HANDBOOK
FOR
TEAM MEMBERS
PROGRAM APPROVAL VISIT
OF
EDUCATOR PREPARATION PROGRAMS
Iowa Department of Education
Revised December, 2010
Kris Crabtree-Groff, Ed.D.
Education Consultant -Teacher Preparation
Iowa Department of Education
Bureau of Accreditation and School Improvement
400 East 14th Street
Grimes Building - 3rd Floor
Des Moines, IA 50319
Phone: 515-725-0101
Cell: 515-281-3427
Fax: 515-281-7700
Email: kris.crabtree-groff@iowa.gov
Team Handbook, Revised December 2010
TABLE OF CONTENTS
Welcome
3
Flow Chart of Approval Process
4
General Information for Team Members
5
Team Member Responsibilities
7
General Schedule for the Visit
10
Team Member Report Forms
11
Preliminary Review of Standards
 Chapter II: Governance and Resources Standard
 Chapter III: Diversity Standard
 Chapter IV: Faculty Standard
 Chapter V: Unit and Candidate Assessment Standard
 Chapter VI: Clinical Standard
 Chapter VII: Knowledge, Skills, and Dispositions (Curriculum) Standard
16
16
18
19
19
21
22
Rubric for Unit Planning and Evaluation
26
Rubric for Practitioner Candidate Assessment
29
Sources of Information
30
Documents
31
Team Facilitator Responsibilities
32
Chapter 79 of the Iowa Administrative Code
Standards for Practitioner and Administrator Preparation Programs
33
2
Dear Team Member:
Welcome to this Department of Education educator program evaluation team. Thank you for volunteering and
spending your valuable time in serving as a team member. You have been selected because of your knowledge
in the field of education and the expertise you bring to the continuous improvement process.
Serving as a team member carries a long-term obligation. There are multiple phases to the program approval
process and you will be involved in three of the four. You will be assigned a specific Standard from Chapter 79
as your area of focus. The State Panel and the site visit team meet for a preliminary review of the program’s
report. This combined group provides initial feedback for the program to prepare for the site visit. At the site
visit team members will gather evidence and write the evaluation of the assigned sections for a draft report. The
drafting process is ongoing until the program goes to the State Board of Education for approval.
Our role is to both assess the program according to Chapter 79 and to suggest areas of improvement. As
colleagues, the visiting team provides technical assistance if necessary and guides the program toward
alignment between goals and actions, mission and outcomes. As a side benefit, you will be networking and
sharing with other educators. Team members often leave a site visit ready to share ideas with their home
programs.
Included in this packet are materials to support your work as part of the educator preparation program approval
process. I look forward to working with you.
Sincerely,
Kris Crabtree-Groff, Ed.D.
Education Consultant
Teacher Preparation
3
FLOW CHART OF APPROVAL PROCESS
1. The Institution of Higher Education (IHE) Preparation Unit
conducts a self study and writes an Institutional Report(IR).
The IR shows how the Unit meets all Chapter 79 Standards.
2. State Panel reads IR; uses
preliminary review worksheet to
organize notes.(State Panel: 12
members most serve 3 year terms, also
includes Iowa Teacher of the Year)
2. Site Visit Team reads IR; uses
preliminary review worksheet to
organize notes.(Site Visit Team:
6-8 members, includes DE
consultant as team facilitator)
3. PRELIMINARY REVIEW MEETING
Held in Des Moines
Attended by State Panel and Site Visit Team Provide feedback
to the IHE using Preliminary Review Feedback Template.
4. Preliminary Review Feedback Report is compiled by
Team Chair, reviewed by state panel and site visit
team, and then sent to IHE Preparation Unit.
5. Response to the Preliminary Review Feedback is prepared by
the IHE Preparation Unit.
6. On Campus Site Visit
The Site Visit Team spends 3-4 days on IHE campus gathering
information to validate the IR, using the Team Guide: Site
Visit Worksheet to take notes. Team analyzes information and
writes draft of assigned section in the Final Report Template.
.
7. Final Report is drafted, sent to
site visit team for review/revisions,
and then sent to IHE Preparation Unit.
8. IHE Preparation Unit responds to Final
Report, takes necessary actions to address
any standards that are unmet.
9. A report is written to the State Board of
Education with a recommendation concerning
approval/re-approval of the program.
10. State Board of Education makes final decision on program approval.
4
GENERAL INFORMATION FOR TEAM MEMBERS
A.
Background Information
Programs of practitioner preparation leading to licensure in Iowa are subject to approval by the Iowa
State Board of Education as provided in Chapter 256 and 272 of the Iowa Code.
All colleges and universities engaged in the preparation of educational personnel and which are seeking
approval of their programs shall meet the standards outlined in the Iowa Administrative Code; Chapter
79, Standards for Practitioner Preparation Programs.
Each institution seeking approval or re-approval of its practitioner education program is to file evidence
of the extent to which it meets the standards contained in Chapter 79 by means of a self-evaluation, the
Institutional Report (IR). This is the document that is prepared by the institution and serves as the basic
document for team members.
Upon application for approval of its practitioner preparation program, Chapter 79 calls for a
preliminary review followed by a team to visit the institution for the purpose of evaluation of programs.
The Director of Education gives recommendation to the State Board based on the factual and evaluative
evidence on record about each program in terms of the standards contained in Chapter 79.
After the State Board has approved the specific programs filed by an institution, students who complete
such programs and are recommended by an authorized official of that institution will be issued the
appropriate license with the proper endorsement(s).
B.
Expenses
Travel, food and lodging expenses for team members are reimbursed by the institution in accordance
with state regulations. Receipts are required for reimbursement of expenses. A record of mileage for
travel to and from the institution will be needed. To claim reimbursement, each team member will be
required to complete the appropriate expense form(s) furnished by the institution at the close of the
visit. DE personnel will be reimbursed for expenses by the Department at the current rates.
C.
Previous Service On Accrediting Teams
Some team members may have previously served on NCATE, NCA, or other accreditation teams.
Although this may have been a valuable experience it must be remembered that those visits may have
served a different purpose. You may find that the function and purpose of serving as a team member on
a state evaluation visit may be quite different.
D.
Specific Purpose Of The Visit
The institution being visited has expressed the desire to have an approved practitioner preparation
program, and therefore, is going through the process of achieving that purpose.
One step in that process is the preparation of an institutional report (IR). Sometime ago, the institution
was sent an IR Template and technical assistance manual which were to be used in developing the IR
and preparing for the team evaluation visit. The IR serves as the basic document that will be used by
the team members.
5
The IR along with the final report prepared as a result of the team visit, will be placed in the
institution's file housed in the Department of Education, and will be the official practitioner preparation
program of that institution.
E.
Visiting Team Membership
The membership and size of the visiting team will be determined by the institution's enrollment and
scope of its practitioner preparation programs. Typically, however, membership includes classroom
teachers, administrators, college or university personnel, and Department of Education personnel.
6
TEAM MEMBERS’ RESPONSIBILITIES
A.
General Comments
As a member of the team, you are expected to spend the entire length of time on the visit. Please "clear
your calendar," so that you will be able to arrive on time and leave only after your job is done and the
visit is over. The entire team may be inconvenienced if you arrive late or leave early. The team chair
will notify you of exact times and dates for the visit.
Team members who have associations with the institution other than those related to the purposes of
the team visit are not to pursue such associations during the team visit.
Individual preferences, judgments, comparisons, or advice are not to be communicated by team
members to institutional personnel or to any other persons interviewed during the visit.
Team members are information gatherers, fact finders, and evaluators. Make sure that information is
collected and reported accurately and completely.
B.
State Review Panel
The State Review Panel consists of experienced site team members and is chaired by the Administrative
Consultant in Practitioner Preparation at the Iowa Department of Education (DE). Panel members
attend each preliminary review and collaborate with the site visit team in the initial review of the
Institutional Report (IR). Each Review Panel member also participates in a minimum of one site visit
during the school year. The intent of the system is to provide consistency in reviews and to provide the
best possible review for each institution.
C.
Responsibilities Before The Visit
First, team members should read and study all the Standards in order to gain a general knowledge of
what is expected from the institution.
Second, team members should read the entire IR in order to get an overall picture of the institution. A
preliminary review is conducted by the team prior to the site visit. At that time the Review Team will
collaborate with the State Review Panel to give initial feedback to the program under review, including
issues to be clarified, questions to be addressed, and additional materials for review during the site visit.
Third, team members should study in-depth their assigned portion(s) of the IR and applicable standards.
The copy of the IR sent to you is yours, and you may "mark it up" as you desire. You may want to list
items you want to verify, make marginal notes, highlight areas, list questions, etc.
Any questions or information needed before the visit should be directed to the team chair. You should
never directly contact the institution.
7
D.
Responsibilities During the Preliminary Review
The preliminary review is scheduled before the actual site visit. The preliminary review procedure is as
follows:
E.
1.
The team chair will assign each panel member and team member a section of the IR. The standard
area to which you are assigned will be the standard area that you will review on the visit.
2.
After introductions, panel members and team members will work together in standards work groups
(about 45 minutes) to talk about their particular standard, compare notes, and prepare to lead the
discussion on that standard. You are welcome to bring a laptop; some individuals found it to bring
their notes on a laptop, giving them a base from which to work. (This is NOT required, but is
encouraged. It does speed up the process.)
3.
The entire group will review each standard area, led by that standard work group. Once the work
group has presented its findings, others may add to that section of the report.
4.
Remember that this is a preliminary review. We don’t need to address the all details that we will
address during the site visit. As you make notes, you will want to address:
a. Comments (include strengths please)
b. Questions/Concerns
c. Areas where more information in needed
Responsibilities During The Visit
Team members have the following basic responsibilities:
1. Validate the IR from the standpoint of accuracy and completeness for all the standards for which
you have been assigned a responsibility.
2. Serve as one of a total team, helping others and providing information when warranted, and help to
reach team consensus.
3. Complete all necessary information in final report form for all the standards to which assigned
primary responsibility.
E.
Advice And Cautions For Team Members
Team members will find there is much to do on a team visit. Team members will validate data,
interview people, visit classes, examine documents, and give attention to a lot of information.
Remember that the evidence gathered and the draft report should remain confidential.
Institutional personnel will understand the task of team members and experience has show that team
members enjoy a fine professional relationship with the institution. In order to enhance your task and
this relationship we offer the following advice.
a. Keep interviews to the essentials.
b. Do not be diverted from your basic purpose by lengthy discussions or personal
conversations.
c. Move with dispatch from person to person and from group to group.
d. Probe thoroughly and do so courteously.
e. Use tact and understanding when asking questions.
8
f. Be thorough, be fair, be respectful.
g. Use reason to guard against receiving and considering biased and erroneous
information, whether the bias comes from you, the institution, or from others.
h. Remember the importance of maintaining professional confidentiality about the
information you’ve accessed in the approval process.
i. Enjoy the visit and learn from colleagues
Note: All documents used as evidence belong to the unit/institution under review. Although team
members gain insights into what other programs are doing, it is important to remember that course
syllabi, reports, assessment rubrics, and other resources are not for public consumption. If asked and the
institution approves, these documents may be taken by team members and shared with home
institutions.
9
General Schedule for Visits
Sunday Evening Prior to Visit
5:00-6:00
Team members arrive at hotel
7:00-8:00
Informal reception and introductions of team, program faculty, and
administration (Option: Breakfast on Monday extended from 8-9:30 to
include Overview and Introductions)
8:30-9:00
Team meeting for overview of schedule
.
Monday, Day 1
8:00 – 9:00
Overview of program (presented by program)
9:00 -- 11:30
Team meeting; review of exhibits; classroom visits
11:30 – 12:30
Working luncheon in team room
12:30 – 3:00
Data gathering and appointments with key people
Team members visit classes to meet with students; classroom visits
3:00 – 4:00
Meetings with education faculty
12:30 – 3:30
Team member(s) visit area schools (elementary, middle/junior high, high
school)
4:00 – 5:00
Concurrent meetings with local practitioners—teachers and
administrators, student teachers, recent graduates, advisory council
members, adjunct faculty (Food for participants with several seating area
arranged and designated for the identified groups.)
