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NC TEACHER EVALUATION PROCESSSAMPLE EVIDENCES AND ARTIFACTS

STANDARD I: Teachers demonstrate leadershipELEMENT A: Teachers lead in their classroomDeveloping Reviews Benchmark data

Classroom is decorated with College ParaphernaliaTeacher maintains data notebooksClarifying how passing to the next grade is necessary to complete high school.Explaining how mastery of this unit relates to passing to the next gradeTelling students how mastery of this lesson relates to mastering the entire unitAnalyzing student scores on previous homeworkComparing student work with previous student projectsConsidering student scores on previous tests or quizzesLinking this lesson to previous lessonsReferring to previous assessments of student progressUsing classroom data notebooks listing learning styles for each studentIdentifying subgroups such as EC, ESL, AIG, etc.

Proficient Explaining that knowing how to do this activity is importantCommunicating to students that “We need to master this concept to succeed.”Offering to let students come for help on this lessonDifferentiating instruction by grouping and individualizing instructionReferring to benchmark test scoresReferring to how well and to what extent students mastered previous lessonsUsing pacing guidesUsing the North Carolina Standard Course of Study (NCSCOS)Circulating constantly among studentsPosting class rulesRewarding good behaviorStopping inappropriate behaviorTeaching students classroom rules for administrative matters, talking, and movementRequiring student-led conferences, as appropriateUsing disaggregated test data such as benchmark tests, common assessments,K-2 assessments, EOG’s, or EOC’s to drive instructionUtilizes technology in classroomUtilizes benchmark data to refine and inform instructionUses data to inform and modify instructionStudents participate in job awareness centers

*Accomplished Leading discussion about current eventsMaking regular references to how the world is changingReferring to current events during classUsing and encouraging students to use technologyAsking for verbal responsesAsking for written responsesAsking students to respond with hand signalsProviding rubrics for assignmentsAssigning students in groups for some assignmentsCreates student groupings based on differentiation of skills and abilitiesAssigning students in pairs for some assignmentsEstablishing procedures for student-to-student interactionsRequiring the whole class to collaborate on some assignmentsUsing benchmark tests, common assessments, K-2 assessments, EOG’s, or EOC’s to set academic goals for studentsGuest speakers are invited to class to discuss careersStudents lead parent conferencesStudents maintain their data notebooks

Distinguished Participating on committees reviewing pacing guides/benchmarksReferring to previous student progress when planning lessonsSharing assessments of student progress with support services personnelEncouraging students to support one another inside and outside the classroomExplaining to students that safety rules extend beyond the classroom

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http://www.p21.org/index.php


Rewarding appropriate student behaviorEncouraging every student to lead group workEstablishing grading procedures for checking every student’s workKeeping vigilant, accurate records of every student’s progressRequiring every student to participate during class discussionRequiring students to play different roles during cooperative workUtilizes peer mediation as a form of discipline in classroomUse data to effect school programsStudents create their own rubrics

ELEMENT B: Teachers demonstrate leadership in the schoolDeveloping Attending faculty meetings

Attending grade level/team/department meetingsAttending school improvement team (SIT) meetingsDesigning lessons aligned to SIT goalsEmphasizing SIT goals to studentsAttends PLC meetings but does not contributeUnderstands Goals of SIT but does not implement strategies to support goals

Proficient Serving on a curriculum committeeServing on the SIT teamTaking a leadership role at grade level/team/department meetingsAttending optional professional learning activitiesVolunteering to participate in new initiativesSetting professional goals based on the SIT planWorks collaboratively with peers on lesson plansPositively participates in PLC meetingsPositively participates in and implements staff development related to SIT goals

Accomplished Leading grade level/team/department meetingsMaking presentations to the facultyPresenting professional developments topics to other teachersInitiating proposals to adjust SIT goalsParticipating on committees charged with adjusting SIT goalsServing on committees charged with assisting in hiring new personnelParticipates in SIT meetings and shares what is learned with other staffHelps organize and host school family nightsBrings ideas and data to PLC meetings for discussion

Distinguished Identifying instructional problems on grade level/team/department levelSuggesting solutions to problems across grade level/team/departmentIdentifying instructional problems that transcend grade level/team/departmentLeading SIT discussionsServing as chairperson of a SIT committeeSuggesting instructional improvements across gradelevel/team/departmentsAssisting in developing the school budgetEffectively using and sharing researched best practices with othersWorks collaboratively with fellow subject teachers as well as EC to create lessonsLeads staff development at schoolTakes leadership role in helping all teachers meet SIP goals

ELEMENT C: Teachers lead the teaching professionDeveloping Participating in work group meetings

Brings ideas and data to PLC meetings for discussionHelps organize and host school family nightsReviewing upcoming professional development activitiesTalking regularly with at least one trusted peerAttends PTA meetingsAttends PLC meetingsJoins Professional Teaching Organization

Proficient Attending professional development appropriate to subject/gradeStarting new research-based initiatives

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Using knowledge and skills acquired from professional developmentBeing willing to ask peers for helpSharing effective practice with peersSharing in work group tasksSeeks professional growth through pursuit of graduate degreeVolunteering to help peers when appropriateFollowing the chain of command when problems ariseParticipating in work group, faculty, or SIT meetingsSuggesting solutions for campus dilemmasUtilizing school and/or district resources such as media specialists,EC, or ESL teachers, etc.Identifying her/his strengths and weaknesses in order to set professional growth plansJoining a professional organizationPositively participates in PLC meetingsPositively participates in SIT meetings

