Iowa Support System for Schools and Districts in Need of Assistance
Configuration Map
Design Phase – Support Team
____ Member of Design Phase Team ____ Member of Iowa Support Team before February 1, 2005 ____ Worked directly
with an identified (SINA) school or district (DINA)
This configuration map identifies the major components of the design phase of the Iowa Support System for Schools and Districts in
Need of Assistance. It also describes where support team members may be in their use of each component. Please identify where you
believe you are with your knowledge and skills in each component. This will help us determine additional professional development
opportunities, including training, practice, and mentoring.
4
3
2
1
Demonstrates a deep
Demonstrates a deep
Demonstrates an
Demonstrates little or no
Knowledge of the
understanding of the Design
understanding of the Design
understanding of the Design
knowledge of the Design
Design Phase
Collaboration
Academic, Quality
Educator, and
Phase and develops the
capacity of others in their
understanding of the Design
Phase. Is able to focus on the
completion of a gap analysis
and development of a twoyear action plan with the
building/district leadership
team, assuring a review by
peers and approval by the
Iowa Department of
Education – Title I.
Builds capacity of
stakeholders (e.g., support
team members,
administrators, leadership
team) to sustain collaborative
efforts in improvement and in
the design of a two-year
action plan that increases the
proficiency of the building’s/
district’s students.
Builds capacity of others to
understand and incorporate
Design Phase: Configuration Map
Phase, completing with
assistance an action plan
based on a gap analysis and
development of a two-year
action plan with the
building/district leadership
team, including a review by
peers and approval by the
Iowa Department of
Education – Title I.
Phase and provides assistance
to other Iowa Support Team
members in the development
of a gap analysis and a twoyear action plan.
Phase, and, thus, is unable to
complete or support the
development of a two-year
action plan with the building
leadership team.
Demonstrates an
understanding of
collaboration and supports
collaborative processes to
design a two-year action plan
that increases the proficiency
of the building’s/ district’s
students.
Demonstrates an
understanding of
collaboration and collaborates
occasionally with the support
team members and the
administrator/ leadership
team to design a two-year
action plan that increases the
proficiency of the building’s/
district’s students.
Demonstrates knowledge of
the critical elements of the
Does not understand the
role/purpose of collaboration;
provides no evidence of skills
in collaborating with the
administrator (s) and the
leadership team in the design
of a two-year action plan.
Demonstrates a thorough
understanding of the critical
©2008
Has limited or no
understanding of the three
Design - 183
Iowa Support System for Schools and Districts in Need of Assistance
District/School System
Domains
the critical elements of the
three domains into the action
plan based on the need.
Comprehensive School/
District Improvement
Planning
Builds capacity in others to
align the two-year action plan
with the district’s
comprehensive plan.
Iowa Professional
Development Model
Builds capacity in others to
assure the integration of the
Iowa Professional
Development Model into the
two-year action plan.
Resources – AEA and
Statewide Initiatives and
Programs
Builds capacity in others to
broker/ integrate
appropriately the various
resources from the Iowa
Department of Education
(e.g., Instructional Decision
Making, Learning Supports,
Reading First, Every Child
Reads, Every Student Counts,
Comprehensive School
Reform, ELL, Achievement
Gap, High School Reform)
and the AEA as well as
private providers.
Facilitates the leadership
team’s understanding of the
Iowa Support System for
Schools and Districts in Need
of Assistance and develops
the leadership team’s capacity
to lead the achievement of the
two-year action plan.
Leadership Capacity
Design Phase: Configuration Map
elements of the three domains
and incorporates actions
appropriately into the action
plan based on the need.
Demonstrates a thorough
understanding of the
Comprehensive School /
District Improvement
Planning process and assures
alignment of the two-year
action plan with the district’s
comprehensive plan.
Demonstrates a thorough
understanding of the Iowa
Professional Development
Model and assures integration
of the model into the twoyear action plan.
Is aware of and brokers/
integrates appropriately the
various resources from the
Iowa Department of
Education (e.g., Instructional
Decision Making, Learning
Supports, Reading First,
Every Child Reads, Every
Student Counts,
Comprehensive School
Reform, ELL, High School
Reform, Achievement Gap)
and the AEA as well as
private providers.
Demonstrates an
understanding of the role of
the Iowa Support System for
Schools and Districts in Need
of Assistance and releases
responsibilities to the
building leadership team.
©2008
three domains and attempts to
incorporate appropriate
actions into the action plan.
domains nor the supporting
elements.
Demonstrates knowledge of
the Comprehensive School/
District Improvement
Planning process and
attempts to align the two-year
action plan with the district’s
comprehensive plan.
Has limited or no
understanding of the
Comprehensive School /
District Improvement
Planning process.
Demonstrates knowledge of
the Iowa Professional
Development Model and
attempts to integrate the
model into the two-year
action plan.
Demonstrates an awareness
of the various resources
provided by the AEA and the
Iowa Department of
Education and accesses them
appropriately.
Has limited or no
understanding of the Iowa
Professional Development
Model.
Demonstrates an
understanding of the role of
the Iowa Support System for
Schools and Districts in Need
of Assistance but does not
release responsibilities to
leadership team.
Has little or no understanding
of the role of the Iowa
Support System for Schools
and Districts in Need of
Assistance; therefore, is
unable to develop the
leadership in achieving a twoyear action plan.
Has limited or no
understanding of the various
resources provided by the
Iowa Department of
Education or the AEA.
Design - 184
Iowa Support System for Schools and Districts in Need of Assistance
Peer Review of Action
Plan
Formative and
Summative Evaluation
Strategies
Builds capacity in others to
use a structured process
annually (e.g., Tuning
Protocol, Focused
Conversation, Beach Ball
Conversation) that involves
peers in reviewing and
documenting the action plan.
Builds capacity of others to
select/build formative and
summative evaluation
strategies into the two-year
action plan.
Design Phase: Configuration Map
Uses a structured process
annually (e.g., Tuning
Protocol, Focused
Conversation, Beach Ball
Conversation) to complete a
peer review of the action plan
and provides documentation
of the review.
Has a thorough understanding
of formative and summative
evaluation strategies and
includes them appropriately
in the two-year action plan.
©2008
Provides no structured
process to complete a peer
review of the action plan
annually but does document
the review.
Provides no leadership in
assuring a peer review of the
action plan or documentation
of the peer review.
Demonstrates an
understanding of formative
and summative evaluation
strategies.
Has limited or no
understanding of formative
and summative evaluation
strategies.
Design - 185