5:00 -6:30
Team meeting to review data collected
6:30 – 7:30
Team dinner (out)
8:00
Team meeting and/or Individual Report Writing
Tuesday, Day 2
8:00-12:00
8:00 – 9:00
9:00 – 12:00
12:00 – 12:30
12:30 – 3:30
3:30 – 5:30
6:30 – 8:00
8:00
Wednesday, Day 3
8:30 – 9:30
9:30 – 11:30
11:30
Team member(s) visit area schools (elementary, middle/junior high, high
school)
Team meeting
Appointments with key people; data collection; classroom visits
Catered luncheon in team workroom
Data Collection and Report Writing; classroom visits
Team meeting
Team dinner (out)
Individual Report Writing
Individual Report Writing
Final team meeting
Box lunch/Team leaves (3:00 at the latest)
Thursday, Day 4 – Team Chair Only
8:30
Exit report to Chair
9:15
Exit report to Program Faculty
10:00
Exit report to Key Administrators
10
INFORMATION ON TEAM MEMBER WORKSHEETS
and REPORTING FORMS
On the following pages you will find sample copies of the worksheets and reporting forms that will be
used by team members. Before the visit you will be sent electronic copies for your use in preparing for the visit
and during the visit.
FOR THE PRELIMINARY REVIEW:
Program Review Guide: Preliminary Review Worksheet
This is intended to be a “note taking” worksheet used when initially reviewing the IR. The worksheet will
be useful in preparing for the Preliminary Review, as well as to guide discussion during the Preliminary Review
Meeting. This worksheet includes columns for comments, questions/concerns, and requests for more information.
Preliminary Review Feedback Report Template
This template will be used to summarize feedback to the institution following the Preliminary Review
Meeting. The feedback report template allows team members to submit comments, questions, and request or
suggestions for the site visit. You and your ‘section partner’ will complete your section at that meeting and send it
electronically to the team chair. The chair will compile and edit the sections and send team members a draft of the
preliminary review feedback for review. Once the team has reviewed the Preliminary Review Feedback Report, it
will be forwarded to the institution.
DURING THE SITE VISIT:
Team Guide: Site Visit Worksheet
This worksheet serves your "working copy" to use in taking notes during the on site visit. The worksheet
includes some suggested questions for guiding your validation, space for recording information sources and
comments. The worksheet will assist in gathering all the pertinent information needed to inform the decision of
whether the standard is met or not met.
Final Report Template
During the visit you will be given an electronic copy of the final report template. You will complete your
section (on-site if possible) and will send it electronically to the team chair. The chair will compile and edit the
sections and send team members a draft of the final report for review. Once the team has reviewed the full report, it
will be forwarded to the institution.
11
SAMPLE PAGE
PRELIMINARY REVIEW GUIDE:
PRELIMINARY REVIEW WORKSHEET
Chapter II: Governance and Resources
Comments
Questions/Concerns
More information,
please
281—79.10(256) Governance and Resources
Standard: Governance and resources
adequately support the preparation of
practitioner candidates to meet
professional, state and institutional
standards in accordance with the following
provisions.
79.10(1) A clearly understood governance
structure provides guidance and support for
the practitioner preparation program(s).
79.10(2) The professional education unit has
primary responsibility for all programs offered at
the institution for the initial and continuing
preparation of teachers, administrators and
other professional school personnel.
79.10(3) The unit’s conceptual framework
establishes the shared vision for the unit and
provides the foundation for coherence among
curriculum, instruction, field experiences,
clinical practice, assessment, and evaluation.
79.10(4) The work climate, policies, and
assignments promote intellectual vitality,
including best teaching practice, scholarship
and service among faculty.
79.10(5) The unit provides evidence of
ongoing collaboration with the professional
community including evidence that there is an
active advisory committee that is, at a
minimum, semi-annually solicited for program
input to inform the unit.
79.10(6) When a unit is a part of a college or
university, the unit provides evidence of ongoing
collaboration with the arts and sciences
departments of the institution, especially
regarding content endorsements.
79.10(7) Procedures for an appeals process
for candidates and faculty are clearly
communicated and provided to all candidates
and faculty.
12
SAMPLE PAGE: PRELIMINARY REVIEW REPORT TEMPLATE
Preliminary Review Feedback
To:
Date of Preliminary Review:
Date of Feedback:
Prepared by Team Chair on behalf of the Visit Team and State Panel
The following preliminary feedback is sent to assist you in preparation for the on-site visit. In this
response you will find:
 Comments by the Review Team and State Review Panel.
 Questions to which you may respond prior to the site visit or during the visit, as you deem
appropriate.
 Requests/suggestions for the visit.
Some of our questions may be answered, at least in part, in the materials you provided, but the team
would appreciate clarification/elaboration/explanation.
General Comments
General Suggestions/Requests
Chapter II. Unit Governance/Resources
Comments:

Questions:
1)
Requests:
1)
13
SAMPLE PAGE
TEAM GUIDE SITE VISIT WORKSHEET
Chapter II: Governance
and Resources
Questions
Evidence/Source
Comments
281—79.10(256) Governance and
Resources Standard:
Governance and resources
adequately support the
preparation of practitioner
candidates to meet professional,
state and institutional standards
in accordance with the following
provisions.
79.10(1) A clearly understood
governance structure provides
guidance and support for the
practitioner preparation program(s).
79.10(2) The professional
education unit has primary
responsibility for all programs
offered at the institution for the
initial and continuing preparation of
teachers, administrators and other
professional school personnel.
How do the different segments of
practitioner preparation "fit
into" the organizational
structure of the institution?
Is there a chart showing the
organizational structure?
Does the chart show the
relationship of practitioner
preparation to the total
organizational structure?
How does the institution define
the unit?
What is the make-up of this
group?
How often do they meet?
Who sets policy for the unit?
From where does the unit receive
input for the development of
policies?
Is this done through formal
meetings or surveys, or some
other means?
How often are policies reviewed?
Is there evidence of both short
and long-range planning?
If there is more than one unit
involved, how do they work
together?
What is the relationship of this
unit to other units?
Are students represented on
committees that are involved
in practitioner preparation?
Are students voting members on
committees?
14
SAMPLE PAGE: FINAL REPORT TEMPLATE
CHAPTER 2: GOVERNANCE AND RESOURCES STANDARD
281—79.10(256) Governance and resources standard. Governance and resources shall adequately support the
preparation of practitioner candidates to meet professional, state and institutional standards in accordance with the
following provisions. All provisions of this standard shall be demonstrated appropriately and equitably for all
programs regardless of delivery model, including programs delivered by distance learning and programs offered on
campus, off campus, and through any other model of delivery.
79.10(1) A clearly understood governance structure provides guidance and support for the practitioner preparation program(s).
Programs offered by various delivery models, including distance learning and off-campus models, are integrated
appropriately into the governance structure of the institution.
79.10(2) The professional education unit has primary responsibility for all programs offered by the institution for the initial and
continuing preparation of teachers, administrators and other professional school personnel.
79.10(3) The unit’s conceptual framework establishes the shared vision for the unit and provides the foundation for coherence
among curriculum, instruction, field experiences, clinical practice, assessment, and evaluation aligned with appropriate
professional standards and best practice in classroom instruction and school leadership.
79.10(4) The work climate, policies, and assignments promote intellectual vitality, including best practices in teaching,
scholarship and service among faculty.
79.10(5) The unit provides evidence of ongoing collaboration with the professional community, including evidence that there is
an active advisory committee that, at a minimum, is solicited semiannually for program input to inform the unit.
79.10(6) When a unit is part of a college or university, the unit provides evidence of ongoing collaboration with other
departments of the institution, especially regarding content endorsements.
79.10(7) Procedures for an appeals process for candidates and faculty are clearly communicated and provided to all candidates
and faculty.
79.10(8) The unit administers a systematic and comprehensive evaluation system designed to enhance the teaching competence
and intellectual vitality of the professional education unit.
79.10(9) The institution provides the commitment and resources necessary to support a quality clinical program for all
practitioner candidates.
79.10(10) Institutional commitment to the unit includes financial resources, facilities, appropriate educational materials, library
services, and equipment to ensure the fulfillment of the institution’s and unit’s missions, and the delivery of quality
programs, regardless of delivery model.
79.10(11) The unit provides sufficient faculty, administrative, clerical, and technical staff to plan and deliver a quality
practitioner program(s).
79.10(12) Resources are available to support professional development opportunities for faculty.
79.10(13) Resources are available to support technological and instructional needs to enhance candidate learning.
79.10(14) The use of part-time faculty and graduate students in teaching roles is purposeful and is managed to ensure integrity,
quality, and continuity of all programs, including those delivered by distance learning, off-campus, and other delivery
models.
Initial Team Recommendation
Met
Met Pending
Or
Conditions
Met with Strength
Noted Below
Not Met
Strengths:
Concerns/Recommendations:
Item that must be Addressed Prior to State Board Action: Sources of Information:
Sources of Information:
Institution’s Response:
Final Decision
Met
Or
Met with Strength
Met Pending
Conditions
Noted Below
Not Met
15
VALIDATION GUIDELINES FOR STANDARDS
The following questions along with the Sources of Information will help you prepare for your assignment. The
questions were developed for use strictly as guidelines. They are not standards. It may not be necessary to
answer every single question listed under each standard. You will also certainly have questions of your own and
will have follow-up questions as you discuss the program with a variety of individuals. Be sure to refer to the
requirements in your section of Chapter 79 to determine additional questions that you might ask. (These
requirements from Chapter 79 are found on the worksheet forms for both the preliminary review and the site visit.)
CHAPTER II: GOVERNANCE AND RESOURCES STANDARD
1.
How do the different segments of practitioner preparation "fit into" the organizational structure of the
institution?
Is there a chart showing the organizational structure?
Does the chart show the relationship of practitioner preparation to the total organizational structure?
i. How does the institution define the unit?
What is the make-up of this group?
How often do they meet?
ii. Who sets policy for the unit?
From where does the unit receive input for the development of policies?
Is this done through formal meetings or surveys, or some other means?
How often are policies reviewed?
Is there evidence of both short and long-range planning?
4.
If there is more than one unit involved, how do they work together?
What is the relationship of this unit to other units?
5.
Are students represented on committees that are involved in practitioner preparation?
Are students voting members on committees?
6.
Is there a conceptual framework based on solid, research-based foundations?
Does the conceptual framework include these elements: the institution’s mission/goals, the unit’s
mission/goals, the unit’s standards/competencies?
Does the conceptual framework describe how these elements are related?
Are elements of the conceptual framework infused throughout the program?
7.
How and who developed the unit standards/competencies?
Are the unit standards/competencies current?
Are the unit standards/competencies under periodic review?
Do students have knowledge of the unit standards/competencies?
Do faculty advisors have knowledge of the unit standards/competencies?
8.
Does the institution have a plan/formula for determining load?
Does the plan/formula take into consideration the broad spectrum of faculty activities?
Is there a specific formula for determining load for supervision of student teachers?
How does the practitioner preparation faculty load compare to other faculty load?
What provisions are there for clerical assistance?
9.
Does the faculty workload facilitate scholarship and service?
Does the institution support scholarship and service? In what ways?
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10.
How is the advisory committee determined?
Are students represented on the advisory committee?
How often do they meet?
What are the responsibilities of the committee?
Is there evidence of committee-initiated activity?
11.
Is there evidence of joint planning between liberal arts and sciences and practitioner preparation faculty?
12.
Does the institution have a formalized plan for evaluation of instruction?
Are evaluation procedures systematically conducted?