Accomplished Asking peers who attend professional development to share what they learnedSharing new concepts and skills acquired during professional developmentTeam-teaching with a peerServing as a morale-builder in throughout the school and districtWorking in PLC’s in a positive manner to promote collaboration and professional growthPlans collaboratively with fellow teachersPlans collaboratively with EC departmentProvides and/or promotes professional growth activities for all staff

Distinguished Completing training via a train-the-trainer modelLeading grade level/team/department meetingsLeading SIT meetings or projectsVolunteering to present new skills/concepts to the facultyLeading professional development activities at the school, district, state, or national levelHolds a lead position in a professional organizationParticipates on a state or district committee

ELEMENT D: Teachers advocate for schools and studentsNot Demonstrated

Failing to attend work group, SIT, faculty meetingsFailing to contact parents of poor performing students

Developing Attending professional development activities locallyReading the appropriate section of the NCSCOSStudying professional journals appropriate to the subject taughtAttending IEP meetings for EC studentsHas copies of student and staff handbooks easily availableCan identify policies & procedures that effect student learning

Proficient Asking peers about new skills peers are usingObserving peers who use new techniques and skillsUsing new skills and knowledge effectively in classMaking decisions based on fact such as research, data, or student needs asopposed to making decisions based merely on pre-conceived notionsPositively implements new policies and proceduresReminds & encourages colleagues to follow new policies & procedures

Accomplished Identifying specific issues the faculty needs to addressProposing possible improvements for instructional dilemmasServing on policy committees

Distinguished Encouraging peers to use new practices or policiesPromoting new initiatives/policies to peers, students, or parentsIdentifies the need for a change in policy or procedure; helps to write,implement and assess changes

ELEMENT E: Teachers demonstrate high ethical standardsNot Demonstrated

Failing to recognize violations of the Code of EthicsFailing to respond to ethical violations by peers

Developing Posting a copy of the Code of Ethics

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Reading the Code of EthicsCan state reasons why code of conduct and ethics is important for teachers

Proficient Adjusting techniques and procedures to resolve ethical problemsAdvocating to students regarding ethical standardsAsking peers about apparent ethical dilemmasModeling proper ethical behavior to othersMaintains a confidential & respectful attitude w/ colleaguesMaintains appropriate relationships w/ students

Accomplished Confronting peers who flaunt ethical standardsExplaining ethical issues to studentsSharing innovative approaches for resolving potential conflicts of interestReports violations of code of ethics and standards for professional conduct

Distinguished Discussing ethical issues with teachers from other work groupsExplaining ethical standards to students and parentsInitiating discussions with administrators regarding ethical dilemmas that affect the local school communityInitiating discussions about ethics at work group meetingsTeaches and reminds others of the elements of the code of ethics and standards for professional conduct

STANDARD II: Teachers Establish a Respectful Environment for a Diverse Population of StudentsELEMENT A: Teachers establish a respectful environment for a diverse population of students.Not Demonstrated

Avoiding communicating with parentsFailing to nurture studentsAllowing students to humiliate other studentsPlaying favorites among students in classAllowing negative behavior to disrupt classroom environmentFailing to include some students in activitiesFailing to show respect to studentsShowing hostility to studentsAllowing students to be disrespectful towards each otherUsing discipline as a way to demean and belittle students

Developing Talks about the need for positive relationships with studentsCommunicating student successes to parentsModeling good manners and respect for studentsRewarding good student behaviorSharing resources with peersStopping inappropriate behaviorExplaining to students what may be expected of the teacherExplaining to students what the teacher’s expectations areExplaining to students what students may expect of other studentsPosting policies and procedures

Proficient Addresses students with kindness and respectStudents are happy and well adjusted in classroom environmentEmphasizing successful team achievementsEncouraging all students to participate in discussionEncouraging students to answer even if they’re not completely certainEstablishing respectful classroom proceduresModeling reasonable flexibility when making assignmentsRewarding students who support peersAccepting student work products that reflect a different ethnic background or religious affiliationEstablishing effective class rulesIncluding all students in class activitiesPosting current student workRequiring students to treat each other with respectTreating all students with respectUsing interventions to limit and positively impact referrals and missed days for studentsAttending school-related activities to support students

Accomplished Utilizes PBS systemConsistently maintains a positive environment throughout the year.Asking for student feedback about classroom climate

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Consistently applying respectful classroom proceduresModeling nurturing in classModeling optimismEnforcing classroom rules fairly and consistentlyRewarding successSelecting materials that contradict stereotypesSelecting materials that include the contributions of other culturesUsing various forms of sustaining feedback so students experience success

Distinguished Conducts staff development on PBSVolunteered to serve as a test classroom for PBSDiscussing effective techniques with inclusion personnelPraising peers who show special success with certain techniques or skillsTactfully confronting peers who use negative techniques to humiliate studentsCreating student groups that reflect diversityGiving all students a chance to lead or succeedFacilitating PLC’s, Focus Teams, or staff developmentRequiring students to treat each other with respect

ELEMENT B: Teachers embrace diversity in the school community and in the world.Not Demonstrated

Failing to refer to females, foreigners, other countries, etc.Consistently ignoring certain studentsAllowing negative statements in class about a person/group based on race,ethnicity, or cultureFailing to use instructional materials that reflect diversityShowing insensitivity to classroom diversityUsing racist terms or statements which could be construed as racist

