North Carolina Teacher Evaluation Rubric 2011 – 2012 Observation Tool Teacher Observation # Observer Date Subject Time Number of Students Core Type of Class General Education Exceptional Children Limited Eng. Prof Other Lesson Objective: Teacher Actions (Cause) Impact on Student Learning (Effect) 1. 1. Key Strengths: Areas for Improvement: Notes and Quotes for Coaching Conversations: Connections to Professional Development Plan and Self-Assessment: Standard l: Teacher Demonstrates Leadership a. Teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life in the 21st Century. Teachers communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual student and the class. Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment, and create a culture that empowers students to collaborate and become lifelong learner s. Not Developing Proficient Accomplished Distinguished Demonstrat ed ...and ...and ...and Understands how they Takes responsibility for the progress Communicates to students the Encourages students to take contribute to students of students to ensure that they vision of being prepared for life in responsibility for their own learning. graduating from high graduate from high school. the 21st century. Uses classroom assessment data to school. Provides evidence of data driven Evaluates student progress using inform program planning. Uses data to understand instruction throughout all classroom a variety of assessment data. Empowers and encourages the skills and abilities of activities. Creates a classroom culture that students to create and maintain a students. Establishes a safe and orderly empowers students to safe and supportive school and classroom. collaborate. community environment. Teacher uses classroom and Teacher monitors student growth Teacher provides opportunities for Teacher effectively creates and uses a district data to plan lessons toward individual goals and provides students to analyze data and use variety of authentic assessments to aligned with the NCSCOS. supportive feedback to encourage their findings to set and monitor determine student progress continued progress personal learning goals Teacher maintains a data Teacher is equally effective with all notebook and uses this data Teacher uses student work to motivate Teacher regularly embeds 21st diverse learners to plan lessons students’ highest level of performance century skills, technology, service learning, and global awareness (etc.) Teacher has created an environment Teacher is developing Teacher communicates with parents in his/her instruction consistently focused on real-world procedures that are and staff to encourage student success learning establishing a safe and and motivates students to perform at Teacher regularly uses rubrics to set orderly classroom high levels high standards for student work Teacher has established a climate environment where students continuously reflect on Teacher uses data to address individual Teacher regularly references current their own learning and support Teacher is beginning to student needs and to monitor each sub events to bring relevancy to classmates as they also work toward implement collaborative groups within the classroom instruction achieving future goals groups in class activities Teacher regularly uses collaborative Teacher continuously monitors and Teacher guides students to extend Teacher is working to teaching methods adjusts lessons to differentiate learning based on their interests and promote the students’ learning and add appropriate career goals. Teacher has a detailed, interests and excitement Teacher creates a classroom interventions and extensions individual plan that addresses learning about learning environment focused on high levels of styles, strengths and weaknesses for student engagement Teacher maintains an environment each student’s growth Teacher demonstrates that is student-centered; resiliency in adapting to Teacher creates a classroom engagement is regularly at the Teacher initiates collaboration with staff his/her role in the environment that supports students’ highest levels to support students through interventions classroom. focus on future goals. and extension Teacher takes the initiative to pilot new strategies or activities to Teacher’s piloted initiative has a increase student achievement significant, positive impact on student achievement. Teacher has empowered students to take ownership of their own learning. Standard l: Teacher Demonstrates Leadership b. Teacher demonstrates leadership in the school. Teachers work collaboratively with school personnel to create a professional learning community. They analyze and use local, state, and national data to develop goals and strategies in the school improvement plan that enhances student learning and teacher working conditions. Teachers provide input in determining the school budget and in the selection of professional development that meets the needs of students and their own professional growth. They participate in the hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) ...and ...and ...and Attends professional Participates in professional Assumes a leadership role in Collaborates with colleagues to learning community learning community. professional learning improve the quality of learning in meetings. Participates in developing community. the school. Displays awareness of the and/or implementing the Collaborates with school Assumes a leadership role in goals of the school school improvement plan. personnel on school implementing school improvement plan. improvement activities. improvement