Is there student evaluation of instructors?
Is there administration evaluation of instructors?
How are evaluation results used?
How is information used to improve teaching?
13.
Are library hours adequate to ensure student availability to services needed?
Is there a specific budget for practitioner preparation?
Are library holdings sufficient in both depth and breadth to support the various practitioner preparation
program offered?
What is the relationship between faculty in practitioner preparation and the library staff?
Who determines the library budget for practitioner preparation?
Is the library staffed with professional and support personnel to provide needed services?
What are all the services provided?
14.
Does the institution maintain a curriculum laboratory or the equivalent?
Is the facility conducive to serve as a laboratory for practitioner preparation students?
Does the facility contain a wide range of materials in each area in which the institution prepares
practitioners?
Are resource materials current?
Are resource materials reflective of elementary and secondary school uses?
Is the facility staff familiar with practitioner preparation?
Do the hours of accessibility serve the needs of students?
Are the students made aware of the media services available in the AEA?
15.
Does the number of classrooms meet the needs to support the programs offered?
Is there a variety of types and sizes of classrooms?
Do faculty members have individual offices?
Is there faculty awareness of state and federal laws and regulations relating to safety, supervision, etc?
16.
Is clerical assistance available to faculty in practitioner preparation?
Is clerical help part time/ full time?
Is clerical help student/other help?
17.
Does the institution budget money for faculty development activities?
Do faculty members have opportunities through in-service to grow professionally?
What provisions are there for sabbaticals, leaves, joint appointments, etc?
Is there faculty input as to faculty development policies?
18.
Do classrooms contain necessary technology?
Are adequate technology resources available to students and faculty?
17
19.
What is the role of part-time faculty?
How does the institution define the term part time?
Why does the institution hire part-time faculty?
What are the roles of graduate assistants?
20.
How is the selection of the department/program chair determined?
Are the responsibilities in writing?
Where?
21.
Does budgetary planning involve those directly involved with the administration of practitioner
preparation programs?
How does the budget for practitioner preparation compare to the total institutional budget for the last five
years?
How is the budget for practitioner preparation determined?
22.
In what document(s) are the written policies?
Do advisors have copies?
Do students have copies?
When are students given or made aware of policies?
23.
How are faculty advisors selected?
Do students have a choice in selecting an advisor?
Are advisors available to students?
Are faculty advisors knowledgeable about practitioner preparation programs?
Do faculty advisors have copies of practitioner preparation programs?
24.
Who is responsible for maintaining records of practitioner preparation students?
Are records such that students in practitioner preparation can be identified?
Are records current and up to date?
Do records contain all pertinent information about the students' practitioner preparation program?
25.
Are career placement services available for students?
Is one person or office assigned placement service responsibilities?
How does the office assist students in placement procedures?
Are placement services available year around?
Are there placement services available that are unique to students in practitioner preparation?
26.
What other specific services are provided for students?
How are students made aware of the services provided for them?
CHAPTER III: DIVERSITY STANDARD
1.
How is diversity defined by the institution and by the unit?
In what ways do the institution and unit provide and maintain a climate that supports diversity?
2.
In what ways do institutional recruitment, hiring, and retention policies support a diverse faculty within
the unit?
In what ways do institutional recruitment, admission, and retention policies support a diverse candidate
population within the unit?
3.
Do specific initiatives exist that address varying aspects of diversity?
Do any initiatives or plans include monitoring or follow-up?
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4.
How are underrepresented groups on campus supported: both student and faculty?
5.
How does the unit ensure that all candidates have diverse clinical experiences?
Does the unit have a “tracking system” implemented for this purpose?
CHAPTER IV: FACULTY STANDARD
1.
Does the faculty preparation reflect varied backgrounds and experiences appropriate to the programs
offered?
Are faculty members academically prepared for their current assignment?
Have faculty members had previous elementary and, or, secondary teaching experience? How long ago?
2.
Are faculty members who are assigned online courses prepared for electronic design and delivery?
Is adequate training and technical support provided for faculty using electronic delivery?
3.
In what ways does the unit promote intellectual vitality, including best teaching practice, scholarship
and service?
Do methods instructors provide a blending of theory and practice in their methods course
4.
Does the unit have a specific policy regarding scholarly activity?
Has the unit defined scholarly activity?
How broad/narrow is this definition?
Are all faculty engaged in regular scholarly activity?
What types of activities are common?
5.
How are faculty members involved in local school activities?
(Committees, providing in-service, conducting workshops, etc.)
6.
What is the role of part-time faculty?
How does the institution define the term part time?
Why does the institution hire part-time faculty?
Are part-time faculty aware of the total practitioner preparation program?
What criteria are used in hiring part-time faculty?
How are they evaluated?
To what extent are part-time faculty involved in the general work of the unit?
7.
What is the role of graduate assistants?
What criteria are used in hiring them?
How are they evaluated?
To what extent are graduate assistants involved in the general work of the unit?
8.
Does the unit have a policy regarding the 60 hours team teaching during a 5 year time period?
What is the policy?
How is it monitored?
Do faculty complete 60 hours of team teaching during each five years?
In what types of activities do they participate?
CHAPTER V: UNIT AND CANDIDATE ASSESSMENT STANDARD
1.
Does the unit demonstrate a commitment to accountability and the use of data?
Has the institution appointed an accountability system coordinator and provided some time and
resources for this responsibility?
19
2.
How are data managed?
Is there an electronic data system in place that can store and process all candidate performance data
over time?
3.
Is the unit's assessment system aligned with conceptual framework and professional and state
standards?
4.
Does the assessment system include comprehensive and integrated measures with rubrics and
scoring/cut-off criteria?
Do unit operations and program quality assessments have all of the following attributes: multiple,
regular and comprehensive?
5.
Are data systematically collected at multiple points?
6.
Are data collected from applicants, candidates, recent graduates, faculty, and other professionals?
7.
Is there an ongoing, collaborative process in place for developing and refining a standards-based system
of candidate performance assessment?
8.
Are data regularly and systematically compiled, summarized, and analyzed for program improvement?
Are both candidate and graduate performance data used to evaluate courses?
Are both candidate and graduate performance data used to evaluate programs?
Are both candidate and graduate performance data used to evaluate clinical experiences?
Are assessment data shared with faculty with guidance for reflection and improvement?
9.
Is the assessment system used to manage and improve the unit’s operation and programs?
10.
Is the assessment system used to monitor candidate progress?
11.
Are all program standards/competencies assessed for all candidates at each program stage?
12.
Is there a policy regarding the use of a basic skills test for admission to the program? Is the policy used
consistently?
13.
Does the system have multiple decision points?
14.
Is there strong rationale (e.g., research, best practice) regarding the data collected and their relationship
to candidate success?
Have steps been taken to establish fairness, accuracy, and consistency of assessments?
Do candidate assessments have all of the following attributes: multiple, regular and comprehensive, at
each stage?
15.
Are assessment data shared with candidates with guidance for reflection and improvement?
16.
Are data regularly collected and stored for all candidates and analyzed and reported in user-friendly
formats?
20
CHAPTER VI: CLINICAL STANDARD
1.
How many hours of field experience/practica do candidates have prior to student teaching?
How does this differ among endorsement areas?
Are field experiences/practica connected to particular courses?
At what points in the candidate's program are field experiences/practica required?
Are specific activities and responsibilities for the candidate defined?
Are duties and responsibilities of the local school, practitioner, administrator defined?
2.
Has the unit articulated a progression of competencies in the progression of field experiences/practica?
Does each field experience/practicum require specific competencies?
If so, how are they determined?
How are they assessed?
Who is responsible?
Who makes the initial contact for placements?
What is the rationale for the selection of the cooperating schools?
Does the list of cooperating schools used remain the same or change from year to year?
Who is involved in the selection of cooperating schools?
Does the selection of cooperating schools offer a variety of choices as to urban, rural, large, small, etc?
3.
4.
Does the unit have its own criteria as to who is to be selected as a cooperating practitioner?
What process is used within a local school as to who is selected as a cooperating practitioner?
What evidences are there to show cooperative efforts in selection?
What evidences of commitment is shown by practitioners in cooperating schools?
5.
Are faculty members involved in supervision of student teachers?
What collaboration exists between methods faculty and student teacher supervisors?
Are methods instructors involved in supervision of practica or student teachers?
6.
What institutional supervision exists during field experience/practica?
How are these experiences evaluated? By whom?
7.
Are candidates given opportunities to develop and implement assessment strategies (formative and
summative) to analyze and guide instructional planning?
8.
At what point(s) during the student teaching experience does evaluation take place?
Who is involved in the evaluation?
What records are kept of evaluation?
9.
Is supervision conducted by both the institution and the local school?
How often are student teachers visited by the institution? By whom?
10.
Does the institution allow supervision of student teachers by someone other than their own faculty
members?
What circumstances would allow for student teaching supervision to be done under another institution?
Is there written criteria for what is expected from some other institution when they supervise the student
teacher?
11.
Are there provisions for changes in assignments where problems exist?
What is the appeal process for students who are unable to satisfactorily complete student teaching
and/or are not recommended for licensure?
12.
Is there a student teaching handbook? To whom is it available?
21
13.
Are there specific hour requirements for student teaching in each endorsement area?
Are the hour requirements the same for each endorsement area?
If a student is completing work in more than one endorsement (or level) are the hour requirements
different than if completing only one endorsement area (or level)?
What conditions would warrant a person not student teaching in their major?
14.
Who determines student teaching placement?
How does the institution know that all cooperating practitioners are properly licensed and endorsed?
15.
What are the different kinds of experiences a student has during student teaching?
What cooperative efforts exist between the institution and the local schools?
Is one person/unit responsible for the coordination of these experiences?
16.
Are specific activities, responsibilities, and expectations for the student teacher defined?
Are duties and responsibilities of the local school, cooperating teacher and administrator defined?
17.
How are the Iowa Teaching Standards incorporated into the student teaching experience?
How is the mock evaluation handled?
18.
What is the unit’s policy regarding lead/full-time teaching during the student teaching experience?
Do student teachers responsibilities include professional meetings?
Do student teachers responsibilities include communication and interaction with parents or guardians of
students in their classroom?
19.
Who is responsible for conducting the cooperating teacher workshop?
How is it handled?
Where is it conducted?
What format is followed?
How is feedback from workshop participants gathered, analyzed, and used?
20.
Is the contract annually reviewed by both the institution and the school district?
Do both have a copy of the contract?
Are contracts available for other field experiences?
Do both the institution and the school district have a copy?
CHAPTER VII: CANDIDATE KNOWLEDGE, SKILLS, AND DISPOSITIONS STANDARD
(CURRICULUM STANDARD)
(Please refer to the listed program standards/competencies and inquire about each.)
1.
Is there a written policy for administration of basic skills test and use of scores for screening
candidates?
Is the policy followed consistently?
2.
Who is involved in the review of, and possible changes in, general education requirements?
How current are the general education requirements?
Are specific courses required within broad areas or are there elective choices within broad areas?
Where flexibility is offered in course work, has the education department determined specific courses for
practitioner preparation students?
Is there any variance in general education requirements among the different practitioner preparation
programs? (Elementary, secondary, music, science, etc.)
Does review of transcripts show adherence to stated requirements?
Do all practitioner preparation students complete all requirements as stated in the standard?
22
3.
Is there evidence of dedicated coursework in human relations and cultural competency?
Does the dedicated coursework in human relations and cultural competency address each of the following
competencies?
Has the unit identified where in the practitioner program each of the following are addressed?
Has the unit defined assessments for each of the following competencies?
a.
Be aware of and understand the values, life styles, history, and contributions of various
identifiable subgroups in our society.
b.
Recognize and deal with dehumanizing biases such as sexism, racism, prejudice, and
discrimination and become aware of the impact that such biases have on interpersonal relations.
c.
Translate knowledge of human relations into attitudes, skills, and techniques which will result in
favorable learning experiences for students.
d.
