropriate, to the Iowa standards for school administrators adopted pursuant to 2007 Iowa Code Supplement section 256.7(27), and the student achievement goals of the attendance center and the school district as set forth in the comprehensive school improvement plan.
	83.12(3) Role of evaluator. The administrator’s evaluator shall meet annually as provided in Iowa Code section 279.23A with the administrator to review progress in meeting the goals in the administrator’s individual professional development plan. The purpose of the meeting shall be to review collaborative work with other staff on student achievement goals and to modify as necessary the administrator’s individual professional development plan to reflect the individual administrator’s and the school district’s needs and the administrator’s progress in meeting the goals in the plan. The administrator shall provide evidence of progress toward meeting the goals. Modifications to the plan may be made jointly by the administrator and the administrator’s supervisor, or the supervisor may adjust the plan. Any changes in the plan made unilaterally by a supervisor must be clearly documented for the administrator.
These rules are intended to implement Iowa Code chapters 284 and 284A as amended by 2007 Iowa Acts, chapter 108.
[Filed emergency 8/16/99—published 9/8/99, effective 8/20/99]
[Filed 10/21/99, Notice 9/8/99—published 11/17/99, effective 12/22/99]
[Filed 8/4/00, Notice 6/28/00—published 8/23/00, effective 9/27/00]
[Filed 8/10/01, Notice 6/27/01—published 9/5/01, effective 10/10/01]
[Filed 5/9/02, Notice 2/6/02—published 5/29/02, effective 7/3/02]
[Filed 3/14/03, Notice 2/5/03—published 4/2/03, effective 5/7/03]
[Filed 1/16/04, Notice 12/10/03—published 2/4/04, effective 3/10/04]
[Filed 2/8/08, Notice 12/19/07—published 2/27/08, effective 4/2/08]
[Filed ARC 7785B (Notice ARC 7489B, IAB 1/14/09), IAB 5/20/09, effective 6/24/09]
[Filed ARC 8808B (Notice ARC 8509B, IAB 2/10/10), IAB 6/2/10, effective 7/7/10]
[Filed ARC 9265B (Notice ARC 9015B, IAB 8/25/10), IAB 12/15/10, effective 1/19/11]
[Filed ARC 0524C (Notice ARC 0300C, IAB 8/22/12), IAB 12/12/12, effective 1/16/13]
[Filed ARC 1435C (Notice ARC 1338C, IAB 2/19/14), IAB 4/30/14, effective 6/4/14]
[Filed ARC 3631C (Notice ARC 3271C, IAB 8/30/17), IAB 2/14/18, effective 3/21/18]