Developing Beginning Teachers

“Beginning” doesn’t mean starting over, but moving to the next level. Iowa has refined the IA-TPA to look at teacher practice and organize the conversations between mentors and teachers. For 2016-17, we are encouraging mentors to sign up and use the instrument with their teachers.

Staying Informed


Getting Starting with Task 1

Now is the time to start thinking about what unit of study would be best suited for this type of feedback.

Interested in IA-TPA? It’s Not Too Late…

If your district is interested in using the IA-TPA tool as part of your mentoring and induction plan, it’s not too late to sign up

Gear Up for 2017-18 with IA-TPA!

If you're interested in using the IA-TPA as part of your M&I plan in 2017-18, then view this webinar!

Important Dates

  • 10/03/2016 >
    Webinar for Mentors/Teachers
  • 12/06/2016 >
    Rater Training
  • 03/29/2017 >
    Webinar for New Districts
  • 05/15/2017 >
    Work Submission is Due
  • 06/30/2017 >
    Rating of Work Ends

What is the Iowa TPA

During the induction phase, beginning teachers are required to work with mentors to develop their instructional skills. To support this effort, the state developed the IA-TPA to provide a structured process for using artifacts of practice to enrich the dialogue between the teacher and mentor. In addition to making the teacher an active participant in their learning, the artifacts constitute a body of evidence of the teacher's practice in meeting the Iowa Teaching Standards.

The goals for this project are:

  • Develop effective teaching practices by measuring current practice against a set of standards.
  • Put beginning teachers at the center of their learning through collaborative dialogue and self-reflection.
  • Ensure that all students have well-trained and highly effective teachers.

Engaging in Active Reflection

The IA-TPA gives teachers the opportunity to reflect on their instruction by uploading samples of a unit of instruction, assessing students as they learn throughout the unit, and using that information to set goals and develop interventions to address student needs.

  • Planning a Unit of Instruction

  • Analyzing Student Learning

  • Developing an Intervention Lesson

  • Analyzing Leaning Progress

The samples are collected and submitted as a single portfolio of work. And the work products should be examples of the instructional process you are already following.

It’s About the Feedback…

The primary purpose of the IA-TPA is to facilitate a reflective dialogue between beginning teacher and their mentors. The assessment will be blind scored and the data will be shared with the teacher and mentor only. No identifiable data will be shared with district administrators or the state.

What It IS

  • Formative tool to support beginning teachers
  • Way to gather a body of evidence about teaching
  • Way to provide feedback on actual teacher work samples
  • Method for identifying professional development needs

What It Is NOT

  • Process for evaluating new teachers
  • Assessment for standard license
  • Replacement for induction programs

Using IA-TPA in Your District

We know that many districts use different tools to support their mentoring and induction process, which is why we developed IA-TPA to "play nicely" with other programs. IA-TPA is a powerful instrument that mentors can use to support the development of beginning teachers and it can be used as part of an existing program such as Journey to Excellence and the New Teacher Center, or you can consider joining a new initiative called the Innovation Collaborative being developed within the state.

Learn more by viewing the following videos:

Using IA-TPA in
Your District Now

Learn About the
Innovative Collaboration

Implementation Timeline

Given that the IA-TPA is new, the state will be conducting research to ensure that the assessment is reliable and addresses the needs for beginning teachers. There are three primary phases to this project:
  • Pilot:

    February '16 through September '16'

    Gather work samples and initial feedback to refine the assessment for the field trial.

  • Field Trial 1:

    October '16 through September '17'

    Validate the new tool and establish training processes for use within districts

  • Field Trial 2:

    October '17 through September '18'

    Train mentors on guidelines for using the assessment with beginning teachers