Recognize human diversity and the rights of each individual.
e.
Relate effectively to other individuals and various subgroups other than one’s own.
f.
Have an awareness of federal and state civil rights legislation as it impacts students.
4.
Is there evidence of dedicated coursework in understanding exceptional learners?
Has the unit identified where in the practitioner program candidates these are addressed and how they are
assessed?
Does the dedicated coursework adequately address the necessary knowledge, skills, and dispositions for
meeting the needs of the following learner groups?
a.
Students from diverse ethnic, racial, and socioeconomic backgrounds.
b.
Students with disabilities.
c.
Students who are gifted and talented.
d.
English language learners.
e.
Students who may be at risk of not succeeding in school..
5.
How are the reading requirements addressed?
Are all candidates preparing to work with elementary aged students required to demonstrate knowledge
about preparation in elementary reading programs, including reading recovery?
Are all candidates preparing to work with secondary aged students required to demonstrate knowledge
about the integration of reading strategies into secondary content areas?
6.
Are unit standards/competencies throughout the program aligned with INTASC Principles and the Iowa
Professional Core?
7.
In what manner are program standards and competencies stated? (general for all levels of teaching, or
specific to each level PK-K, K-8, 5-12)
Does evidence exist to support an implementation of standards/competencies in the specific programs
within practitioner preparation?
How are the various content areas involved in implementation of the standards/competencies?
8.
Are the unit standards/competencies evident in the course syllabi?
Are there evidences of awareness and use of state, national standards?
9.
Is there evidence that candidates learn to differentiate curriculum, instruction, and environmental factors to
meet the diverse needs of all learners?
10.
Is there evidence that candidates learn to use both formative and summative assessment of students to
guide instructional planning and decision making?
11.
How is technology integrated within the program?
Does a specific course exist?
23
What aspects of technology are taught?
12.
Is there a system for collecting and maintaining records of Praxis II scores for elementary candidates?
13.
In what ways does each of the graduate programs extend practitioners beyond prior knowledge?
Is coursework “double-labeled” for undergraduate and graduate work? If so, are the additional
requirements appropriately rigorous?
24
RUBRIC FOR UNIT PLANNING AND EVALUATION
(CHAPTER 79:15 (1))
Standard: Development of the system reflects a unit-wide commitment to accountability and data management
demonstrated by designation of an accountability system coordinator with time and support, faculty involvement,
accrual of resources for system development, and an on-going process of analyzing, reporting, and making data
based decisions for program improvement.
1
Beginning
Commitment to
accountability, use of
data, and data
management is limited
to those administrators
directly responsible
for accreditation.
(deans, assistant
deans, department
heads).
No one person is
ultimately responsible
for coordinating the
assessment system.
2
Developing
Commitment to
accountability, use of
data, and data
management include
both administrators
and some faculty.
3
At Standard
Unit-wide commitment
to accountability, use of
data, and development
of a data management
system.
4
Above Standard
Commitment to
accountability, use of
data, and data
management include
unit and other faculty
outside the unit who
are involved in
preparing future
teachers.
The institution has
appointed an
accountability system
coordinator, but this
role is added to an
individual's present
duties.
The institution has
appointed an
accountability system
coordinator and has
provided some time and
resources for this
responsibility.
Process for
performance
assessment
development
One-time decisions
about developing,
implementing, and
improving the
accountability system
are made by those
administrators directly
responsible for
accreditatioin).
An ongoing,
collaborative process is
in place for developing
and refining a standards
based system of
candidate performance
assessment.
Electronic data
system
An electronic data
system is in place that
collects and stores
data but does not have
the capacity to store
and analyze data from
all candidates over
time.
Decisions about
developing and
refining a system of
candidate
performance
assessment are made
by administrators and
some faculty. Some
assessments are
standards based.
An electronic data
system is in place
that can store and
process most
candidate
performance data
over time.
The institution
appointed an
accountability system
coordinator and has
provided support and
more than ½ released
time for this
responsibility.
An ongoing,
collaborative process,
both within and
outside the unit, is in
place for developing
and refining a
standards based
system of candidate
performance.
Process for using
data for program
improvement
Data are only
generated for external
accountability reports
(NCATE, AACTE,
State), are not used for
program improvement,
and are available only
to administrators.
Unit-wide
commitment to
accountability
Accountability
system coordinator
Some generated data
are based on internal
standards and used
for program
improvement, but are
available only to
administrators "as
needed".
An electronic data
system is in place that
can store and process
all candidate
performance data over
time. Data are
regularly collected and
stored for all candidates
and analyzed and
reported in userfriendly formats.
An ongoing, systematic,
standards based process
is in place for reporting
and using data to make
decisions and improve
programs within the
unit.
An electronic data
system is in place that
can store and process
all candidate
performance data over
time. Maintenance
and enhancement
needs have been
anticipated.
An ongoing,
systematic, standards
based process is in
place for reporting and
using data to make
decisions and improve
programs both unit
and university-wide.
25
Multiple
assessments provide
regular and
comprehensive
information on
candidate
performance at each
stage of program
Multiple
assessments provide
regular and
comprehensive
information on
program quality at
each stage of
program
Multiple
assessments provide
regular and
comprehensive
information on unit
operations at each
stage of program
Data collected from
applicants,
candidates, recent
graduates, faculty,
and other members
of the professional
community
Data regularly and
systematically
compiled,
summarized, and
analyzed for
program
improvement
Data electronically
housed
1
Beginning
Candidate assessments
have only one of the
following attributes:
multiple, regular and
comprehensive, at
each stage.
2
Developing
Candidate assessments
have only two of the
following attributes:
multiple, regular and
comprehensive, at
each stage.
3
At Standard
Candidate assessments
have all of the
following attributes:
multiple, regular and
comprehensive, at
each stage.
4
Above Standard
Candidate assessments
have all necessary
attributes and are
embedded in the
program (versus
"added-on").
Program quality
assessments have only
one of the following
attributes: multiple,
regular and
comprehensive, at
each stage.
Program quality
assessments have only
two of the following
attributes: multiple,
regular and
comprehensive, at
each stage.
Program quality
assessments have all
of the following
attributes: multiple,
regular and
comprehensive, at
each stage.
Program quality
assessments have all
necessary attributes
and are embedded in
the program (versus
"added-on").
Unit operations
assessments have only
one of the following
attributes: multiple,
regular and
comprehensive, at
each stage.
Data collected from
applicants, candidates,
and faculty, but not
graduates or other
professionals.
Unit operations
assessments have only
two of the following
attributes: multiple,
regular and
comprehensive, at
each stage.
Data collected from
applicants, candidates,
faculty, and graduates,
but not other
professionals.
Unit operations
assessments have all
of the following
attributes: multiple,
regular and
comprehensive, at
each stage.
Data collected from
applicants, candidates,
recent graduates,
faculty, and other
professionals.
Unit operations
assessments have all
necessary attributes
and are embedded in
the program (versus
"added-on").
Data are not regularly
and systematically
compiled and
summarized.
Data are regularly and
summarized, but are
not analyzed for
program improvement.
Data are regularly and
systematically
compiled,
summarized, and
analyzed for program
improvement.
A strong rationale
guides data analysis.
Program changes have
occurred based on
clear evidence.
Little to no assessment
data are electronically
housed.
Some assessment data
is electronically
housed.
All assessment data is
electronically housed
All data is electronic
and easily accessed
and analyzed by all
decision-makers.
Data collected from
multiple information
on/from applicants,
candidates, recent
graduates, faculty, and
other professionals.
26
1
Beginning
Neither candidate nor
graduate performance
data are used to
evaluate courses.
2
Developing
Candidate, but not
graduate, performance
data are used to
evaluate courses.
3
At Standard
Both candidate and
graduate performance
data are used to
evaluate courses.
Candidate and
graduate
performance data
used to evaluate
efficacy of programs
Neither candidate not
graduate performance
data are used to
evaluate programs.
Candidate, but not
graduate, performance
data are used to
evaluate programs.
Both candidate and
graduate performance
data are used to
evaluate programs
Candidate and
graduate
performance data
used to evaluate
efficacy of clinical
experiences
Neither candidate not
graduate performance
data are used to
evaluate clinical
experiences.
Candidate, but not
graduate, performance
data are used to
evaluate clinical
experiences.
Both candidate and
graduate performance
data are used to
evaluate clinical
experiences.
Program evaluation
and performance
assessment data
used to initiate unit
changes
Neither program
evaluation nor
performance
assessment data
inform unit changes
Unit changes are
informed by either
program evaluation or
performance
assessment data.
Unit changes are
informed by both
program evaluation
and performance
assessment data.
Assessment data
shared with
candidates for
reflection and
improvement
Assessment data are
not shared with
candidates.
Assessment data are
shared with
candidates, but with
no guidance for
reflection and
improvement.
Assessment data are
shared with candidates
with guidance for
reflection and
improvement.
Assessment data
shared with faculty
for reflection and
improvement
Assessment data are
not shared with
faculty.
Assessment data are
shared with faculty,
but with no guidance
for reflection and
improvement.
Assessment data are
shared with faculty
with guidance for
reflection and
improvement.
Candidate and
graduate
performance data
used to evaluate
efficacy of courses
4
Above Standard
Both candidate and
graduate performance
data are used to
evaluate courses.
Course revisions and
assessment changes
are based on
evaluations.
Both candidate and
graduate performance
data are used to
evaluate programs.
Program revisions and
assessment changes
are based on
evaluations.
Both candidate and
graduate performance
data are used to
evaluate clinical
experiences. Changes
are based on
evaluations.
Unit changes are
informed by both
program evaluation
and performance
assessment data. The
effects of changes are
systematically studied.
Assessment data are
shared with candidates
with guidance for
reflection and
improvement.
Remediation
opportunities are made
available.
Assessment data are
shared with faculty
with guidance for
reflection and
improvement.
Remediation
opportunities are made
available.
27
RUBRIC FOR PRACTITIONER CANDIDATE ASSESSMENT
(CHAPTER 79.15(2))
The unit has an assessment system made up of comprehensive and integrated evaluation measures, based on
professional and state standards, that monitor candidate progress, manage and improve operations and programs,
and promote candidate success. These data are collected at admissions, transition points, and program completion.
Steps are taken to establish fairness, accuracy, and consistency of assessments.
1
2
3
4
Beginning
Developing
At Standard
Above Standard
Development of the
Development of the
Development of the
Development of the
Assessment system
based on conceptual unit's assessment
unit's assessment
unit's assessment
unit's assessment
frameworks and
system does not reflect system is based on
system involved
system involved
professional and
conceptual
conceptual
stakeholders and is
stakeholders and is
state standards
frameworks and
frameworks and
aligned with
aligned with candidate
professional and state
professional and state
conceptual
proficiencies outlined
standards.or
standards, but did not
frameworks and
in conceptual
stakeholder
involve stakeholders.
professional and state
frameworks and
involvement
standards.
professional and state
standards.
The assessment system The assessment system The assessment system The assessment system
Assessment system
uses multiple
consists of measures
includes multiple
includes
includes
measures and a
that are not sequential
measures, but they are comprehensive and
comprehensive and
range of
nor coherent.
not integrated or they
integrated measures
integrated measures
performance-based
lack rubrics or
with rubrics and
with rubrics and
assessments that are
scoring/cut-off
scoring/cut-off
scoring/cut-off
coherent and
criteria.
criteria.
criteria.
sequential
Measures are used to
Measures are used to
Measures are used to
Measures are used to
Measures monitor
candidate progress,
monitor candidate
monitor candidate
monitor candidate
monitor candidate
and manage and
progress, but are not
progress and manage
progress and manage
progress and manage
improve operations
used to manage and
operations and
and improve
and improve
and programs
improve operations
programs, but are not
operations and
operations and
and programs.
used for improvement. programs.
programs. Changes
based on data are
evident.