*Developing Can state various types of diversity represented by the students in the classroomBrings up issues of diverse cultures in PLC or staff meetingsMentioning ESL cultures in this communityMentioning events in other countries or culturesMentioning various cultures in this countryEncouraging every student to participate in class discussionGrouping students heterogeneously when appropriateUsing multiple criteria to group students in several waysDrawing current events from diverse parts of the worldRecognizing the contributions of diverse culturesSelecting materials that reflect diverse culturesAccepting the values and traditions of all studentsPosting or displaying artifacts that celebrate different culturesMentioning cultural events or holidays celebrated by various cultures

*Proficient Lesson plans reflect acknowledgement of various diverse culturesClassroom is decorated with posters and student work that reflects the diversecultures of the classroomExplaining how cultures interact to shape world eventsUsing current world events to illustrate how other cultures affect the USConsistently including other countries and cultures in class discussionsDisplaying student work that reflects diverse culturesPromoting tolerance in the classroomDisplaying work that reflects diverse cultures on bulletin boardsUsing instructional materials that reflect diverse cultures and their historyAccepting student work products that reflect their backgroundBeing sensitive to activities that a student’s background may prohibit

*Accomplished Leads class seminars that discuss issues of race, class, and genderSeeks outside sources that focus on diversity to supplement the curriculumUsing alternatives to typical stereotypes on a consistent basisUsing examples of different gender, race, and ethnicity in various rolesConsistently using varying role models in class discussionsEnsuring that both genders and all ethnic groups’ opinions are included in classLeading discussions speculating on what careers might be most likely for students

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Selecting materials that reflect the successes of diverse culturesSelecting materials that show people in non-stereotypical rolesPresenting opposing points of view without value judgmentUsing materials from diverse points of viewAllowing students to make some choices in their assignments

*Distinguished Conducts staff development on diversity awarenessInitiates and leads a diversity day/night at the schoolImbedding details about global issues and events in classroom discussionPosting photographs of individuals from other cultures around the classroomRoutinely including information about other cultures in lessonsEncouraging students to become experts on other culturesEncouraging students to bring information about other cultures during classroom discussionEncouraging students to explore their own family originsRecognizing and praising students when they display special talentsMaking assignments that require in-depth study of various culturesUsing materials from diverse culturesUsing guest speakers who reflect diverse culturesGrouping students so they work with students from different backgroundsUsing students from diverse cultures to share their experiences and culture

ELEMENT C: Teachers treat students as individuals.Not Demonstrated

Failing to engage every student on a regular basisFailing to hold all students to high standardsFailing to involve some students in activitiesFailing to require higher order thinking skillsFailing to use rigorous instructional materialsIdentifying and relating to students by stereotypes

Developing Using procedures allowing students to correct mistakesPlanning lessons that challenge all studentsRequiring students to give their best efforts on every assignmentGiving honest and constructive feedback to studentsSelecting instructional materials that are rigorousUsing teaching strategies that require students to use higher order thinking skillsClass academic and behavior goals posted on wallStudent products reflect all students are given the same assignment & directions for completion

Proficient Allowing students extra time to complete assignmentsExplaining how success requires determinationPosting rubrics on assignments that encourage all students to achieve masteryAssigning work to all students that is at least at grade level and requires higher order thinking skillsEncouraging students to take more rigorous coursesReturning work that is not up to expectations until it meets standardsTelling students that you will not accept anything less than their bestFollowing the school’s policy for make-up workDifferentiates instruction at all timesUtilizes rubrics for gradingStudent work products are varied in style and academic level

Accomplished Encouraging and praising comments from every studentEstablishing procedures for group work that rewards contributions from each studentCalling on every student in classDisplaying work from every studentTailoring questions to students so they can experience successPre-teaches lessons so all students can make positive contributions to whole class lesson

Distinguished Using classroom procedures that reward consistent effortInsisting that students strive to do their best workModeling how to sustain high expectations for one’s selfGiving students honest and constructive feedbackRejecting work that is not at the highest level the student can produceProviding challenging, rigorous work for all studentsCreating rubrics to help students measure their progress

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Helping students create events and projects and partner with community eventsRequiring that students treat each other with respectStudents maintain “dream journals” where they record their aspirations and future goalsEncourages peer mediation in class disputesStudent created rubrics are used in class

ELEMENT D: Teachers adapt their teaching for the benefit of students with special needs.Not Demonstrated

Relying on whole group instruction all the timeFailing to modify lessons for special needs studentsFailure to differentiate instructionFailing to follow IEP’sFailing to involve inclusion teachers in instructionSegregating special needs students from the rest of the classIgnoring students with special needs

Developing Differentiating instructionUsing a variety of instructional modes…visual, auditory, tactile, etc.Using heterogeneous groupsAdapting lessons for students with special needsEncouraging students to use instructional aidsProviding copies of teacher notes to special needs studentsCirculating regularly to monitor student performanceGrouping and regrouping students based on specific learning needsHaving a variety of instructional materials availableUsing a variety of teaching strategiesUsing strategies that address a variety of learning stylesWorking with individual students during whole class/group instructionFollowing IEP modificationsUsing teaching strategies and materials appropriate for students with special needsDemonstrating knowledge about IEP’s and 504 plansAttends staff development related to the needs of EC students

Proficient Ensuring that special needs students leave for resource personnel on scheduleCollaborating seamlessly with inclusion personnelModifying instruction to comply with IEP’sHaving a specialist observe the classUsing materials and teaching strategies supplied by specialistsWorking with the inclusion teacher in the classroomCo-teaching with an inclusion teacherUsing teaching strategies/materials from the student’s IEPEffectively differentiates instruction for various learning styles and intelligence

