DCSD Induction Program Project Plan

for Quarter 2: Iowa Teaching Standards

2, 3, and 4

Overview
The focus for the Quarter 2 work will be on Content Knowledge, Planning, Preparation, and
Meeting the Multiple Needs of Student Learning as we look towards starting or completing our
professional portfolios in preparation for applying for a standard teaching license.

Directions:
● By the first quarter Induction Meeting:
○ Review the connections (linked below) in the document so that there is a sound
understanding of why the project at hand is in direct alignment with the Iowa
Teaching Standards, the NIET Instructional Rubric, the DCSD Teaching and
Learning Plan, and the Induction Program Portfolio.
○ Review the Project Details section of this document (linked below) for the specific
actions you will undergo in this Plan/Teach/Reflect experience.
● At the Induction Meeting:
○ You will be provided professional learning to support Standards 2, 3, and 4. You will
also be given time to work with your Induction Innovator on the project and
portfolio.
● By the end of second quarter:
○ Complete all items listed within the project (linked below).

Overview

Project Details

Connection to the Iowa Teaching Standards and Criteria

Connection to the Induction Program Portfolio

Connection to the National Board for Professional Teaching Standards

Connection to the NIET Instructional Rubric

Connection to the DCSD Teaching and Learning Plan

Project Details

All of our projects will revolve around a collaboration cycle with your Induction Innovator in which
you will plan, teach, and reflect. The steps for each part of the cycle are outlined below. Please
reach out to your Induction Innovator, Jen Van Fleet or Amber Day if you have any questions
about completing the project requirements:

Plan
1. Setting a goal:
a. Review A Framework for Understanding the Iowa Teaching Standards and Criteria
pages for Standards 2, 3 and 4.
b. For each criterion page, select one of the elements on which you would like to
grow. Circle where you believe you are now on the rubric, and draw an arrow
where you would like to be.
c. On one of the blank pages within the book, write a goal for yourself. Examples are
below:
i. Example 1: Goal for Standard 2, Criterion B: By the end of second quarter,
I will create a lesson plan that utilizes student choice to meet a lesson
objective.
ii. Example 2: Goal for Standard 3, Criterion B: By Winter Break, I will identify
three classroom procedures that I would like to teach my students in order
to ensure a productive and respectful culture in my classroom.
iii. Example 3: Goal for Standard 4, Criterion A: By the end of second quarter, I
will have made regular practice the act of aligning my instruction with the
rigor of my standards.
2. Pre-Observation Meeting: Your Induction Innovator will arrange a time to meet with you
to plan the upcoming observation of a lesson.
a. Before the meeting:
i. Create an initial lesson plan to share with your Induction Innovator at or
before the pre-observation meeting. You could also do this as a co-planning
activity with your Induction Innovator.
ii. In your lesson plan, include your thoughts on the following three items:
1. Assessment - How will I know the intended learning took place
once I’ve taught the lesson?
a. (Here is a list of different types of digital tools you might use
to gather data on student learning.)
2. Lesson Structure and Pacing - Do I have a gradual release of
responsibility (GRR) mapped out in my plan? Does my planning
appear to allow for enough time? Does my sequence seem like it is
in a good order?
a. (I do, we do, you do. Click here for more info on GRR.)
 3. Instructional Considerations - On the lesson plan format, there are
a number of different things to consider.
b. At the pre-observation meeting:
i. Review your lesson plan with your Induction Innovator. He or she will
provide you with feedback on ideas to consider before you teach.
ii. Review the lesson and what you are most interested in your Induction
Innovator observing.
iii. Confirm the date/time of observation.
iv. Confirm the date/time of the post-observation meeting.

Teach
1. With your lesson plan as your guide, relax and teach! Remember that your Induction
Innovator is your colleague who is there to help you grow. Do not worry about perfection.
Your goal is to meet later and reflect on what occurred and to adjust future instruction as
needed.

Reflect
1. Post-Observation Meeting:
a. Review the lesson plan, and discuss with your Induction Innovator what he/she
observed. Either with your Induction Innovator or individually, record your lesson
reflection on your lesson plan document.
i. What went well?
ii. What would you change going forward?
iii. How did your actions contribute to student learning?
iv. How do the results of your assessment impact your future instruction?
v. What information, if any, do you need to share with your CTT?
b. With your Induction Innovator’s advice and connections, make plans to observe a
colleague’s classroom for a lesson. Your Induction Innovator will help to select the
right person and make the arrangements for a coverage if needed. Following the
observation, complete the post-observation reflection form.
2. Review your goal:
a. Return to the goal you made during your planning phase. Update it as needed, and
then make your goal visible. Ideas for visibility: Post it in your classroom. Post it in
your portfolio. Share it with your Induction Innovator. Tweet it out. #dcsdpln
3. Update your portfolio:
a. For this project, you have produced some artifacts that should be included in your
portfolio: Goal, lesson plan. Note: If addressed in your lesson plan for this project, your
lesson plan could satisfy the following criteria: 2a, 2b, 2c, 2d, 3a, 3c, 3d, 3e, 4a, 4c, 4d,
4e, 4f, 7c, and 8d. There might even be others! These were the ones that jumped out as
solid connections.
b. You may not have artifacts for all the criteria for Standards 2, 3, and 4 yet, and that
is okay. Add what you have now, and add the rest later.
c. You may have collected evidence that would work for other standards/criteria.
That’s okay! Add those ahead of time if you wish. Hint: Look at the artifact
examples if you’re not sure what you could include.
Connection to the Iowa Teaching Standards and Criteria

Standard 2: Demonstrates competence in content knowledge appropriate to the teaching

position.
● 2a: The teacher understands and uses key concepts, underlying themes, relationships, and
different perspectives related to the content area.
● 2b: The teacher uses knowledge of student development to make learning experiences in
the content area meaningful and accessible for every student.
● 2c: The teacher relates ideas and information within and across content areas.
● 2d: The teacher understands and uses instructional strategies that are appropriate to the
content area.