Data are not collected
Data are collected at
Data are
Data are
Data collected and
used includes basic
across multiple points
multiple points but
systematically
systematically
skills tests and
and do not predict
there is no rationale
collected at multiple
collected at multiple
multiple measures
candidate success.
regarding their
points and there is
points and institutional
of content
relationship to
strong rationale (e.g.,
data provide strong
knowledge,
candidate success.
research, best practice) relationship between
professional and
regarding their
assessments and
pedagogical
relationship to
candidate success.
knowledge, and
candidate success.
effect on student
learning
No steps have been
Assessments have
Preliminary steps have Assessments have
Process in place to
review and revise
taken to review and
"face validity"
been taken to establish been established as
assessments to
revise assessment
regarding fairness,
fairness, accuracy, and fair, accurate, and
establish fairness,
system to establish
accuracy, and
consistency of
consistent through
accuracy, and
fairness, accuracy, and consistency.
assessments.
institutional data
validity of
consistency of
analysis.
assessments
assessments.
28
SOURCES OF INFORMATION
Appointments for team members will be scheduled with:
1. President
2. Provost/Dean of Academic Affairs
3. Admissions Office
4. Financial Officer
5. Dean/Chair of Education
6. Chairs/Contacts, Academic Departments & Divisions of Secondary
Education Majors (schedule a group meeting)
7. Recommending Official
8. Librarian/Media Center Director
9. Faculty Advisors (if different from department members)
10. Student Teacher Director
11. Student Teacher Supervisors
12. Education Faculty (representatives)
13. Methods Teachers
Monday night cluster groups:
14. Part-time Faculty Members
15. Teacher Education Committee Members
16. Advisory Committee Members
17. Cooperating Practitioners
18. Cooperating Administrators
19. Community/School Partners
20. Student Teachers
21. Recent Graduates
Class visits:
22. Group of students at a variety of places in the program and with a variety of skills
The team will be provided a schedule of all education classes taught during the three days of the visit.
Professors/instructors will be alerted to the possibility that a team member may visit his/her class with
the understanding that the professor/instructor will step out for 10-15 minutes at the beginning of the
class to allow discussion with students. The focus of class visits will be the program in general, not a
particular course or instructor.
Ad hoc interviews (as possible):
21. Faculty members
22. Education Staff Members
23. Media Center Staff
24. Placement Office Staff
25. Counselor Career Staff
26. Secretarial Staff
27. Library Staff
29
DOCUMENTS
The following documents will be easily accessible in the team room:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Last Department of Education Site Visit Report and Institution Rejoinder
NCA Report
College Catalogue
Faculty Committee Minutes
Department Meeting Minutes
Financial Reports
Teacher Education Committee Minutes
Advisory Committee Minutes
Practitioner Preparation Forms
Faculty Vitae (including part-time and adjunct)
Summary of Program Faculty Evaluation
Team Teaching Verification Records
Faculty Handbooks
Survey Forms
Course Syllabi
Student Teacher Handbook
Student Teaching, Practicum, and Field Experience Evaluation Forms
Contracts with school districts
Samples of Portfolios, Teacher Work Samples or other documents that provide evidence
of competency
Candidate records
(These may remain in their usual location.)
Assessment Plan and Related Documents
(e.g. sample rubrics, description of record-keeping methods, etc.)
Data from recent assessment (summaries and trends)
Team members will need access to all student records that are maintained by the Teacher
Education Program. Personal records will be reviewed in a confidential manner and place.
30
TEAM FACILITATOR RESPONSIBILITIES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
Work with the institution and/or make preliminary visit to plan for the team
visit.
Establish team membership.
Organize and conduct preliminary review.
Make team member assignments.
Provide team members with all appropriate materials.
Make necessary arrangements, such as lodging for team members for
preliminary review.
Facilitate orientation session for team members.
Facilitate opening session with team members and institution representatives.
Coordinate appointment and visitation schedules for team members.
Preside at all team member meetings during the visit.
Act as mediator, if necessary, to resolve any problems that may develop.
Coordinate all team member reporting procedures and report writing.
Preside during exit report.
Prepare tentative report.
Communicate with institution about the tentative report.
Prepare final report and communicate with institution.
Prepare final report for Director of Education.
Make recommendation for program approval to Director.
Prepare recommendation for program approval for Director to State Board.
Meet with State Board when discussing institutional approval.
Prepare and send final reports and letters to institution.
31
CHAPTER 79
STANDARDS FOR PRACTITIONER AND ADMINISTRATOR
PREPARATION PROGRAMS
(Effective August 31, 2001)
DIVISION I
GENERAL STANDARDS APPLICABLE TO ALL PRACTITIONER PREPARATION
PROGRAMS
281—79.1(256) General statement. Programs of practitioner and administrator preparation
leading to licensure in Iowa are subject to approval by the state board of education, as provided
in Iowa Code chapter 256. All programs having accreditation on August 31, 2001, are presumed
accredited unless or until the state board takes formal action to remove accreditation.
[ARC 8053B, IAB 8/26/09, effective 9/30/09]
281—79.2(256) Definitions. For purposes of clarity, the following definitions are used
throughout the chapter:
“Administrator candidates” means individuals who are enrolled in practitioner preparation
programs leading to administrator licensure.
“Administrator preparation programs” means the programs of practitioner preparation leading
to licensure of administrators.
“Area education agency” or “AEA” means a regional service agency that provides school
improvement services for students, families, teachers, administrators and the community.
“Candidates” means individuals who are preparing to become educational practitioners through
a practitioner preparation program.
“Clinical experiences” means a candidate’s direct experiences in PK-12 schools. “Clinical
experiences” includes field experiences prior to student teaching or internship; internships for
preparation programs other than teacher preparation; and student teaching, a full-time clinical
practice experience in which the teacher preparation program culminates.
“College/university supervisors” means qualified employees or individuals contracted by the
college or university offering teacher preparation who provide guidance and supervision to
teacher candidates during the candidates’ clinical experiences in the schools.
“Cooperating administrators” means school administrators who provide guidance and
supervision to administrator candidates during the candidates’ clinical experiences in the schools.
“Cooperating teachers” means appropriately licensed classroom teachers of record who provide
guidance and supervision to teacher candidates in the cooperating teachers’ classrooms during
the candidates’ field experiences in the schools.
“Delivery model” means the form in which the educator preparation program is delivered to
candidates and may include conventional campus-based, face-to-face models, distance learning
models, off-campus models, programs delivered through consortia arrangements, and programs
or elements delivered by contracted outside providers.
“Department” means department of education.
“Director” means director of the department.
“Distance learning” means a formal education process in which the major portion of the
instruction occurs when the learner and the instructor are not in the same place at the same time
and occurs through virtually any media including printed materials, videotapes, audio recordings,
facsimiles, telephone communications, the ICN, Internet communications through E-mail, and
Web-based delivery systems.
32
“Distance learning program” means a program in which over half of the required courses in the
program occur when the learner and the instructor are not in the same place at the same time (see
definition of distance learning). These programs include those offered by the professional
educational unit through a contract with an outside vendor or in a consortium arrangement with
other higher education institutions, area education agencies, or other entities.
“Diverse groups” means one or more groups of individuals possessing certain traits or
characteristics, including but not limited to age, color, creed, national origin, race, religion,
marital status, sex, sexual orientation, gender identity, disability, or socioeconomic status.
“EPS” means Educational Leadership Policy Standards, national standards for educational
administration.
“Facility” means a residential or other setting for a child in which the child receives an
appropriate educational program. “Facility” includes a foster care facility as defined in Iowa
Code section 237.1, a facility that provides residential treatment pursuant to Iowa Code chapter
125, an approved or licensed shelter care home as defined in Iowa Code section 232.2,
subsection 34, an approved juvenile detention home as defined in Iowa Code section 232.2,
subsection 32, and a psychiatric medical institution for children as defined in Iowa Code section
135H.1.
“ICN” means the Iowa communications network.
“Institution” means a college or university in Iowa offering practitioner preparation or an
educational organization offering administrator preparation and seeking state board approval of
its practitioner preparation program(s).
“INTASC” means Interstate New Teacher Assessment and Support Consortium, the source of
national standards for beginning teachers.
“Iowa core curriculum” means a legislatively mandated state initiative that provides local school
districts and nonpublic schools a guide to delivering instruction to students based on consistent,
challenging and meaningful content.
“ISSL” means Iowa Standards for School Leaders.
“Mentor” means an experienced educator who provides guidance to a practitioner, administrator
candidate or novice educator.
“Novice” means an individual in an educational position who has no previous experience in the
role of that position or who is newly licensed by the board of educational examiners.
“Off-campus program” means a program offered by a unit on sites other than the main campus.
Off-campus programs may be offered in the same state, in other states, or in countries other than
the United States.
“Practitioner candidates” means individuals who are enrolled in practitioner preparation
programs leading to licensure as teachers, as administrators or as other professional school
personnel that require a license issued by the board of educational examiners.
“Practitioner preparation programs” means the programs of practitioner preparation leading to
licensure of teachers, administrators, and other professional school personnel.
“Program” means a specific field of specialization leading to a specific endorsement.
“Regional accreditation” means official approval by an agency or organization approved or
recognized by the U.S. Department of Education.
“State board” means Iowa state board of education.
“Students” means PK-12 pupils.
“Teacher candidates” means individuals who are enrolled in practitioner preparation programs
leading to teacher licensure.
“Unit” means the organizational entity within an institution with the responsibility of
administering and delivering the practitioner preparation program(s).
[ARC 8053B, IAB 8/26/09, effective 9/30/09]
33
281—79.3(256) Institutions affected. In order to attain the authority to recommend candidates
for Iowa licensure, colleges and universities offering practitioner preparation programs in Iowa,
as well as other Iowa educational organizations engaged in the preparation of school
administrators, shall meet the standards contained in this chapter to gain or maintain state board
approval of their programs.
[ARC 8053B, IAB 8/26/09, effective 9/30/09]
281—79.4(256) Criteria for practitioner preparation programs. Each institution seeking
approval by the state board of its programs of practitioner preparation, including those programs
offered by distance delivery models or at off-campus locations, must be regionally accredited and
shall file evidence of the extent to which each program meets the standards contained in this
chapter by means of a written self-evaluation report and an evaluation conducted by the
department. The institution shall demonstrate such evidence by means of a template developed
by the department and through a site visit conducted by the department. After the state board has
approved the practitioner preparation programs of an institution, students who complete the
programs and are recommended by the authorized official of that institution will be issued the
appropriate license and endorsement(s). [ARC 8053B, IAB 8/26/09, effective 9/30/09]
281—79.5(256) Approval of programs. Approval of institutions’ practitioner preparation
programs by the state board shall be based on the recommendation of the director after study of
the factual and evaluative evidence on record about each program in terms of the standards
contained in this chapter. Approval, if granted, shall be for a term of seven years; however,
approval for a lesser term may be granted by the state board if it determines conditions so
warrant. If approval is not granted, the applying institution will be advised concerning the areas
in which improvement or changes appear to be essential for approval. In this case, the institution
shall be given the opportunity to present factual information concerning its programs at a
regularly scheduled meeting of the state board, not beyond three months of the board’s initial
decision. Following a minimum of six months after the board’s decision to deny approval, the
institution may reapply when it is ready to show what actions have been taken to address the
areas of suggested improvement. Programs may be granted conditional approval upon review of
appropriate documentation. In such an instance, the program shall receive a full review after one
year or, in the case of a new program, at the point at which candidates demonstrate mastery of
standards for licensure. [ARC 8053B, IAB 8/26/09, effective 9/30/09]
281—79.6(256) Visiting teams. Upon application or reapplication for approval, a review team
shall visit each institution for evaluation of its practitioner preparation program(s). When an
institution offers off-campus practitioner preparation programs, the team may elect to include
visits to some or all of the sites of the off-campus programs. The membership of the team shall
be selected by the department with the concurrence of the institution being visited. The team may
include faculty members of other practitioner preparation institutions; personnel from elementary
and secondary schools, to include licensed practitioners; personnel of the state department of
education; personnel of the board of educational examiners; and representatives from
professional education organizations. Each team member should have appropriate competencies,
background, and experiences to enable the member to contribute to the evaluation visit. The
expenses for the review team shall be borne by the institution. [ARC 8053B, IAB 8/26/09,
effective 9/30/09]
34
281—79.7(256) Periodic reports. Upon request of the department, approved programs shall
make periodic reports which shall provide basic information necessary to keep records of each
practitioner preparation program up to date and to carry out research studies relating to
practitioner preparation. The department may request that information be disaggregated by
attendance center or delivery model or both. [ARC 8053B, IAB 8/26/09, effective 9/30/09]
281—79.8(256) Reevaluation of practitioner preparation programs. Every seven years or at
any time deemed necessary by the director, an institution shall file a written self-evaluation of its
practitioner preparation programs to be followed by a review team visit. Any action for continued
approval or rescission of approval shall be approved by the state board.