Accomplished Communicating with support services personnel about student progressInviting support services personnel to observe students in classSending students to resource personnel on scheduleDifferentiating instruction to a greater degree than specified in the IEPEngaging special needs students in activities where they have reasonable chance for successEnsuring appropriate use of instructional aidsUsing materials provided by support specialists in the classroomFollowing IEP requirements of special needs studentsIncluding special needs students in learning activitiesProviding special needs students opportunities to lead activitiesParticipates in Student Support TeamWorks across grade level to meet all of the student’s needsSpecial needs students are always actively engaged in rigorous & relevant activities

Distinguished Assessing student progress regularlyConsulting regularly with support service personnelResearching community resources for special needs studentsConsulting with previous teachers of special needs studentsConsulting with subsequent teachers of special needs studentsSharing successful lesson modifications with peers

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Assessing students’ strengths and weaknesses using a variety of strategiesInviting specialists to observe classUsing pretests to assess students’ current level of performanceFollowing modifications on students’ IEP’sSharing effective teaching strategies with colleaguesTeacher’s classroom is a model classroom for inclusion instructionProvides professional dev to other staff on effective differentiation

ELEMENT E: Teachers work collaboratively with the families and significant adults in the lives of their students.

Not Demonstrated

Skipping or mishandling meetings with concerned parentsPublically criticizing students, colleagues, administrators, or parentsFailing to attend PTA meetings, student performances, athletic eventsFailing to interact with the community in an ethical, open, honest mannerFailing to meet with parentsFailing to reach out to parentsFailing to respond to phone calls/emails promptly or at allFailing to show respect and civility to parentsProviding inadequate, little, or no feedback to parents

Developing Addressing community problems that intrude into the classroomContacting parents about problems at schoolAttending meetings with parentsResponding promptly and effectively to phone calls/emailsProviding regular progress reportsMaintains open communication with parentsMaintains a parent/teacher communication log

Proficient Exploring the local community for resources to help studentsInitiating meetings with parents to address student problemsAttending PTA meetings, student performances, athletic eventsCalling/emailing parents about student progressProviding feedback to parents via outlines of work to be completed, progress reports, etc.Sends home weekly progress reportsCreates monthly newsletter to inform parents of class/school events

Accomplished Identifying roadblocks to parent/community involvement in schoolSuggesting new, innovative solutions using community resourcesActively seeking out parents who do not contact schoolCommunicating with non-English-speaking parentsHolding meetings with parents at times and places convenient to parentsMaking phone number, email address, etc. available to parentsProviding feedback in parents’ native tongueParticipating in community eventsMaking home visitsCollaborates with counselors, EC, and/or social workers to aid struggling familiesFinds alternative ways to meet w/ parents who are unable to come to the school

Distinguished Praising effective colleagues to students, faculty, and parentsRecognizing exemplary student behaviorModeling ethical, open, and honest behavior in all interactions with school and communitySafeguarding confidential informationSpeaking well of students, colleagues, administrators, and parentsInitiates service learning opportunities in his/her classroomParticipates regularly in school events after school hours

STANDARD III:

Teachers know the content they teach

ELEMENT A: Teachers align their instruction with the North Carolina Standard Course of StudyNot Demonstrated

Failing to utilize the NCSCOSSetting instruction requiring low level content and few thinking skillsFailing to modify instruction based on student needsFailing to incorporate literacy strategies

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Failing to use multiple sources for instruction*Developing Maintaining a copy of the North Carolina Course of Study in the classroom

Explaining to students how their work helps them meet North Carolina StandardsDeveloping lesson plans that are clear, logical and ‘sequential aligned’ with the NCSCOSPosting daily objectives and referencing the NCSCOSPlanning lessons throughout the curriculum with literacy skills in mindModeling and explicitly teaching and demonstrating comprehension skillsDisplaying posters of content area literacy skillsHaving students put new information in their own words

*Proficient Presenting lessons that require students to use higher order thinking skillsApplying the NCCOS effectively by incorporating 21st century toolsRelating learning activities to real life applicationsAsking for main idea, fact/opinion, point of viewMonitoring comprehension of written, spoken and read textReferring to displayed posters of content area literacy skills during lessonMaking learning goals and objectives clear and explicit to studentsUsing strategies that draw on students’ prior knowledgePresenting content in diagrams, charts and mapsRequiring students to support conclusionsUses the SCOS for foundation of lesson & develops the lesson w/ rigor and relevanceTeaches literacy skills across subjects

*Accomplished Providing opportunities for reasoning, logic, analysis, and synthesis when planning lessonsFraming NCSCOS around essential learning skillsUsing resources recognized by professional organizationsEvaluating reading, writing listening, speaking and other presentation skillsEvaluating student work products for comprehensionGiving students prompt and effective feedback to help improve literacy skillsUsing all data to assess, drive, and direct literacy instructionUsing evaluation rubrics for content area and integrated literacy skillsUsing sources that represents multiple points of viewInclusion of higher order thinking skills in all activitiesEvaluates students literacy skills in all subject areas

*Distinguished Being recognized as a leader by colleaguesSharing teaching strategies and materials with colleaguesSharing strategies in grade, team, or department meetingsHelping colleagues with lesson plans applying NCSCOSApplying teaching strategies that address different learning stylesRegrouping students for re-teaching based on parts of instruction not masteredProviding students and parents with multiple and varied formative and summative assessmentsCustomizing and developing

ELEMENT B: Teachers know the content appropriate to their teaching specialtyNot Demonstrated

Providing inaccurate information to studentsPresenting outdated instructional materialsFailing to demonstrate basic content knowledge

Developing Knowing the content that supports the NCSCOSDrawing content from recognized sourcesPresenting information that is accurateExplaining learning goals, instructional procedures and content accuratelyAttends professional development related to content area

