Any comparable system of career paths and compensation for teachers approved pursuant
to section 284.15, including the instructional coach model set forth in section 284.16, shall
include, at a minimum, all of the following components:
1. a. For the fiscal year beginning July 1, 2024, the minimum salary of forty-seven
thousand five hundred dollars for a full-time teacher who has less than twelve years of
teaching experience and a minimum salary of sixty thousand dollars for a full-time teacher
who has at least twelve years of teaching experience.
b.
(1)For the fiscal year beginning July 1, 2025, and each subsequent fiscal year, the
minimumsalaryoffiftythousanddollarsforafull-timeteacherwhohaslessthantwelveyears
of teaching experience and a minimum salary of sixty-two thousand dollars for
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Any comparable system of career paths and compensation for teachers approved pursuant
to section 284.15, including the instructional coach model set forth in section 284.16, shall
include, at a minimum, all of the following components:
1. a. For the fiscal year beginning July 1, 2024, the minimum salary of forty-seven
thousand five hundred dollars for a full-time teacher who has less than twelve years of
teaching experience and a minimum salary of sixty thousand dollars for a full-time teacher
who has at least twelve years of teaching experience.
b. (1) For the fiscal year beginning July 1, 2025, and each subsequent fiscal year, the
minimumsalaryoffiftythousanddollarsforafull-timeteacherwhohaslessthantwelveyears
of teaching experience and a minimum salary of sixty-two thousand dollars for a full-time
teacher who has at least twelve years of teaching experience.
(2) Notwithstandingsubparagraph(1), forthefiscalyearbeginningJuly1, 2025, andeach
subsequent fiscal year, a minimum salary of fifty thousand dollars for a full-time teacher
who has at least twelve years of teaching experience, who has had a bona fide retirement
from employment with a covered employer as provided in section 97B.52A, and who has
returned to covered full-time employment with a covered employer pursuant to chapter 97B
as a teacher licensed under chapter 256.
2. Increased support for new teachers and veteran teachers where appropriate, such as
additional coaching, mentoring, and opportunities for observing exceptional instructional
practice.
3. Differentiated, multiple teacher leadership roles beyond the initial teacher and career
teacher levels, in which a goal of at least twenty-five percent of the teacher workforce serves
additional contract days with compensation commensurate with the responsibilities for the
leadership role. A district shall demonstrate that a good faith effort has been made to attain
participation by twenty-five percent of the teacher workforce and that no other practical
alternative is available to meet the goal. These leadership roles may include but shall not
be limited to all of the following:
a. Instructional coaches who engage full-time or part-time in instructional coaching.
b. Peer coaches who provide additional guidance in one or more aspects of the teaching
profession to other teachers during normal noninstructional time. Peer coaches may be used
only as one element of a more extensive teacher leadership plan.
c. Curriculum and professional development leaders who engage full-time or part-time in
theplanning,development,andimplementationofcurriculumandprofessionaldevelopment.
d. Modelteacherswhoteachfull-timeandserveasmodelsofexemplaryteachingpractice.
e. Mentor teachers who teach full-time or part-time and also support the professional
development of initial and career teachers.
f. Lead teachers who teach full-time or part-time and also plan and deliver professional
development activities or engage in other activities designed to improve instructional
strategies.
4. A rigorous selection process for placement into and retention in teacher leadership
roles. The process shall include all of the following components:
a. The use of measures of effectiveness and professional growth to determine suitability
for the role.
b. A selection committee that includes teachers and administrators who shall accept
and review applications for assignment or reassignment to a teacher leadership role and
shall make recommendations regarding the applications to the superintendent of the school
district.
c. An annual review of the assignment to a teacher leadership role by the school’s or
school district’s administration. The review shall include peer feedback on the effectiveness
of the teacher’s performance of duty specific to the teacher’s leadership role. A teacher who
completes the time period of assignment to a leadership role may apply to the school’s or the
school district’s administration for assignment in a new leadership role, if appropriate, or for
reassignment.
d. Arequirementthatateacherassignedtoaleadershiprolemusthaveatleastthreeyears
of teaching experience, and at least one year of experience in the school district.
5. A professional development system facilitated by teachers and other education experts
and aligned with the Iowa professional development model adopted by the state board.
6. A school district approved to implement a comparable system pursuant to section
284.15, and which meets the requirements of this section, shall receive funds under section
257.10, subsection 12.