DCSD Induction Program Project Plan 

for Quarter 2: Iowa Teaching Standards 

3, 4, and 5 

Overview  
The focus for the Quarter 2 work will be in Planning, Preparation, and Differentiating as well as 
Monitoring 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 first quarter Induction Meeting: 
○ You will be provided professional learning to support Standards 3, 4, and 5. You will 
also be given time to work with your Mentor on the project and portfolio.  
● By the end of first 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 Mentor Teacher in which 
you will plan, teach, and reflect. The steps for each part of the cycle are outlined below. Please 
reach out to your Mentor or Jen Van Fleet 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 3, 4, and 5.  
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 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. 
ii. Example 2: 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. 
iii. Example 3: Goal for Standard 5, Criterion C: By the end of the school year, I 
will be in the practice of examining the results of my instruction in order to 
plan purposeful core instruction. 
2. Pre-Observation Meeting: Your Mentor will arrange a time to meet with you to plan the 
upcoming Mentor observation.  
a. Before the meeting: 
i. Create an initial ​lesson plan​ to share with your Mentor at or before the 
pre-observation meeting. You could also do this as a co-planning activity 
with your Mentor. 
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. For this lesson, select 1 or 
2 to embed within your lesson plan.  
 
3. At the meeting: 
i. Review your lesson plan with your Mentor. He or she will provide you with 
feedback on ideas to consider before you teach. 
ii. Review the observation and what you are most interested in your Mentor 
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 Mentor 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 Mentor what he/she observed. 
Either with your Mentor 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 Mentor’s advice and connections, make plans to observe a colleague’s 
classroom for a lesson. Your mentor 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 Mentor. 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: 3a, 3c, 3d, 3e, 4a, 4c, 4d, 4e, 4f, 5a, 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 3, 4, and 5 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 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. 
 
Standard 5: Uses a variety of methods to monitor student learning. 
● 5a: The teacher aligns classroom assessment with instruction.  
● 5b: The teacher communicates assessment criteria and standards to all students and 
parents.  
● 5c: The teacher understands and uses the results of multiple assessments to guide 
planning and instruction.  
● 5d: The teacher guides students in goal setting and assessing their own learning.  
● 5e: The teacher provides substantive, timely, and constructive feedback to students and 
parents.  
● 5f: The teacher works with other staff and building and district leadership in analysis of 
student progress. 

   
Connection to the Induction Program Portfolio 
 
Below you will find a list of suggested evidence that you collect around Iowa Teaching Standards 3, 
4, and 5. 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: 
3a, 3c, 3d, 3e, 4a, 4c, 4d, 4e, 4f, 5a. There might even be others! These were the ones that jumped out as 
obvious connections.  
 
Criterion  Suggested Evidence 
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

5a: The teacher aligns classroom assessment with instruction. reflection on assessment results
within the lesson plan

5b: The teacher communicates assessment criteria and standards to newsletter/website with
all students and parents. assessment/standard info

5c: The teacher understands and uses the results of multiple Screenshot of gradebook (student
assessments to guide planning and instruction. info whited out) with reflection on
how multiple assessments show
the results of instruction.
5d: The teacher guides students in goal setting and assessing their Self-assessment rubric
own learning.

5e: The teacher provides substantive, timely, and constructive feedback on assignment
feedback to students and parents.

5f: The teacher works with other staff and building and district CTT notes
leadership in analysis of student progress.

   
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 3, 4, and 5 connect to several indicators on the ​NIET Instructional 
Rubric​.  
 
3 - Planning and Prep 
● Lesson Structure and Pacing 
● Activities and Materials 
 
4 - Differentiation 
● Respectful Culture 
● Motivating Students 
 
5 - Monitoring Student Learning 
● Assessment 

   
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.