Proficient Teaching content in a variety of waysAnswering general student questions about topic being taughtUsing multiple resources to give accurate responses to student questionsAssessing students formally and informally to modify instructionGrouping students to modify instruction as neededOrganizing curricular materials to facilitate instruction around central themesPacing instruction to optimize effective learningUses multiple questioning techniques for student inquirySeeking an advanced degree in content area

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Accomplished Integrating the content of subject areas with other disciplinesMotivating students to investigate the content area to expand their knowledgeUsing multiple questioning techniques for student inquiryOffering students the opportunity to do research in the content areaDisaggregating data to create purposeful lessons and assignmentsAdjusts lessons to accommodate student interests

Distinguished Engaging students in activities which use 21st century skillsDeveloping lessons where students take responsibility for their own learning andresearching topics related to the contentIntegrating the content of subject areas with other disciplinesProviding simulated learning experiences using relevant activitiesAssisting colleagues with developing more in-depth lessonsCreates and teaches an interdisciplinary unit with teachers from other subject areasProvides opportunities for extended assignments and projects outside the content area

ELEMENT C: Teachers recognize the interconnectedness of content areas/disciplinesNot Demonstrated

Failing to link present learning to future lessonsFailing to note links between this subject and other content areasFailing to link present learning to past lessonsFailing to link subject/grade to the NCSCOSFailing to reference global issues

*Developing Explaining to students how their work helps them understand the NCSCOSPosting objectives that tie instruction to NCSCOSIntegrating instruction across disciplinesDiscussing global issues accuratelyUsing current events to enhance instructionFraming instruction with a world view in mindEvidence of community and world connections seen in the classroom

*Proficient Using variety of sources and instructional strategies to address NCSCOSExplaining how current learning relates to previous lessons and also to future lessonsLocating and using multiple resources to expand subjectPresenting other country’s perspectives to approach an issueRelating learning to global eventsExpressing the diverse viewpoints of different cultures, religions and lifestylesUsing VIF as guest speakers to address specific areas of the curriculumDemonstrating sensitivity to differences in ability, social and cultural backgroundsLeading quality discussionsMakes learning relevant to students’ livesIncorporates current events into instructionReferences impact of material outside of local area

*Accomplished Explaining how learning in one content area is related to other content areasUsing pre-testing to assess past learningEvaluating students achievement of objectives from other disciplinesPlanning integrated instruction across disciplinesWorking with colleagues to develop strategiesAddressing global issues regularlyUsing current events regularlyUsing on-line sources to address global issuesEliciting critical thinking and problem solving to relate lesson to global issuesUsing simulations incorporating global eventsParticipates in across grade level vertical alignment planningLesson planning reflects deliberate connection to global information and impact

*Distinguished Creating lesson plans with specific references to the grades/subject areasUsing team teaching in related lessonsSpeaking for integrating curriculum in School Improvement Team meetingsPlanning staff development on integrating curriculumDemonstrating and leading discussions among peersArranging for peer observationsArranging staff development opportunities for other staff

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Advancing ways to incorporate global awareness in grade/team meetingsWorking collaboratively with other staff in planning and implementing global awareness activitiesCreates and teaches an interdisciplinary unit with teachers from other subject areasTeaches other staff how to effectively integrate global awareness into classrooms

ELEMENT D: Teachers make instruction relevant to studentsNot Demonstrated

Failing to relate core content to 21st Century skillsFailing to relate NCSCOS objectives to 21st Century themes

*Developing Relating NCSCOS to real life situationsUsing multimedia resources to enhance instructionEliciting student input about how the subject relates to 21st century lifePromoting the understanding of local and global implications of civic decisionsUsing different websites that link the NCSCOS to 21st centuryTeaching students the value of working appropriately and productively with othersIdentifies 21st century skills through the SCOS

*Proficient Creating work for students that requires application of core content with 21st centuryRelating core content to real life situationsExplaining lesson relevanceHaving students share related current eventsPromoting participation in civic life by knowing how to stay informed in government issuesMakes learning relevant to students’ livesUses 21st century skills to learn core content

*Accomplished Evaluating student progress using written, oral and multi-media presentationsGiving all students opportunities to be leaders in group workPresenting instruction at higher order thinking skills levelsSetting high expectations for student achievementDeveloping and implementing rubrics for scoring quality of open-ended debatesEngaging students in activities which explicitly require them to adapt to unusual situationsEngaging students in activity which requires students to use and develop people skillsEngaging students in group activities which value and require personal productivityGiving individual students specific feedback on 21st Century skillsHaving students use current technology to research and present analysisUsing classroom simulations to integrate content and develop ethical practicesUsing inquiry methods to get students to research real world 21st Century issuesAdapting relevant learning experiences that incorporate digital tools/resourcesLesson plans reflect deliberate use of 21st century material in every lessonStudent products regularly reflect use of 21st century skills

*Distinguished Demanding both personal and academic honestyEncouraging students to ask questionsPutting students in new situations that require new solutionsRequiring students to take responsibility for their own learningDeveloping role plays for researching and using higher order thinking skillsHaving students defend decisions for open-ended real-world questionsDeveloping rubrics for evaluating personal responsibilityGiving feedback on accountability, ethical decision making, leadership, people skills, personal productivity, personal responsibility, self-direction, social responsibilityHaving student teams compete to develop best realistic approach to solve problemsHaving student teams design competing legislation to solve problemsHaving students use current technology to do research and defend decisionsUsing an organized and comprehensive system for evaluating 21st century skillsUsing student teams in simulations to decide controversial real-world issuesUsing actual court cases, political debates, legislative actions to enhance instructionStudents self-select projects emphasizing 21st century skills

STANDARD IV: Teachers facilitate learning for their studentsELEMENT A: Teachers know the ways in which learning takes place, and they know the

appropriate levels of intellectual, physical, social, and emotional development of their students.