[ARC 8053B, IAB 8/26/09, effective 9/30/09]
281—79.9(256) Approval of program changes. Upon application by an institution, the director
is authorized to approve minor additions to, or changes within, the curricula of an institution’s
approved practitioner preparation program. When an institution proposes a revision which
exceeds the primary scope of its programs, including revisions which significantly change the
delivery model(s), the revisions shall become operative only after having been approved by the
state board.
[ARC 8053B, IAB 8/26/09, effective 9/30/09]
DIVISION II
SPECIFIC EDUCATION STANDARDS APPLICABLE TO ALL PRACTITIONER
PREPARATION PROGRAMS
281—79.10(256) Governance and resources standard. Governance and resources shall
adequately support the preparation of practitioner candidates to meet professional, state and
institutional standards in accordance with the following provisions. All provisions of this
standard shall be demonstrated appropriately and equitably for all programs regardless of
delivery model, including programs delivered by distance learning and programs offered on
campus, off campus, and through any other model of delivery.
79.10(1) A clearly understood governance structure provides guidance and support for the
practitioner preparation program(s). Programs offered by various delivery models, including
distance learning and off-campus models, are integrated appropriately into the governance
structure of the institution.
79.10(2) The professional education unit has primary responsibility for all programs offered by
the institution for the initial and continuing preparation of teachers, administrators and other
professional school personnel.
79.10(3) The unit’s conceptual framework establishes the shared vision for the unit and provides
the foundation for coherence among curriculum, instruction, field experiences, clinical practice,
assessment, and evaluation aligned with appropriate professional standards and best practice in
classroom instruction and school leadership.
79.10(4) The work climate, policies, and assignments promote intellectual vitality, including best
practices in teaching, scholarship and service among faculty.
79.10(5) The unit provides evidence of ongoing collaboration with the professional community,
including evidence that there is an active advisory committee that, at a minimum, is solicited
semiannually for program input to inform the unit.
35
79.10(6) When a unit is part of a college or university, the unit provides evidence of ongoing
collaboration with other departments of the institution, especially regarding content
endorsements.
79.10(7) Procedures for an appeals process for candidates and faculty are clearly communicated
and provided to all candidates and faculty.
79.10(8) The unit administers a systematic and comprehensive evaluation system designed to
enhance the teaching competence and intellectual vitality of the professional education unit.
79.10(9) The institution provides the commitment and resources necessary to support a quality
clinical program for all practitioner candidates.
79.10(10) Institutional commitment to the unit includes financial resources, facilities, appropriate
educational materials, library services, and equipment to ensure the fulfillment of the
institution’s and unit’s missions, and the delivery of quality programs, regardless of delivery
model.
79.10(11) The unit provides sufficient faculty, administrative, clerical, and technical staff to plan
and deliver a quality practitioner program(s).
79.10(12) Resources are available to support professional development opportunities for faculty.
79.10(13) Resources are available to support technological and instructional needs to enhance
candidate learning.
79.10(14) The use of part-time faculty and graduate students in teaching roles is purposeful and
is managed to ensure integrity, quality, and continuity of all programs, including those delivered
by distance learning, off-campus, and other delivery models.
SECTION B: DIVERSITY
281—79.11(256) Diversity standard. The environment and experiences provided practitioner
candidates shall support candidate growth in knowledge, skills, and dispositions to help all
students learn in accordance with the following provisions. All provisions of this standard shall
be demonstrated appropriately and equitably for all programs regardless of delivery model,
including programs delivered by distance learning and programs offered on campus, off campus,
and through any other model of delivery.
79.11(1) The institution and unit maintain a climate that supports diversity.
79.11(2) The institution and unit document their efforts in maintaining and increasing a diverse
faculty and include teacher education candidates in plans, policies, and practices as required by
the Higher Learning Commission.
79.11(3) Practitioner candidates experience clinical practices in settings that include diverse
populations and students of different grade levels and of diverse learning needs.
SECTION C: FACULTY
281—79.12(256) Faculty standard. Faculty qualifications and performance shall facilitate the
professional development of practitioner candidates in accordance with the following provisions.
All provisions of this standard shall be demonstrated appropriately and equitably for all programs
regardless of delivery model, including programs delivered by distance learning and programs
offered on campus, off campus, and through any other model of delivery.
79.12(1) Faculty members in professional education are adequately prepared for responsibilities
assigned to them and have had experiences in situations similar to those for which the
practitioner candidates are being prepared. Faculty members have experience and adequate
preparation in effective methods for any model of program delivery in which they are assigned
responsibilities.
36
79.12(2) Faculty members in all program delivery models instruct and model best practices in
teaching, including the assessment of their own effectiveness as it relates to candidate
performance.
79.12(3) Faculty members in all program delivery models are engaged in professional
development as well as scholarly and service activities that relate to teaching, learning, and
practitioner preparation.
79.12(4) Faculty members in all program delivery models collaborate regularly and in significant
ways with colleagues in the professional education unit and other college/university units,
schools, the department, area education agencies, and professional associations as well as with
community representatives.
79.12(5) Part-time faculty members and employed graduate assistants in all program delivery
models are identified as faculty members and meet the background and experience requirements
appropriate for their assigned responsibilities.
79.12(6) Faculty members preparing in all program delivery models who prepare practitioner
candidates maintain an ongoing, meaningful involvement in activities in preschools or
elementary, middle, or secondary schools, in AEAs, or in appropriate facilities. A minimum of
60 hours of such activities shall include team teaching or appropriate collaborative experiences
during the period between approval visits. A maximum of 30 hours of the 60-hour requirement
may be completed by supervising candidates.
SECTION D: ASSESSMENT
281—79.13(256) Assessment system and unit evaluation standard. The unit’s assessment system
shall appropriately monitor individual candidate performance and use those data in concert with
other information to evaluate and improve the unit and its programs. All provisions of this
standard shall be demonstrated appropriately and equitably for all programs regardless of
delivery model, including programs delivered by distance learning and programs offered on
campus, off campus, and through any other model of delivery.
79.13(1) Unit assessment system.
a. The unit utilizes a clearly defined management system for the collection, analysis, and
use of assessment data.
b. The unit provides evidence that the assessment system is congruent with the
institution’s mission and the unit’s framework for preparation of effective practitioners.
c. The unit demonstrates an alignment of unit standards with INTASC standards for
teacher preparation, ISSL standards for administrator preparation, and appropriate standards for
other professional programs, as well as with Iowa teaching standards, Iowa preparation core
professional standards in subrule 79.15(7), and the Iowa board of educational examiners’
licensing standards in 282—subrules 13.18(4), 13.18(5), 18.4(1), 18.4(2), and 18.9(1) and rule
282—18.10(272).
d. The unit clearly documents candidates’ attainment of the unit standards.
e. The unit demonstrates propriety, utility, accuracy and fairness of both the overall
assessment system and the instruments used and provides scoring rubrics or other criteria used in
evaluation instruments.
f. The unit documents the quality of programs through the collective presentation of
assessment data related to performance of practitioner candidates. Documentation shall include:
(1) Data collected throughout the program, including data from all delivery models;
(2) Evidence of evaluative data collected from practitioners who work with the unit’s
candidates;
(3) Evidence of evaluative data collected by the unit through follow-up studies of
graduates and their employers.
g. The unit explains the process for reviewing and revising the assessment system.
37
h. The unit demonstrates how the information gathered by the unit and from the
candidate assessment system is shared with faculty and other stakeholders and used for program
improvement.
79.13(2) Performance assessment system for candidates.
a. The system is an integral part of the unit’s planning and evaluation system.
b. The system has multiple admission criteria and assessments to identify candidates who
have the potential to become successful practitioners.
c. For teacher preparation programs, the system includes the administration of a basic
skills test, with program admission denied to any applicant who fails to achieve the institution’s
designated criterion score.
d. The system has multiple decision points. (Minimum: admission to professional
education program; approval for student teaching, administrative field experience, or other
culminating clinical experiences; and recommendation for licensure.)
e. The system includes a coherent, sequential assessment system for individual
practitioner candidates. The assessment system is shared with faculty with guidance for course
and program improvement, as well as assessment criteria and a process for ongoing feedback to
practitioner candidates about their achievement of program standards with guidance for
reflection and improvement. Data are drawn from multiple formative and summative assessments
of each of the following, including, but not limited to, institutional assessment of content
knowledge, professional knowledge, and pedagogical knowledge and their applications, and
teaching or leadership performance including the effect on student learning.
f. Practitioner candidate performance is assessed at the same standard regardless of the
place or manner in which the program is delivered.
79.13(3) The unit annually reports to the department such data as are required by the state and
federal governments at dates determined by the department.
79.13(4) The department shall periodically conduct a survey of schools, agencies, or facilities
that employ licensed graduates of approved programs to ensure that the graduates’ needs are
adequately met by their programs and by the approval process herein.
SECTION E: CLINICAL
281—79.14(256) Teacher preparation clinical practice standard. The unit and its school partners
shall provide field experiences and student teaching opportunities that assist candidates in
becoming successful teachers in accordance with the following provisions. All provisions of this
standard shall be demonstrated appropriately and equitably for all programs regardless of
delivery model, including programs delivered by distance learning and programs offered on
campus, off campus, and through any other model of delivery.
IAC 8/26/09 Education[281] Ch 79, p.7
79.14(1) Candidates admitted to a teacher preparation program participate in field experiences
including both observation and participation in teaching activities in a variety of school settings
and totaling at least 80 hours’ duration, with at least 10 hours occurring prior to acceptance into
the program. A maximum of 40 hours of previous experience as a teacher or teaching associate
may be credited toward the 80 hours if a program chooses to implement specific criteria for this
option.
79.14(2) Clinical practice for teacher candidates supports the development of knowledge,
dispositions, and skills that are identified in the unit standards. The unit ensures that clinical
experiences occurring in all locations are well-sequenced, supervised by appropriately qualified
personnel, monitored by the unit, and integrated into the conceptual framework of the program.
79.14(3) Programs document clinical expectations at various developmental levels throughout
the program. These expectations are shared with candidates, supervisors, and cooperating
teachers.
38
79.14(4) Environments for clinical practice support learning in context, and include all of the
following:
a. Scheduling and use of time and resources to allow candidates to participate with
teachers and other practitioners and learners in the school setting.
b. Teacher candidate learning that takes place in the context of providing high-quality
instructional programs for children in a state-approved school or educational facility.
c. Opportunities for teacher candidates to observe and be observed by others and to
engage in discussion and reflection on clinical practice.
d. The involvement of teacher candidates in assessment, planning and instruction as well
as in activities directed toward the improvement of teaching and learning.
79.14(5) PK-12 school and college/university personnel share responsibility for the selection of
cooperating teachers who demonstrate skills, knowledge, and dispositions of highly
accomplished practitioners.
