PERFORMANCE ASSESSMENT REQUIREMENT

Student Guide Contents

Each new teacher licensed in the state of Iowa is expected to demonstrate competence in the areas identified below. These are an extension of the INTASC standards (Interstate New Teacher Assessment and Support Consortium), and have been elaborated in Coe’s Guide to Performance Expectations, which is distributed in EDU 205. Students will begin portfolio development in EDU 205 and will be required to update portfolios throughout their professional coursework by including assignments that have been designated as addressing one or more of these competencies (key assessments).

Students will be required to submit a completed portfolio of assignments demonstrating competency prior to recommendation for licensure.

State of Iowa Standards for New Teacher Licensure

1. Student learning.The practitioner understands how students learn and develop, and provides learning opportunities that support intellectual, career, social and personal development.
2. Diverse learners. The practitioner understands how students differ in their approaches to learning and creates instructional opportunities that are equitable and are adaptable to diverse learners.
3. Instructional planning. The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models.
4. Instructional strategies. The practitioner understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
5. Learning environment/classroom management. The practitioner uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Communication. The practitioner uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction in the classroom.
7. Assessment. The practitioner understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the learner.
8. Foundations, reflection and professional development. The practitioner continually evaluates the effects of the practitioner’s choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.
9. Collaboration, ethics and relationships. The practitioner fosters relationships with parents, school colleagues, and organizations in the larger community to support students’ learning and development.
10. Computer technology related to instruction.

Professional conduct, attitudes and performance are essential for teachers and those pursuing teacher preparation. All students in the program are expected to attend classes faithfully, to participate actively in their courses, to carry out field experience expectations responsibly, to engage in thoughtful reflection, to be enthusiastic learners, and to collaborate with faculty and fellow students. Teacher Education faculty will monitor these dispositions for all students with whom they work and keep records on such criteria each term. Comments about student behaviors related to each of these dispositions will be sought from other college instructors when students apply for admission to the Teacher Education Program and to student teach.

Evidence of unsatisfactory performance on any of these will be considered adequate grounds for dismissal from the program or denial of recommendation for a teaching license. It must be understood that such recommendation for licensure is not automatic upon completion of required course credits. The department must have the conviction that each student recommended is likely to be a professional educator and a suitable role model for his/her students in order to grant this privileged status. Students are encouraged to be in conversation with faculty across campus regarding their success in meeting these standards.

Students intending to apply for a teaching license in another state are encouraged to begin by obtaining the Iowa license. This usually expedites the process in other states.