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Not Demonstrated

Teaching to the whole class exclusively, without modifications of any sort

Developing Attending workshops on differentiated instructionTeaching about cultural effects on learning without differentiatingAcknowledging that language proficiency affects learning without routinely differentiating instructionAcknowledging that emotional, intellectual, and physical development affect learning with differentiating effectsEngaging students in activities requiring higher-level thinking skills occasionallyConducting instruction at differential levels occasionallyIndicates various learning styles/intelligences on lesson plans

Proficient Sharing lesson plans with other teachers, including differentiated instructionsUsing current best practices resources to differentiate instructionDifferentiating instruction according to students level and needsGrouping students for activities as respective to levels and academic developmentEngaging student in activities to develop higher level thinking skillsTeaching lessons for multiple levels routinely.Maintaining and using “in class” library of differentiated parallel resourcesUsing multi-grade level materials to meet students needsOrganizing instruction based on varying levels of student developmentVarious learning styles/intelligences were addressed during instructionRegularly and effectively analyzes assessment data to remediate studentsHolds expectations that are appropriate for grade level

Accomplished Making use of alternative resources to improve instructionModifying instruction according to IEP’sModifying instruction using ESL individual plans and strategiesConsistently using lesson plans that differentiateFacilitates student learning on differentiated levelsOffers students opportunities to extend and stretch their strengths and weaknesses within different learning styles/intelligencesUtilizes center work as a method of differentiating student activity based on student performance level

Distinguished Participating in grade level/team meetings to discuss differentiating instruction plansFrequently sharing and collaborating with colleagues to more effectively differentiatePromoting and encouraging differentiation among colleaguesAcknowledging and internalizing the need to differentiate based on student population diversityLeading and conducting staff development on differentiated instructionCoordinating cross grade/department planning for differentiationReading and sharing current research on differentiation strategiesOffering expertise in differentials at SIT meetings

ELEMENT B: Teachers plan instruction appropriate for their studentsNot Demonstrated

Planning perfunctorily, inadequately, or not at all

*Developing Using disaggregated data to enhance instructionMeeting regularly with mentor /colleagues /administrator to discuss lesson plansPlans for instruction

*Proficient Utilizing data to create lesson plansInterprets data, reflects and modifies instructionModifying lesson plans as needed to meet diverse student needsUsing EOC and EOG data to target specific objectives for emphasisUtilizing feedback from other teachers as a source of dataUsing informal assessments to determine when re-teaching is necessaryUsing locally developed and commercial assessments to modify instruction.Utilizes lesson plans for effective teaching

*Accomplished Ensuring that students are actively engaged in classroom activitiesMaintaining accurate records of students mastery of objectivesUsing data to modify instruction for individuals and small groupsUsing small temporary skills groups when appropriate to meet objectivesMonitors trends in student performance so as to identify strengths and weaknesses in individual students

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and modify instruction for each child*Distinguished Incorporating SIP goals and classroom instruction

Focusing instruction to meet EOG/EOC goals as prescribed by the SIP planAligning instruction to meet EOG/EOC goalsModifying instruction appropriate for target groups identified in the SIP planSupports other teachers in the planning processInforms instructional methods with current diversity based researchPlanning always reflects and embraces cultural diversity and awareness

ELEMENT C: Teachers use a variety of instructional methodsNot Demonstrated

Lecturing to the whole class more than necessary, often assigning students to work individually in workbooks or at seatwork without providing feedback for needy students

*Developing Using readily available technological tools to enhance instructionDemonstrating awareness of students differing learning stylesAttends/ Accesses differentiation staff developmentIndicates various learning styles/intelligences on lesson plans

*Proficient Using different methods and materials when individualizing instructionUsing lesson plans which reflect integration of technology and learning stylesActivating prior knowledge in students ( KWL charts)Creating word walls for vocabulary developmentDesigning activities and lessons based on learning stylesEngaging students in high level thinking activitiesUsing cooperative learning activities and groupsUsing graphic organizers to enhance instruction (Thinking Maps)Teaching students the proper use of reference materialsInstructing students in information technology ( email, internet searches, on-line reference)Effectively utilizes instructional strategies such as, cooperative learningMultiple learning styles/intelligences were addressed during lesson

*Accomplished Focusing direct instruction to increase student scores on the EOC/EOG testsConsistently modifying instruction to meet student needsDesigning lessons with varying activities for different learning stylesEngaging students in high level lessons such as Paideia, Socratic seminars, and literacy circlesUtilizing 21st Century skills in designing lessonsRequiring students to “think aloud” when explaining conceptsTeaching students to use and apply metacognitive reading skills when readingUtilizes various instructional strategies that appeal to numerous learning styles/intelligence to insure student success

*Distinguished Exploring and implementing new technology into lessons consistently ( white boards, blackboard, learning threads)Attending professional development conferences and sessions and presents learned information to staffConducts staff development at the school site/district office concerning differentiation and student development

ELEMENT D: Teachers integrate and utilize technology in their instructionNot Demonstrated

Failing to model use of technology in classRefusing to accept student work if submitted via technology

*Developing Consulting with others on the best way to use technology in the classroomAttending professional development on the use of technology in the classroomDemonstrates awareness of technology available for class useOccasionally utilizes technology during instruction