79.14(6) Cooperating teachers and college/university supervisors share responsibility for
supervising the candidate’s achievement of unit standards.
79.14(7) The unit is responsible for all of the following:
a. Defining qualifications for practitioner candidates entering clinical practice.
b. Providing quality supervision that includes primary responsibility for
communication/collaboration with cooperating teachers and candidates.
c. Responding to specific needs of cooperating schools.
d. Implementing an evaluation process that assists in selecting quality cooperating
teachers.
79.14(8) Teacher candidates develop and demonstrate the capacity to utilize assessment data in
effecting student learning within their classrooms.
79.14(9) Accountability for student teaching experiences is demonstrated through all of the
following:
a. Involvement of the cooperating teacher in the continuous formative evaluation and
support of practitioner candidates.
b. Involvement of the college or university supervisor in the formative evaluation of
practitioner candidates through a minimum of biweekly observations and consultations.
c. Collaboration of the cooperating teacher and the college/university supervisor in
determining areas for improvement, developing and implementing plans for improvement, and
determining final evaluation of the student teacher.
d. Use of written evaluation procedures, with completed evaluation forms included in
practitioner candidates’ permanent institutional records.
79.14(10) The student teaching experience for initial licensure meets all of the following:
a. Includes full-time experience for a minimum of 14 consecutive weeks during the
student’s final year of the practitioner preparation program.
b. Takes place in the classroom of an appropriately licensed cooperating teacher in the
subject area and grade level endorsement desired.
c. Consists of interactive experiences that involve college or university personnel, the
student teacher, and the cooperating teacher.
d. Includes prescribed minimum expectations and responsibilities, including ethical
behavior, for the student teacher.
e. Includes prescribed minimum expectations and responsibilities for cooperating
teachers, the school district or accredited nonpublic school, and higher education supervising
faculty members.
f. Requires the student teacher to become knowledgeable about the Iowa teaching
standards and to experience a mock evaluation performed by the cooperating teacher or a person
39
who holds an Iowa evaluator license (see rule 282—20.51(272) and Iowa Code section 284.10),
which shall not be used as an assessment tool by the program.
g. Requires the student teacher to bear primary responsibility for planning and
instruction within the classroom for a minimum of two weeks (ten school days).
h. Involves the student teacher in professional meetings and other school-based activities
directed toward the improvement of teaching and learning.
i. Involves the student teacher in communication and interaction with parents or
guardians of students in the student teacher’s classroom.
79.14(11) The institution annually offers one or more workshops for all cooperating teachers to
define the objectives of the student teaching experience, review the responsibilities of the
cooperating teacher, and provide the cooperating teacher other information and assistance the
institution deems necessary. The cumulative instructional time for the workshops shall be one
school day or the equivalent hours, and the workshops shall utilize delivery strategies identified
as appropriate for staff development and reflect information gathered through feedback from
workshop participants.
79.14(12) The institution shall enter into a written contract with each cooperating school
providing clinical experiences, including field experiences and student teaching, as stipulated in
Iowa Code section 272.27.
SECTION F: CURRICULUM (Knowledge, Skills, and Dispositions)
281—79.15(256) Teacher preparation candidate knowledge, skills and dispositions
standard. Teacher candidates shall demonstrate the content knowledge and the pedagogical and
professional knowledge, skills and dispositions necessary to help all students learn in accordance
with the following provisions. All provisions of this standard shall be demonstrated appropriately
and equitably for all programs regardless of delivery model, including programs delivered by
distance learning and programs offered on campus, off campus, and through any other model of
delivery.
79.15(1) Prior to admission to the teacher preparation program, each teacher candidate attains the
qualifying score determined by the unit on a basic skills test of reading, writing, and
mathematics.
79.15(2) Each teacher candidate demonstrates the acquisition of a core of liberal arts knowledge,
including but not limited to English composition, mathematics, natural sciences, social sciences,
and humanities.
79.15(3) Each teacher candidate completes specific, dedicated coursework in human relations
and cultural competency and thus demonstrates acquisition of knowledge about and skill in
interpersonal and intergroup relations that contribute to the development of sensitivity to and
understanding of the values, beliefs, life styles, and attitudes of individuals and the diverse
groups found in a pluralistic society. The unit shall provide evidence that the human relations
and cultural competency coursework is designed to develop the ability of participants to:
a. Be aware of and understand the values, life styles, history, and contributions of
various identifiable subgroups in our society.
b. Recognize and deal with dehumanizing biases such as sexism, racism, prejudice, and
discrimination and become aware of the impact that such biases have on interpersonal relations.
c. Translate knowledge of human relations into attitudes, skills, and techniques which
will result in favorable learning experiences for students.
d. Recognize human diversity and the rights of each individual.
e. Relate effectively to other individuals and various subgroups other than one’s own.
f. Have an awareness of federal and state civil rights legislation as it impacts students.
79.15(4) Each teacher candidate demonstrates, within specific coursework dedicated to
40
understanding exceptional learners, in other coursework, and in clinical experiences, the
necessary knowledge, skills, and dispositions toward meeting the learning needs of all students,
including students from diverse ethnic, racial, and socioeconomic backgrounds, students with
disabilities, students who are gifted and talented, English language learners, and students who
may be at risk of not succeeding in school.
79.15(5) Each teacher candidate in elementary education demonstrates acquisition of knowledge
about and receives preparation in elementary reading programs, including but not limited to
reading recovery.
79.15(6) Each teacher candidate in secondary education demonstrates acquisition of knowledge
about and receives preparation in the integration of reading strategies into secondary content
areas.
79.15(7) Each teacher candidate demonstrates acquisition of the knowledge, skills and
dispositions designated by the unit standards and aligned with the INTASC standards embedded
in the professional education core for an Iowa teaching license at a level appropriate for a novice
teacher. Each candidate exhibits competency in all of the following professional core curricula:
a. Content/subject matter specialization. The candidate demonstrates an understanding
of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate teaches
and creates learning experiences that make these aspects of the subject matter meaningful for
students. This is evidenced by a completion of a 30-semester-hour teaching major which must
minimally include the requirements for at least one of the basic endorsement areas, special
education teaching endorsements, or secondary level occupational endorsements. Each
elementary candidate must also complete a field of specialization in a single discipline or a
formal interdisciplinary program of at least 12 semester hours.
b. Student learning. The candidate demonstrates an understanding of human growth and
development and of how students learn and participates in learning opportunities that support
intellectual, career, social and personal development.
c. Diverse learners. The candidate demonstrates an understanding of how students differ
in their approaches to learning and creates instructional opportunities that are equitable and
adaptable to diverse learners.
d. Instructional planning. The candidate plans instruction based upon knowledge of
subject matter, students, the community, curriculum goals, and state curriculum models.
e. Instructional strategies. The candidate demonstrates an understanding of and an
ability to use a variety of instructional strategies to encourage student development of critical and
creative thinking, problem-solving, and performance skills.
f. Learning environment/classroom management. The candidate uses an understanding of
individual and group motivation and behavior; creates a learning environment that encourages
positive social interaction, active engagement in learning, and self-motivation; maintains
effective classroom management; and is prepared to address behaviors related to substance abuse
and other high-risk behaviors.
g. Communication. The candidate uses knowledge of effective verbal, nonverbal, and
media communication techniques, and other forms of symbolic representation, to foster active
inquiry and collaboration and to support interaction in the classroom.
h. Assessment. The candidate understands and uses formal and informal assessment
strategies to evaluate the continuous intellectual, social, and physical development of the student,
and effectively uses both formative and summative assessment of students, including student
achievement data, to determine appropriate instruction.
i. Foundations, reflective practice and professional development. The candidate
develops knowledge of the social, historical, and philosophical foundations of education. The
candidate continually evaluates the effects of the candidate’s choices and actions on students,
parents, and other professionals in the learning community; actively seeks out opportunities to
41
grow professionally; and demonstrates an understanding of teachers as consumers of research
and as researchers in the classroom.
j. Collaboration, ethics and relationships. The candidate fosters relationships with
parents, school colleagues, and organizations in the larger community to support student learning
and development; demonstrates an understanding of educational law and policy, ethics, and the
profession of teaching, including the role of boards of education and education agencies; and
demonstrates knowledge of and dispositions for cooperation with other educators, especially in
collaborative/co-teaching as well as in other educational team situations.
k. Technology. The candidate effectively integrates technology into instruction to support
student learning.
l. Methods of teaching. Methods of teaching have an emphasis on the subject and grade
level endorsement desired.
79.15(8) Each teacher candidate meets all requirements established by the board of educational
examiners for any endorsement for which the candidate is recommended, as well as standards
developed by national professional organizations as appropriate for specific endorsement areas.
Programs shall submit curriculum exhibit sheets for approval by the board of educational
examiners and the department.
79.15(9) Candidates seeking an endorsement in elementary education attain the state’s
designated criterion score on a content knowledge assessment as a condition precedent to
successful program completion and recommendation for licensure.
79.15(10) Candidates seeking an initial Iowa teaching license demonstrate competency in
coursework directly related to the Iowa core curriculum.
281—79.16(256) Administrator preparation clinical practice standard. The unit and its school
partners shall provide clinical experiences that assist candidates in becoming successful school
administrators in accordance with the following provisions. All provisions of this standard shall
be demonstrated appropriately and equitably for all programs regardless of delivery model,
including programs delivered by distance learning and programs offered on campus, off campus,
and through any other model of delivery.
79.16(1) Clinical practice for administrator candidates supports the development of knowledge,
dispositions, and skills that are identified in the unit standards. The unit ensures that clinical
experiences occurring in all locations are well-sequenced, supervised by appropriately qualified
personnel, monitored by the unit, and integrated into the conceptual framework of the program.
79.16(2) Each administrator candidate participates in field experiences that include both
observation and involvement in management and leadership responsibilities. Programs document
clinical expectations at various developmental levels. Clinical expectations are directly linked to
coursework throughout the program, reflect collaboration among program faculty, and are shared
with candidates, supervisors and cooperating administrators.
79.16(3) Environments for clinical practice support learning in context and include all of the
following:
a. Scheduling and use of time and resources to allow candidates to participate with
administrators and other practitioners and learners in the school setting.
b. Administrator candidate learning that takes place in the context of providing highquality instructional programs for students in a state-approved school or educational facility.
c. Opportunities for administrator candidates to observe and be observed by others and to
engage in discussion and reflection on clinical practice.
d. The involvement of administrator candidates in relevant responsibilities directed
toward the improvement of teaching and learning to include demonstration of the capacity to
facilitate the use of formative and summative assessment data in effecting student learning within
their schools.
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79.16(4) The field experience component for initial administrator licensure meets all of the
following requirements:
a. Includes experience for a minimum of 400 hours during each candidate’s preparation
program.
b. Takes place in multiple educational settings that include diverse populations and
students of different age groups.
c. Takes place with appropriately licensed cooperating administrators.
d. Includes communication among institution personnel, the candidate, and the
cooperating administrator regarding candidate progress.
e. Includes prescribed minimum expectations and responsibilities of the candidate for
both leadership and managerial tasks as well as ethical behavior.
f. Includes minimum expectations and responsibilities for the participating entities:
cooperating administrators, school districts, accredited nonpublic schools, AEAs, and higher
education supervising faculty members.
g. Involves the candidate in professional meetings and other school-based activities
directed toward the improvement of teaching and learning.
h. Involves the candidate in communication and interaction with parents or guardians,
community members, faculty and staff, and the cooperating administrator in the school.
79.16(5) PK-12 school and institution professionals share responsibility for the selection of
cooperating administrators who demonstrate skills, knowledge, and dispositions appropriate for
administrator practitioners.