Standard 3: Demonstrates competence in planning and preparation for instruction.

● 3a: The teacher utilizes student achievement data, local standard, and the district
curriculum in planning for instruction.
● 3b: The teacher sets and communicates high expectations for social, behavioral, and
academic success of all students.
● 3c: The teacher uses student developmental needs, background, and interests in planning
for instruction.
● 3d: The teacher selects strategies to engage all students in learning.
● 3e: The teacher uses available resources, including technologies, in the development and
sequencing of instruction.

Standard 4: Uses strategies to deliver instruction that meets the multiple learning needs of
students.
● 4a: The teacher aligns classroom instruction with local standards and district curriculum.
● 4b: The teacher uses research-based instructional strategies that address the full range of
cognitive levels.
● 4c: The teacher demonstrates flexibility and responsiveness in adjusting instruction to
meet student needs.
● 4d: The teacher engages students in varied experiences that meet diverse needs and
promote social, emotional, and academic growth.
● 4e: The teacher connects students' prior knowledge, life experiences, and interests in the
instructional process.
● 4f: The teacher uses available resources, including technologies, in the delivery of
instruction.
Connection to the Induction Program Portfolio

Below you will find a list of suggested evidence that you collect around Iowa Teaching Standards
2, 3 and 4. While you do not have to collect all this evidence at this point, you will want to be aware
of how it showcases your connection to the Iowa Teaching Standards.

Remember that for your portfolio, you will need to include evidence that demonstrates all of the
Iowa Teaching Standards and each individual criterion. Click here for even more examples.

Note: If addressed in your lesson plan for this project, your lesson plan could satisfy the following criteria:
2a, 2b, 2c, 2d, 3a, 3c, 3d, 3e, 4a, 4c, 4d, 4e, 4f. There might even be others! These were the ones that
jumped out as obvious connections.

Criterion Suggested Evidence

2a: The teacher understands and uses key concepts, underlying lesson plan
themes, relationships, and different perspectives related to the content
area.
2b: The teacher uses knowledge of student development to make lesson plan with plans for adjusting
learning experiences in the content area meaningful and accessible instruction
for every student.
2c: The teacher relates ideas and information within and across lesson plan
content areas.
2d: The teacher understands and uses instructional strategies that CLR strategy list
are appropriate to the content area.
3a: The teacher utilizes student achievement data, local standard, and assessment results with plans for
the district curriculum in planning for instruction. adjusting instruction

3b: The teacher sets and communicates high expectations for social, class website, results of student
behavioral, and academic success of all students. survey on classroom climate
3c: The teacher uses student developmental needs, background, and student choice embedded in a
interests in planning for instruction. lesson

3d: The teacher selects strategies to engage all students in learning. instructional toolbox - video

3e: The teacher uses available resources, including technologies, in evidence of technology usage in a
the development and sequencing of instruction. lesson plan

4a: The teacher aligns classroom instruction with local standards and standards/learning targets posted
district curriculum. in room - photo
4b: The teacher uses research-based instructional strategies that examples of student work for each
address the full range of cognitive levels. level of a proficiency rubric -
link/photo
4c: The teacher demonstrates flexibility and responsiveness in reflection on implementing an
adjusting instruction to meet student needs. accommodation and impact on
student work - lesson plan
4d: The teacher engages students in varied experiences that meet activities showing student
diverse needs and promote social, emotional, and academic growth. collaboration - lesson plans
4e: The teacher connects students' prior knowledge, life experiences, lesson plan with engagement
and interests in the instructional process. strategies

4f: The teacher uses available resources, including technologies, in video/picture of technology in
the delivery of instruction. lesson
Connection to the National Board for Professional Teaching Standards

Developed and revised by practicing educators based on research and practitioner expertise, the
National Board Five Core Propositions and Standards describe what accomplished teachers
should know and be able to do to have a positive impact on student learning.

As we work together in the DCSD Induction Program, we will align our work always with the goal
of becoming accomplished educators.
Connection to the NIET Instructional Rubric
The Iowa Teaching Standards 2, 3, and 4 connect to several indicators on the NIET Instructional
Rubric.

2 - Competence in Content Knowledge

● Teacher Content Knowledge
● Teacher Knowledge of Students
● Standards and Objectives
● Presenting Instructional Content

3 - Planning and Prep

● Lesson Structure and Pacing
● Activities and Materials

4 - Differentiation
● Respectful Culture
● Motivating Students
Connection to the DCSD Teaching and Learning Plan

In a district as large as Davenport, we have a dynamic workforce. It is crucial that when this many
people work together that we have common mission, vision, values, and goals so that we can work
smarter not harder. A few years ago, a number of leaders from all different roles in our district
worked together to develop and launch a long range plan for Davenport so that no matter your
role, you knew where you fit into our mission.

Everything that you’ll experience as a DCSD educator is linked

somehow to the details outlined in the Teaching and Learning
Plan. It would be helpful for this project to have a general
awareness of its existence and the “4 pillars”:
● Multi-Tiered System of Support for Students (MTSS)
● Standards-Based Assessment and Reporting (SBAR)
● Davenport Way
● Instructional Practices

In future induction program meetings, we will go in depth into each of the four pillars and what
details impact your classroom.

DCSD Vision: Education that challenges conventional thinking, prepares all students to compete
in a global society, and inspires our students, parents, staff, and community to answer the
question, “What if?”

DCSD Mission Statement: To enhance each student’s abilities by providing a quality education
enriched by our diverse community.