*Proficient Sharing technology ideas with colleaguesRoutinely using technology in lessonsUsing internet, power point presentations, audio and video clips to enhance instruction

*Accomplished Using technology in the classroomAssigning students to use Smart Boards in the classroomAssigning students to use presentation software in the classroomEngaging students in the use of subject dedicated software such as MDI, CAD, etc.Utilizes technology on a daily basis and incorporates new and innovative technology. For example: Podcasts, Webinars, Photostory projects, Movie Maker

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Student Work Examples demonstrate the utilization of technology*Distinguished Guiding and encouraging students to ask higher level questions during class discussions

Engaging students in the creation of websites o the 21st century issueEngaging students in the use of the internet for displaying data / results from class activitiesTeacher is seen as an expert by his/her peers, in the building, on the use of technology in the classroom

ELEMENT E: Teachers help students develop critical thinking and problem solving skillsNot Demonstrated

Teaching primarily for rote learning at low levels

*Developing Explaining to students skills necessary for 21st Century issuesAccesses/ Attends staff development on higher order thinking skillsAware of need to include higher order thinking skills in lesson planningBegins to include higher order thinking skills in lesson planning

*Proficient Using appropriate questions to guide students in critical thinkingModeling problem solving techniques in the class for studentsEmploying critical thinking questions in the classroomGiving assignments that require students to use problem-solving skillsAttending training on critical thinking or problem solving instructionRoutinely utilizes higher order questioning skills when engaging students in dialogueRoutinely includes higher order thinking skills in lesson plans

*Accomplished Requiring students to develop and test new ideasRequiring students to draw conclusionsEngaging students in activities that require students to exercise and communicate sound reasoningRequiring students to frame, analyze, and solve problemsRequiring students to make complex choices and synthesize knowledgeRequiring students to think creatively and criticallyOn a continual basis, the teacher’s lessons incorporate numerous higher order thinking skills as well as critical thinking skills in questioning, activity, and assessment

*Distinguished Leading training for others on critical thinkingInvolving individual students in leading or presenting classroom discussionRoutinely assigning students in teams for various activitiesAssigning teams of students to develop possible solutions to solve real life problemsParticipates in curriculum writing at regional and state level

ELEMENT F: Teachers help students work in teams and develop leadership qualitiesNot Demonstrated

Failing to use groups for any student activities

*Developing Using student leadership in the classroom to enhance instructionEngaging students in learning teamsHas knowledge of learning teams

*Proficient Organizing student teams to provide leadership and diversity on each teamOrganizing assignments that require teamwork to meet desired goalsRegularly utilizes teaming processes in a purposeful mannerHelps students build leadership skills through team work

*Accomplished Developing and using rubrics that require student cooperation, collaboration, and leadership in teamsStudents effectively create and manage their own learning teams

*Distinguished Teaching and modeling team working skillsProviding feedback to students on cooperation, collaboration, and leadership on their team workConducts staff development on effectively using learning teams

ELEMENT G: Teachers communicate effectivelyNot Demonstrated:

Antagonizing or belittling studentsUsing sarcasm to discipline studentsUsing profanity in the classroom

*Developing Empathizing with students who lack good communication skillsTreating all students with respectAllowing sufficient wait time for students to answer questionsUsing visual and auditory communication techniquesCreates a classroom environment where all students’ input is respected

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Uses proper grammar when addressing students, parents, and fellow staff*Proficient Using a variety of whole, small, and individual projects

Incorporating student participation into lessonsEstablishing a class climate of mutual respectEncourages student input through a variety of processesInstructs students how to effectively communicate their concerns and ideas

*Accomplished Involving all students actively in lessonsEmploying visual, auditory, and tactile means of communicationInvolving reluctant learners by using effective questioning strategiesRoutinely provides various differentiated opportunities for students to express their knowledge. Such as: blogging, signaling, plus/delta, issue bin, consensus taking

*Distinguished Creating a classroom atmosphere which allows students to work together intensively while maintaining respect for one anotherInvolving and encouraging students in extracurricular activities to help reinforce the values of cooperation and teamworkEncouraging students’ ownership for solving problemsEncouraging colleagues to use various communication techniquesModeling communication skills for students and other staffPlans alternative/ remedial lesson plans and has them available in case of students’ misunderstandings of objectivesLeads staff development at school level or higher on literacy skills and effective communication

ELEMENT H: Teachers use a variety of methods to access what each students has learnedNot Demonstrated

Grading every assignment the same way

*Developing Focusing on appropriate indicators when monitoring/evaluating studentsShowing awareness of 21st Century knowledge, skills, and dispositions

*Proficient Using various means to evaluate students (oral, written, etc)Using formative/summative indicators and benchmarks to evaluate students’ progressStudents conduct student led conferences

*Accomplished Altering teaching style to meet student needsAltering assessment methods to meet changing student needsMaking appropriate adjustments to instruction based on refection and obstacles to learningEnsuring that students understand class performance and how they can improveEngaging students in peer evaluationsAllowing students to develop assessment toolsUses multiple methods of assessment (Star reading, Accelerated math, TPRI,Benchmarks, etc) and utilizes the results to improve instruction through scaffolding, differentiation, etcStudents effectively perform peer editing

*Distinguished Modeling 21st Century skills for colleaguesLeading colleagues in best practices researchServing as formal and informal mentor for other staff

STANDARD V: Teachers reflect on their practiceELEMENT A: Teachers analyze student learningNot Demonstrated

Failing to make any adjustments or improvements to help students learnHaving test data in an unorganized and unusable fashionFailing to monitor student progressUsing little or few resources to strengthen instructional program