79.16(6) The unit is responsible for all of the following:
a. Defining qualifications for candidates entering clinical practice and for cooperating
administrators who mentor candidates in their clinical experiences.
b. Providing quality supervision that includes primary responsibility for
communication/collaboration with cooperating administrators and candidates.
c. Responding to specific needs of cooperating schools.
d. Selection, training, evaluation and support of institution faculty members who
supervise administrator candidates.
e. Selection, training, evaluation and support of school administrators who mentor
administrator candidates.
79.16(7) Each administrator candidate develops and demonstrates the capacity to utilize
assessment data in effecting student learning within the candidate’s school(s).
79.16(8) Accountability for field experiences is demonstrated through the following:
a. Collaboration between the cooperating administrator and the institution supervisors in
formative evaluation of candidates to include identifying areas for improvement, developing and
implementing plans for improvement, and determining final evaluation of the candidates.
b. Use of authentic performance measures appropriate to the required assignments in the
clinical experiences, with written documentation and completed evaluation forms included in
administrator candidates’ permanent institutional records.
79.16(9) The institution annually delivers one or more professional development opportunities
for cooperating administrators to define the objectives of the field experience, review the
responsibilities of cooperating administrators, build skills in coaching and mentoring, and
provide cooperating administrators other information and assistance the institution deems
necessary. The professional development opportunities shall utilize delivery strategies identified
as appropriate for professional development and reflect information gathered through feedback
from workshop participants.
79.16(10) The institution shall enter into a written contract with each cooperating school district
or AEA that provides field experiences for administrator candidates as stipulated in Iowa Code
section 272.27.
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281—79.17(256) Administrator candidate knowledge, skills and dispositions standard.
Administrator candidates shall demonstrate the content knowledge and the pedagogical and
professional knowledge, skills and dispositions necessary to help all students learn in accordance
with the following provisions. All provisions of this standard shall be demonstrated appropriately
and equitably for all programs regardless of delivery model, including programs delivered by
distance learning and programs offered on campus, off campus, and through any other model of
delivery.
79.17(1) Each administrator candidate shall demonstrate through coursework the knowledge,
skills and dispositions necessary to meet the following Iowa Standards for School Leaders
(ISSL), at a level appropriate for a novice administrator:
a. Facilitating the development, articulation, implementation, and stewardship of a vision
of learning that is shared and supported by the school community (ISSL Standard 1: Shared
Vision). Each administrator candidate:
(1) In collaboration with others, uses appropriate data to establish rigorous, concrete
goals in the context of student achievement and instructional programs.
(2) Uses research and best practices in improving the educational program.
(3) Articulates and promotes high expectations for teaching and learning.
(4) Aligns and implements the educational programs, plans, actions, and resources with
the district’s vision and goals.
(5) Provides leadership for major initiatives and change efforts.
(6) Communicates effectively to various stakeholders regarding progress with school
improvement plan goals.
b. Advocating, nurturing and sustaining a school culture and instructional program
conducive to student learning and staff professional development (ISSL Standard 2: Culture of
Learning). Each administrator candidate:
(1) Provides leadership for assessing, developing and improving climate and culture.
(2) Systematically and fairly recognizes and celebrates accomplishments of staff and
students.
(3) Provides leadership, encouragement, opportunities and structure for staff to
continually design more effective teaching and learning experiences for all students.
(4) Monitors and evaluates the effectiveness of curriculum, instruction and assessment.
(5) Evaluates staff and provides ongoing coaching for improvement.
(6) Ensures that staff members receive professional development that directly enhances
their performance and improves student learning.
(7) Uses current research and theory about effective schools and leadership to develop
and revise the administrator’s professional growth plan.
(8) Promotes collaboration with all stakeholders.
(9) Is easily accessible and approachable to all stakeholders.
(10) Is highly visible and engaged in the school community.
(11) Articulates the desired school culture and shows evidence about how it is
reinforced.
c. Ensuring management of the organization, operations and resources for a safe,
efficient and effective learning environment (ISSL Standard 3: Management). Each administrator
candidate:
(1) Complies with state and federal mandates and local board policies.
(2) Recruits, selects, inducts, and retains staff to support quality instruction.
(3) Addresses current and potential issues in a timely manner.
(4) Manages fiscal and physical resources responsibly, efficiently, and effectively.
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(5) Protects instructional time by designing and managing operational procedures to
maximize learning.
(6) Communicates effectively with both internal and external audiences about the
operations of the school.
d. Collaborating with families and community members, responding to diverse
community interests and needs and mobilizing community resources (ISSL Standard 4: Family
and Community). Each administrator candidate:
(1) Engages family and community by promoting shared responsibility for student
learning and support of the education system.
(2) Promotes and supports a structure for family and community involvement in the
education system.
(3) Facilitates the connections of students and families to the health and social services
that support a focus on learning.
(4) Collaboratively establishes a culture that welcomes and honors families and
community and seeks ways to engage them in student learning.
e. Acting with integrity, fairness and in an ethical manner (ISSL Standard 5: Ethics).
Each administrator candidate:
(1) Demonstrates ethical and professional behavior.
(2) Demonstrates values, beliefs, and attitudes that inspire others to higher levels of
performance.
(3) Fosters and maintains caring professional relationships with staff.
(4) Demonstrates appreciation for and sensitivity to diversity in the school community.
(5) Is respectful of divergent opinions.
f. Understanding the profile of the community and responding to, and influencing, the
larger political, social, economic, legal and cultural context (ISSL Standard 6: Societal Context).
Each administrator candidate:
(1) Collaborates with service providers and other decision makers to improve teaching
and learning.
(2) Advocates for the welfare of all members of the learning community.
(3) Designs and implements appropriate strategies to reach desired goals.
79.17(2) Each new administrative candidate successfully completes the appropriate evaluator
training based on the Iowa teaching standards and ISSL standards provided by a state-approved
evaluator trainer.
79.17(3) Each administrator candidate demonstrates the knowledge, skills, and dispositions
necessary to support the implementation of the Iowa core curriculum.
79.17(4) Each administrator candidate demonstrates acquisition of knowledge about and skill in
interpersonal and intergroup relations that contribute to the development of sensitivity to and
understanding of the values, beliefs, cultures, and attitudes of individuals and the diverse groups
found in a pluralistic society. The program shall provide evidence of candidates’ attainment of
such knowledge and skills through the integration of these human relations and cultural
competency issues within the program’s coursework.
79.17(5) Each administrator candidate demonstrates, within specific coursework dedicated to
understanding exceptional learners, in other coursework, and in clinical experiences, the
knowledge, skills, and dispositions necessary to meet the learning needs of all students, including
students from diverse ethnic, racial, and socioeconomic backgrounds, students with disabilities,
students who are gifted and talented, English language learners, and students who may be at risk
of not succeeding in school.
79.17(6) Each administrator candidate meets all requirements established by the board of
educational examiners for any endorsement for which the candidate is recommended, as well as
standards developed by national professional organizations as appropriate for specific
45
endorsement areas. Programs shall submit curriculum exhibit sheets for approval by the board of
educational examiners and the department.
281—79.18 Reserved.
DIVISION V
SPECIFIC EDUCATION STANDARDS APPLICABLE ONLY TO PRACTITIONER
PREPARATION PROGRAMS OTHER THAN TEACHER OR ADMINISTRATOR
PREPARATION PROGRAMS
281—79.19(256) Purpose. This division addresses preparation of an individual seeking a license
based on school-centered preparation for employment as one of the following: school guidance
counselor, school audiologist, school psychologist, school social worker, speech-language
pathologist, supervisor of special education (support and orientation and mobility specialist).
(See also the board of educational examiners’ 282—Chapter 27, regarding licenses for service
other than as a teacher.) [ARC 8053B, IAB 8/26/09, effective 9/30/09]
281—79.20(256) Clinical practice standard. The unit and its school, AEA, and facility partners
shall provide clinical experiences that assist candidates in becoming successful practitioners in
accordance with the following provisions. All provisions of this standard shall be demonstrated
appropriately and equitably for all programs regardless of delivery model, including programs
delivered by distance learning and programs offered on campus, off campus, and through any
other model of delivery.
79.20(1) Clinical practice for candidates supports the development of knowledge, dispositions,
and skills that are identified in the unit standards. The unit ensures that clinical experiences
occurring in all locations are well-sequenced, supervised by appropriately qualified personnel,
monitored by the unit, and integrated into the conceptual framework of the program.
79.20(2) Candidates participate in clinical/field experiences that include both observation and
involvement in professional responsibilities. Programs document clinical expectations at various
developmental levels. Clinical expectations are directly linked to coursework throughout the
program, reflect collaboration among program faculty, and are shared with candidates,
supervisors and
cooperating mentors.
79.20(3) Environments for clinical/field practice support learning in context and include all of
the following:
a. Scheduling and use of time and resources to allow candidates to participate with
practitioners and learners in the school/agency/facility setting.
b. Learning that takes place in the context of providing high-quality instructional
programs for students in a state-approved school, agency, or educational facility.
c. Opportunities for candidates to observe and be observed by others and to engage in
discussion and reflection on clinical practice.
d. The involvement of candidates in relevant responsibilities directed toward the work
for which they are preparing.
79.20(4) PK-12 school, AEA, or facility professionals share responsibility for the selection of
cooperating mentors who demonstrate appropriate skills, knowledge, and dispositions.
79.20(5) The unit is responsible for all of the following:
a. Defining qualifications for candidates entering clinical practice and for cooperating
mentors who support candidates in their clinical experiences.
b. Providing quality supervision that includes primary responsibility for
communication/collaboration with cooperating mentors and candidates.
46
c. Responding to specific needs of cooperating schools and agencies.
d. Selection, training, evaluation and support of institution faculty members who
supervise candidates.
79.20(6) Accountability for clinical experiences is demonstrated through the following:
a. Collaboration between the cooperating mentor and the college/university supervisors
in formative evaluation of candidates to include identifying areas for improvement, developing
and implementing plans for improvement, and determining final evaluation of the candidates.
b. Use of authentic performance measures appropriate to the required assignments in the
clinical experiences, with written documentation and completed evaluation forms included in
candidates’ permanent institutional records.
79.20(7) The institution shall enter into a written contract with each cooperating school district,
AEA, or facility that provides field experiences for candidates as stipulated in Iowa Code section
272.27.
281—79.21(256) Candidate knowledge, skills and dispositions standard. Candidates shall
demonstrate the content knowledge and the pedagogical and professional knowledge, skills and
dispositions necessary to help all students learn in accordance with the provisions of the
appropriate professional standards. All provisions of this standard shall be demonstrated
appropriately and equitably for all programs regardless of delivery model, including programs
delivered by distance learning and programs offered on campus, off campus, and through any
other model of delivery.
79.21(1) Each candidate demonstrates acquisition of knowledge about and skill in interpersonal
and intergroup relations that contribute to the development of sensitivity to and understanding of
the values, beliefs, cultures, and attitudes of individuals and the diverse groups found in a
pluralistic society. The program shall provide evidence of candidates’ attainment of such
knowledge and skills through the integration of these human relations and cultural competency
issues within the program’s coursework.
79.21(2) Each candidate meets all requirements established by the board of educational
examiners for any endorsement for which the candidate is recommended, including the
professional service license. Programs shall submit curriculum exhibit sheets for approval by the
board of educational examiners and the department.
[ARC 8053B, IAB 8/26/09, effective 9/30/09]
These rules are intended to implement Iowa Code sections 256.7, 256.16 and 272.25(1).
[Filed 10/22/99, Notice 6/30/99—published 11/17/99, effective 8/31/01]
[Filed 8/10/01, Notice 4/18/01—published 9/5/01, effective 10/10/01]
[Filed 8/12/04, Notice 3/31/04—published 9/1/04, effective 10/6/04]
[Filed 9/17/07, Notice 6/6/07—published 10/10/07, effective 11/14/07]
[Filed ARC 8053B (Notice ARC 7780B, IAB 5/20/09), IAB 8/26/09, effective 9/30/09]
47