Developing Accurately recording and measuring student progressMonitoring student progress toward learning goals and objectivesMonitoring student progress through frequent diagnostic evaluationsBeing aware of state and local testing programsStriving to help every student improve throughout the yearKnowing how to access testing data, and determine composite scoresRecognizing certain students have IEPs, PEPs, etc.Being aware of instructional strategiesVerbalizes a concern for student performanceIdentifies through data where students are not learning

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Proficient Ensuring all lessons are motivationally directed at making instruction meaningfulMonitoring student progress toward meeting/exceeding performance expectationsPreparing and presenting lessons that challenge learners to be all they can beProviding clear performance expectations to studentsUtilizing a variety of media and resources to strengthen instructional deliveryDevising ways to improve instructionPlanning lessons which align directly with the North Carolina Standard Course of StudyIndividualizing instruction to meet the needs of his/her studentsSharing best practices within department/grade levelUsing data to drive instructionMaintaining data notebooksCreating and utilizing student inventory/interest surveys to differentiate learningReferring to previous EOG/EOC results to improve instructionAttends professional development to improve instructional practiceActive and vocal member of PLC

Accomplished Ensuring students have a working knowledge of an instructional concept prior to leading into the next phase of instructionCapitalizing on ‘teaching moments’ where learning is at a peak, and then pursues relevant experiences to foster growthDemonstrating knowledge and acceptance of varying learning styles and abilitiesEncouraging students to strive to excel academically as measured by test scores and classroom performanceIndividualizing instruction to meet the needs of his/her studentsSeeking new ways to improve instructionConsistently and systematically evaluating self as instructional facilitator of their best practicesUsing current research to enhance instructionComparing school wide and classroom best practices to their own in order to evaluate effectiveness of their instructionSeeking feedback from all stakeholders (including students) to increase teacher effectivenessSharing best practices at the school levelConsidering the individual needs of each student thru challenging, creative, and differentiated instructional strategiesRoutinely changes instructional methods & strategies based on data analysis

Distinguished Analyzing instructional techniques throughout the year to determine successful strategies as measured by student successMeeting with the principal and instructional supervisor to analyze test scores and develop diverse instructional plans to meet the individual needs of studentsUsing various assessment procedures to develop instructionConducting applied research projects in classroom/grade level to evaluate results to adapt instructional practicesPresenting best practices at local, state, and national levelModeling teachers who reflect on every aspect of teaching and learningServing as a model classroom for the districtAnalysis of many data sources followed by effective long range lesson and curriculumplanning in own classroom and throughout school

ELEMENT B: Teachers link professional growth to their professional goalsNot Demonstrated

Failing to attend professional development sessionsInconsistently implementing professional developmentDemonstrating concern only for the classroom

*Developing Constantly pursuing relevant experiences to foster growthDiscussing with co-workers the importance and value of professional development activitiesDiscussing with school administrators how recently completed professional developmentactivities have fostered personal/professional growthUnderstanding requirements for licensure renewal via continuing education creditsSeeking out professional development activities to foster growthCreates a PDP with detailed professional development strategies to support growth

*Proficient Seeking out professional development activities that foster growthLinking PDP to standards and growthAttending, implementing, and sharing professional development information at department/grade level and

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staff meetingsDemonstrating concern for school achievementSeeks advanced degrees and/or certifications

*Accomplished Participating in professional development activities focusing on helping students think critically so as to gain deeper understanding of conceptsParticipating in professional development activities that enhance student achievement, growth, and performanceParticipating in professional development activities that helps the teacher develop creative instructional strategies to challenge studentsLinking professional development to standards, growth, and school wide needsBecoming a train-the-trainer at district levelDemonstrating concern for student achievement at the district and state levelStaying abreast of information at the state/national level

*Distinguished Designing lessons that include a variety of resources discovered at recent professional development activitiesIncorporating new ideas from professional development activities into lesson plansAttending professional development training on new initiatives as recommended by administratorsConducting professional development training for colleagues as neededLinking professional development to standards growth, district, and school goalsParticipating in decision making and research studies at the state and/or national level

ELEMENT C: Teachers function effectively in a complex dynamitic environmentNot Demonstrated:

Ignoring research based teaching methods

Developing Staying abreast of current curriculum research and instructional practicesDesigning lessons using research dataMeeting with colleagues and administrators to discuss recent researchDemonstrating basic knowledge and vocabulary, engaging in conversation about current initiatives/research practices

Proficient Constantly employing new techniques and strategies in daily lesson plansUsing multiple teaching styles during every lessonApplying the research and analyzing the outcome of research on student achievement in the schoolSeeking to build/enhance a professional library in the schoolAdapting to changing practices, new ideas, and initiatives

Accomplished Participating in multiple professional development activities related to the same instructional/curriculum issueUtilizing a variety of instructional strategies to challenge studentsExperimenting with different techniques as specified by current research to improve instructionMeeting with parents to discuss/explore ways to help students learnInvestigating and considering alternative research to impact student learning in the schoolDemonstrating the ability to filter research practices at the school levelDemonstrating that he/she is a change agent – practicing, providing feedback, and affecting overall climate of the schoolModifying instruction to meet student needs

Distinguished Completing and revising instruction based on evaluation and diagnosis of dataMaintaining various methods of evaluation to record and monitor student progressSharing data used to make instructional decisions with students, patents, colleagues, and administratorsAdapting research studies to meet the needs of student learning across the district and/or stateUnderstanding and initiating the need for research, and is a model as an innovator,implementer and evaluator, and then shares outcomes with school and districtAdapting professional development based on data, and evaluates which impacts student learning

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