plan throughout the building. Teacher regularly attends Teacher actively participates in Teacher effectively serves in Teacher effectively serves on in-service or meetings PLC related meetings leadership roles: district-level training teams related to PLC initiatives: o Grade level & dept mtgs and/or committees (e.g., SQR, o IGP meetings Teacher successfully applies o Vertical teams Data Wise) o Grade level/dept new learning from workshops or o School Committees o meetings PLC initiatives in his/her o PLC teams Teacher plays a key role in o Vertical teams classroom leading instructional and o Prof Dev Teacher provides effective organizational change within the o Staff meetings Teacher volunteers for school-wide professional school (i.e., selection of staff o General PTA mtgs additional duties beyond those development as needed development needs) assigned (e.g., job fair, campus Teacher is present at beautification, PTA special Teacher serves on a Teacher collaborates with meetings where school events, club sponsor), school-based team to attend administrators to develop and budget and promoting school goals district training, and then evaluate school initiatives teacher/staff/student/ implements district initiatives in parent surveys are Teacher consistently attends the school (e.g., Data Wise Teacher is a lifelong learner and presented School Leadership Team team) embraces change that positively meetings and opens impacts the school and student Teacher consistently fulfills communication with other Teacher is a positive, achievement duties and responsibilities team members professional role model for as assigned by the colleagues Teacher collaborates with principal (e.g., bus duty) Teacher seeks outside administration in the staff hiring opportunities to grow Teacher is an effective mentor process. professionally (e.g., and conducts peer observations Teacher is working to conferences, workshops, as needed support the school observing other teachers). improvement plan as it Teacher participates in the relates to his/her classroom interview selection process and/or content area. and/or the budget process as requested by the principal. Standard l: Teacher Demonstrates Leadership c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working relationships in the school. They actively participate in and advocate for the decision-making structures in education and government that take advantage of the expertise of teachers. Teachers promote professional growth for all educators and collaborate with their colleagues to improve the profession. Not Developing Proficient Accomplished Distinguished Demonstrate d (Comment ...and ...and ...and Required) Has knowledge of Contributes to the: Promotes positive working Seeks opportunities to opportunities and the need Improvement of the profession relationships through lead professional growth for professional growth and through professional growth. professional growth activities activities begins to establish Establishment of positive and collaboration. relationships with colleagues. working relationships. School’s decision-making processes as required. Teacher attends required PD Teacher works collaboratively with Teacher enthusiastically promotes Teacher conducts effective workshops administration, staff, students, and school-wide initiatives to promote professional development for parents student achievement district (PDMT’S, SIOP, etc.) Teacher has developed an appropriate PDP Teacher actively serves on Teacher participates in initiatives Teacher serves as a leader in decision-making structures within to improve teacher preparation state organizations or on Teacher is accepting of the school process as a teacher mentor, district-level committees. performance feedback supervisor for an intern, etc Teacher effectively presents Teacher voluntarily attends local, at local, state or national Teacher has a professional state, and/or national professional Teacher engages in processes for workshops and/or relationship with administration, development opportunities reflection and enhancement of conferences staff, students and parents growth in the teaching and Teacher effectively implements learning process (i.e. NBCT, adv Teacher is results oriented, Teacher adheres to school new learning from professional degrees, additional certification) offering new and innovative protocols and handbook development in classroom ideas, including writing grants regulations Teacher seeks performance and developing curriculum Teacher effectively responds to feedback to enhance teaching resources that positively Teacher is aware of and abides performance feedback to improve skills and strategies effect on student ach by state and local laws and student achievement policies Teacher helps plan and implement Teacher is skilled in handling Teacher goes through proper professional development for the crucial conversations with Teacher supports and regularly channels to solve problems within school administration, staff, and attends out-of-school activities the classroom and/or the school, parents (PTA events, sporting events, and is solution oriented. Teacher is a positive influence on etc.) staff morale and school climate Teacher initiates, organizes, plans and leads an effective Teachers successfully leads school PLC that results in positive activities, programs, or events (i.e., student achievement gains. career day, tutoring program, etc) Standard l: Teacher Demonstrates Leadership d. Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student learning. They participate in the implementation of initiatives to improve the education of students. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) ...and and ...and Knows about the policies and practices Supports positive Participates in developing Actively participates, affecting student learning. change in policies and policies and practices to promotes, and provides practices affecting improve student learning. strong supporting evidence student learning. for implementation of initiatives to improve education. Teacher participates in faculty and PLC Teacher actively and Teacher effectively takes Teacher holds a leadership meetings where policies/procedures are effectively participates responsibility for role at district, regional, or discussed that effect student learning in the work of a PLC and implementing, and state level that supports SLT monitoring an activity of implementation of reform Teacher demonstrates an awareness of issues the School Improvement initiatives and situations that impact student learning Teacher positively Plan. supports new initiatives Teacher works within the Teacher attends training related to policies and such as new Teacher works with school framework to identify practices effecting student learning curriculum/textbook administration to develop needed changes in school adoptions implement, and evaluate policies/procedures Teacher’s knowledge of McKinney Vento, 504, school-wide RtI process EC, LEP policies is demonstrated in practice Teacher consistently Teacher collaborates with collects and uses data Teacher is an active administrators to develop Teacher appropriately implements PEP’s for to make informed member of a district, and implement new students decisions related to regional or state level initiatives where individual student’s committee that supports improvement is needed Teacher observes peers to gain performance physical, social, and implementation of reform skills and techniques emotional needs to positively impact Teacher effectively Teacher accurately adheres to and implements learning represents school at district school policies and procedures that positively and/or alliance meetings impact student learning: Teacher consistently o adheres to schedules and effectively Teacher is an active o maintains attendance records/procedures implements the RtI member of a professional o follows guidelines for staff absences process organization. o (responsibility for substitute coverage) o appropriately completes discipline referrals o adheres to classroom BIS/character ed o completes progress- monitoring logs o promptly communicates with parents Standard l: Teacher Demonstrates Leadership e. Teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998. (www.ncptsc.org) Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) ...and ...and ...and Understands the importance of Demonstrates ethical Knows and upholds the Models the tenets of the ethical behavior as outlined in behavior through adherence Code of Ethics for North Code of Ethics for North the Code of Ethics for North to the Code of Ethics for North Carolina Educators and Carolina Educators and Carolina Educators and the Carolina Educators and the the Standards for the Standards for Standards for Professional Professional Conduct. Professional Conduct and Conduct. encourages others to do the same. Teacher’s conduct demonstrates Teacher consistently adheres to Teacher demonstrates Teacher is recognized and knowledge of NC Educator’s Code NC Educator’s Code of Conduct leadership among peers identified by peers and of Ethics and teacher reports violations with regard to ethical administration as a leader in when appropriate practices ethical practices Teacher shows respect for authority and for school rules and Teacher disciplines students with Teacher appropriately Teacher advocates for protocols thorough and fair investigation of supports administrators in ethical practice across the all sides and issues in handling of discipline with district and through Teacher treats students, misbehavior incidents students in his/her classroom professional organizations colleagues, and parents with respect, avoiding sarcasm, “put Teacher maintains confidentiality Teacher identifies potential Teacher models the highest downs,” or inappropriate in matters related to school problems in areas of ethical standards of ethical comments business and reporting issues and suggests positive behavior and appropriately resolutions. holds colleagues Teacher gives grades that are fair, Teacher handles staff and/or accountable for doing so as equitable and supported by administrative concern/issues well. sufficient and accurate appropriately, openly, and documentation directly with those involved. Teacher is honest in communication and interactions withal stakeholders in the school community. Standard II: Teachers establish a respectful environment for a diverse population of students a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Appreciates and Establishes an inviting, Maintains a positive and Encourages and advises understands the need to respectful, inclusive, flexible, nurturing learning others to provide a nurturing establish nurturing and supportive learning environment. and positive learning relationships. environment. environment for all students. Teacher is working to Classroom rules and Student-to-/student Students are encouraged to establish classroom rules procedures are well relationships are consistently take leadership roles in the and procedures to facilitate established that facilitate an positive classroom an orderly and nurturing orderly learning environment learning classroom Classroom rules and Students and teacher work environment Discipline concerns and issues procedures have become together as a classroom are handled promptly, internalized “PLC,” creating positive Teacher/student interactions appropriately and effectively synergy. are respectful, positive, and Classroom is appropriate Students are supported and student-centered, interactive protected from harm, abuse, and highly engaging Teacher’s strategies for bullying and neglect affirming positive student Teacher solicits and behavior are observed in Instructional time is incorporates student student/teacher interactions. maximized for learning. feedback to enhance the classroom environment. Standard II: Teachers establish a respectful environment for a diverse population of students b. Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, religion and other aspects of culture on a student’s development and personality. Teachers strive to understand how a student’s culture and background may influence his/her school performance. Teachers consider and incorporate different points of view in their instruction. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) Not Developing Acknowledges that diverse …and Proficient …and Accomplished …and Distinguished Demonstrated cultures impact the world. Displays knowledge of diverse Uses materials or lessons Promotes a deep (Comment Demonstrates awareness of cultures, their histories, and that counteract understanding of cultures Required) their the diversity of students in the ...and roles in shaping global stereotypes and ...and through the integration of ...and classroom. the importance of □ issues. □ Understands acknowledges the the Demonstrates ethical behavior □ Knows and upholds culturally tenets of □ Models the sensitive the ethical behavior as outlined in the Acknowledges the influence of contributions of all through adherence to the Code Code of Ethics for North materials and North Code of Ethics for ideas race, ethnicity, gender, Code of Ethics for North Carolina of Ethics for North Carolina cultures. throughout the Carolina Educators and the Carolina Educators and the Consistently incorporates Standards for Professional religion, socio-economics, and Standards for Professional Educators and the Standards for Educators and the curriculum. Professional Conduct. culture on a student’s Conduct and on diversity different points of view in Capitalizesencourages as Conduct. development and attitudes. instruction. an asset the same. others to do in the classroom. Teacher’s actions embrace The classroom is inclusive, Teacher makes necessary Development of student diversity through honesty, cohesive and welcoming to all accommodations to leadership demonstrates integrity and respect for the students. address specialized needs the teacher’s ability to o Teacher’s conduct dignity of each student. o Teacher consistently adheres to o Teacher demonstrates of all subgroups in the o Teacher is recognized and capitalize on diversity as an asset peers and demonstrates knowledge of NC NC Educator’s Code of Conduct leadership among peers with identified byin the classroom Teacher ensures equality of classroom, including Educator’s Code of Ethics. violations and teacher reportsstudents to opportunity for all regard to ethical practices. administration as a leader in sensitivity to social skills The learning environment when appropriate. participate and feel that their ethical practices. and disability awareness Teacher effectively assists indicates the teacher’s o Teacher shows respect for work is valued o Teacher appropriately the school in sensitivity to all cultures authority and for school rules and o Teacher disciplines students with supports administrators in Teacher provides o Teacher advocates for implementation of protocols. The teacher fair investigation of handling of discipline with thorough and is effective in consultation to staff on ethical practice across the diversity training and The teacher has work from all all sides and issues in misbehavior students in his/her classroom. district and through developing students’ strategies related to all diversity awareness. students displayed to create o Teacher treats students, incidents. problem-solving skills and areas of student diversity professional organizations. an environment where all colleagues, and parents with respect for differing opinions in o Teacher identifies potential feel work is valued respect, avoiding sarcasm, “put Teacher o the class maintains problems in areas of ethical o Teacher models the highest Teacher has created a downs,” or inappropriate confidentiality in matters related issues and suggests positive standards of ethical behavior classroom environment comments. school designs lessons that toTeacherbusiness and reporting. resolutions. where emotionally and appropriately holds help students develop an charged and provocative colleagues accountable for o Teacher gives grades that are Teacher handles staff and/or o understanding and issues are handled in an doing so as well. fair, equitable and supported by administrative concern/issues appreciation for cultures and open, honest and sufficient and accurate appropriately, openly, and own communities beyond their respectful way documentation. directly with those involved. o Teacher is honest in communication and interactions withal stakeholders in the school Standard II: Teachers establish a respectful environment for a diverse population of students c. Teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachers appreciate the differences and value the contribution of each student in the learning environment by building positive, appropriate relationships. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Holds high expectations of Communicates high Encourages and values Helps students hold high students. expectations for all students. contributions of students, expectations for regardless of background or themselves ability. Teacher encourages success Teacher consistently expects Teacher facilitates students’ Students are consistently and growth for all students students to successfully goal setting and supports setting and achieving complete challenging work them in achieving these high goals, with peer Teacher demonstrates quality goals monitoring and feedback work standards by sharing Teacher shares with the class a part of this process examples, clearly introducing that all students can and will Students consistently persist assignments, and holding learn and has systems in place with difficult tasks and The classroom students accountable for that support high expectations, encourage each other to environment is a model turning work in on time resulting in student growth and solve difficult, complex of respectful and positive outcomes problems, without need for supportive engagement, Teacher demonstrates high teacher prompting with students willing to expectations by working to Teacher expectations are take risks to reach higher provide a variety of behavior communicated both verbally The teacher expects levels of accomplishment and/or academic supports and non-verbally, including students to reflect on their specific instructional feedback work and determine whether Students work with each Teacher to student interactions to students the products meet expected other to set goals, monitor are positive and communicate standards. their progress, and a “can do” attitude. Teachers encourage student to explain and polish rubrics take risks and encourages them for assignments to persevere in difficult assignments Teacher and students are involved in goal setting, and they periodically monitor their work against these goals. Standard II: Teachers establish a respectful environment for a diverse population of students d. Teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Recognizes that Collaborates with specialists who can Understands the roles of Anticipates the unique students have a support the special learning needs of and collaborates with the learning needs of variety of learning students full range of support students and solicits needs Provides unique learning opportunities specialists to help meet the assistance from within Is knowledgeable of such as inclusion and research based special needs of all and outside the school effective practices effective practices for students with students to address those needs for students with special needs. Effectively engages EC Adapts instruction for the special needs students in learning actives benefit of EC students and ensures their unique and helps do the same learning needs are met. for all students. Generally not Generally not observable in classroom Generally not observable in Generally not observable in observable in classroom observations. classroom observations. classroom observations observations. Teacher exercises flexibility in Teacher initiates Teacher serves as an Teacher promptly scheduling conferences with parents collaborative meetings with ambassador for the responds to student/ and guardians to accommodate their school personnel to seek school and works family concerns, needs broad based support for collaboratively with within a 24-hour students. community partners to timeframe Teacher maintains detailed enhance the school’s communication log with various Teacher connects families vision and mission. Teacher maintains stakeholders (parents, agencies, to the guidance communication support staff, etc.) department, community through Parent Assist agencies, and other on NC Wise. Teacher values parent communication related services as needed and listens openly to their input and concerns Teacher initiates and conducts home visits on a Teacher initiates frequent frequent basis. communication with parents/guardians to address student needs and concerns using a variety of multi-media. Standard II: Teachers establish a respectful environment for a diverse population of students e. Teachers work collaboratively with the families and significant adults in the lives of their students Teachers recognize that educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improve communication and collaboration between the school, the home, and the community in order to promote trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may stand in the way of effective family and community involvement in the education of their students. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Responds to family Communicates and collaborates the Recognizes obstacles to Promotes trust and and community home, and community for the benefit of family and community understanding concerns. students. participation and throughout the school conscientiously seeks community. solutions to overcome them. Generally not Generally not observable in classroom Generally not observable Generally not observable in observations. in classroom observable in classroom classroom observations. observations observations. Teacher exercises flexibility in scheduling conferences with parents Teacher initiates Teacher serves as an Teacher promptly and guardians to accommodate their collaborative ambassador for the responds to needs meetings with school school and works student/ family personnel to seek collaboratively with concerns, within a Teacher maintains detailed broad based support community partners 24-hour timeframe communication log with various for students. to enhance the stakeholders (parents, agencies, school’s vision and Teacher maintains support staff, etc.) Teacher connects mission. communication families to the through Parent Teacher values parent communication guidance department, Assist on NC Wise. and listens openly to their input and community agencies, concerns and other related services as needed Teacher initiates frequent communication with parents/guardians Teacher initiates and to address student needs and concerns conducts home visits using a variety of multi-media. on a frequent basis. Standard III: Teachers know the content they teach a. Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North Carolina Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high school teachers incorporate literacy instruction within the content area or discipline. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Demonstrates an Understands the North Carolina Develops and applies Assists colleagues in awareness of the North Standard Course of Study, uses strategies based on the NC applying such strategies Carolina Standard it in preparation of lesson SCOS and standards in their classrooms. Course of Study and plans, and applies strategies to developed by professional references it in the make the curriculum rigorous organizations to make the Elementary preparation of lesson and relevant. curriculum balanced, rigorous Makes necessary changes to plans. and relevant. instructional practice to Elementary improve student learning. Elementary: Integrates effective literacy Elementary Secondary Begins to integrate literacy instruction throughout the Evaluates and reflects upon the Makes necessary changes to instruction in selected curriculum. effectiveness of literacy instruction. instructional practice to lessons. Secondary; Incorporates a wide Secondary improve student learning. Secondary: Recognizes the variety of literacy skills within Evaluates and reflects upon the importance of integrating content areas to enhance effectiveness of literacy instruction literacy strategies within the learning. within content areas. content areas. Daily learning objectives Daily learning objectives are Teacher uses high yield Lessons consistently provide are related to the NCSCOS, consistently aligned with the instructional strategies that are evidence of re-teaching extensions of NCSCOS, or NCSCOS, extensions of the appropriate for their content area and/or enrichment Common Core Standards NCSCOS, or Common Core strategies and activities Standards Teacher works to improve and Teacher’s lessons enhance students’ literacy skills in Lessons provide strong demonstrate the All parts of teacher’s lessons are all content areas evidence of: appropriate use of pacing aligned with the lesson’s learning o differentiation guides objectives, including the review, The teacher’s knowledge of o flexible grouping input, guided practice, and vertical alignment provides o tiered lessons Teacher’s lessons provide assessment opportunities to make learning o compacting evidence of team more challenging. planning. Teacher incorporates 21st century Teacher routinely enhances skills in teaching the NCSCOS, the NCSCOS, extensions of extensions of the NCSCOS, or the NCSCOS, or Common Common Core Standards. Core Standards with rigor, based on the use of assessment data. Standard III: Teachers know the content they teach b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond the content they are expected to teach and by directing students’ natural curiosity into an interest in learning. Elementary teachers have broad knowledge across disciplines. Middle school and high school teachers have depth in one or more specific content areas or disciplines. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Demonstrates a basic Demonstrates an appropriate level Applies knowledge of Extends knowledge of level of content of content knowledge in the subject beyond the subject beyond content knowledge in the teaching specialty to which content in assigned in their teaching teaching specialty to assigned. teaching specialty. specialty and sparks which assigned. Motivates students to students’ curiosity for investigate the content learning beyond the area to expand their required course work. knowledge and satisfy their natural curiosity. Teacher’s knowledge of Teacher’s knowledge of content Students are motivated to Community involvement content is evident in allows him/her to go beyond investigate the content around the curricular accuracy and “textbook instruction.” area and expand their standards is evidenced correctness of knowledge and satisfy by student activities information presented Teacher’s content knowledge their natural curiosity, such such as community provides the impetus for lessons that as inquiry-based learning, projects, or internships Teacher is working to use move students from projects, or a variety of resources in knowledge-level information to student-centered activities The teacher is lessons analysis, evaluation, and synthesis recognized across the of concepts Community experts are state or nation as an Teacher uses the regularly incorporated into expert in their content language, and problem The teacher’s depth of student learning area. solving strategies unique understanding of content is able to opportunities to the content. support significant and measurable student growth in learning Teacher is recognized and frequently requested to The teacher’s instruction supports provide content expertise students’ understanding of the across the school and interconnectedness of their content district. with other areas of study The teacher regularly presents content from multiple perspectives Standard III: Teachers know the content they teach c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade or subject they teach and the NCSCOS. Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and connect learning for students. Teachers promote global awareness and its relevance to subjects they teach. Developing Proficient Accomplished Distinguished Not Demonstrated …and …and …and Understand the links Demonstrates knowledge of links Demonstrates knowledge Collaborates with teachers between grade/subject between grade/subject and the North of the links and vertical from other grades or and the North Carolina Carolina Standard Course of Study. alignment of the grade or subject areas to establish Standard Course of Study. Promotes global awareness and its subject area and the North links between disciplines Displays global relevance to the subjects. Carolina Standard Course and influence school-wide awareness. of Study. Relates content to curriculum and teaching other disciplines. practice. Integrates global Promotes global awareness awareness activities and its relevance to all throughout lesson plans faculty members, and classroom influencing curriculum and instructional practices. teaching practices throughout the school There is some evidence Teacher regularly makes learning Teacher makes content Teacher provides students of integration of connections for students between meaningful through with opportunities to instruction with other concepts, content areas, and from extensive use of relevant demonstrate responsible content areas. concrete to abstract examples, artifacts, citizenry in the global charts, props, etc. community Teacher’s lesson Teacher shows sensitivity to students’ objectives are social and cultural backgrounds Teacher regularly Teacher works within the appropriate for the integrates instruction with school community to grade level and subject Teacher effectively includes other content areas promote all stakeholders’ community and world connections awareness and Teacher is working to in classroom instruction Teacher consistently uses understanding of global include community and Teacher intentionally plans to real world examples to issues global connections in include a worldview as it is make global connections classroom instruction. appropriate to the content taught in content teaching when Teacher is an exemplar to applicable. colleagues for curriculum Teacher addresses global integration and problem competence skills throughout the based learning. curriculum: initiative, flexibility, enthusiasm, courage, self-control, etc Standard III: Teachers know the content they teach d. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility. Teachers help their students understand the relationship between the NCSCOS and the 21 st Century content, which includes global awareness; financial, economic, business, and entrepreneurial literacy, civic literacy; and health awareness . Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Identifies relationships Identifies relationships Integrates core content Deepens students’ between the North Carolina between the core content and 21st century content understandings of 21st Standard Course of Study and and 21st century content. throughout lesson plans century skills and helps life in the 21st century. and classroom them make their own instructional practices. connections and develop new skills. Teacher is working to make Teacher regularly connects Teacher extends and Teacher empowers connections between school learning to real life to give builds on student students to take learning and the real world. added meaning and purpose experiences and interests ownership and reflect on to student learning. to make learning their own learning Teacher is learning to focus relevant, whenever lessons on basic skills and their Teacher connects instruction possible Teacher has designed connection to success in the to EOG/EOC expectations assessments/feedback real world. and format, as appropriate. Teacher consistently mechanisms to include incorporates 21st century students’ evaluation and Teacher stresses the value of Teacher uses strategies that life skills into their input on activities. students working appropriately facilitate learning for the teaching (e.g., ethics, and productively with other millennial child. people skills, students. accountability, personal Teacher regularly productivity, and incorporates 21st century skills self-direction.). into lesson activities. Teacher consistently models and fosters a sense of resiliency and flexibility for students. Standard IV: Teachers facilitate learning for their students 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. Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Understands developmental Understands developmental Identifies appropriate Encourages and guides levels of students and levels of students and developmental levels of colleagues to adapt recognizes the need to appropriately differentiates students and consistently and instruction to align with differentiate instruction. instruction. appropriately differentiates students’ developmental Assesses resources needed to instruction. levels. address strengths and Reviews and uses alternative Stays abreast of current weakness of students. resources or adapts existing research about student resources to take advantage learning and emerging of student strengths or resources and address weaknesses. encourages the school to adopt or adapt them for the benefit of all students. Teacher is working to use The momentum of the lesson Learning is challenging, Teacher takes risks to assessment data to inform facilitates students’ rigorous, and relevant for all incorporate new learning instruction engagement students. into his/her instruction to meet the needs of all Teacher is working to Daily lessons provide students Teacher uses alternative students implement strategies that with opportunities for new strategies and resources to address students’ learning learning and/or increased skill close student learning gap Teachers’ passion for styles. development education comes Teacher’s feedback is through to students in the Teacher regularly provides purposeful and reinforces, classroom, providing prompt feedback (praise and sustains, motivates, or them the impetus to content specificity). corrects student learning become lifelong learners. Teacher’s knowledge of Teacher is proactive in available resources enables securing alternative resources him/her to better plan for and materials to meet individual student needs individual student needs. Standard IV: Teachers facilitate learning for their students b. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study . These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural differences and individual learning needs. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) ...and …and …and Recognizes data sources Uses a variety of data for Monitors student Monitors student important to planning short- and long-range performance and performance and instruction. planning of instruction. responds to individual responds to cultural Monitors and modifies learning needs in order to diversity and learning instructional plans to enhance engage students in needs through the school student learning. learning. improvement process. Generally not observable in Generally not observable in Generally not observable in Generally not observable in classroom observations. classroom observations. classroom observations. classroom observations. Lessons plans generally reflect Lesson plans reflect the Lesson plans reflect the Teacher has been highly effective lesson design and teacher’s skill in capitalizing unique needs of diverse successful in addressing best practices. on the diversity and learning subgroups when the social, emotional, strengths of students in the disaggregated data and academic needs of Teacher collects student data classroom. reveals varying success a diverse student and collaborates with peers in among these students. population. reviewing this data. A mastery learning process is in place that supports multiple Differentiated lesson Teacher has supported Teacher regularly uses student opportunities for students to plans result in significant significant school-wide data in planning and accomplish academic and measurable initiatives in the areas of modifying instruction. objectives growth/learning cultural diversity and learning needs, resulting Teacher is effectively using Teacher’s mastery in students’ academic disaggregated data to learning process is gains. support and measurable centered upon essential student growth and learning standards that have been developed in The teacher consistently collaboration with other modifies lessons plans and staff. delivery in response to student learning needs. Standard IV: Teachers facilitate learning for their students c. Teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate the achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Demonstrates awareness of the Demonstrates awareness or Ensures the success of all Stay abreast of emerging variety of methods and use of appropriate methods students through the research areas and new material s necessary to meet and materials necessary to selection and utilization of innovative materials and the needs of all students. meet the needs of all appropriate methods and incorporate them into students. materials. lessons plans and instructional strategies. Teacher is learning to address Teacher regularly Teacher consistently Teacher is a resource for individual student’s needs differentiates instruction, utilizes various instructional staff, modeling and through differentiated using different teaching strategies that effectively supporting the use of new instruction methods and materials narrow the achievement and creative instructional gap for students. strategies. Teacher includes appropriate Teacher appropriately and lesson components when effectively implements Teacher consistently and Teacher constantly providing instruction (e.g., district and/or school intentionally selects the explores, researches, and review, objective, input, initiatives “best practices” to match effectively implements modeling, guided practice, students’ learning new and innovative independent practice) Teacher regularly needs/styles and lesson technology into teaching, implements a variety of objective whenever feasible Teacher is beginning to use instructional strategies that available technology tools to address students’ learning Teacher consistently and Teacher’s success in enhance instruction styles effectively differentiates closing the achievement instruction to meet all gap in his/her classroom Teacher is beginning to Teacher regularly integrates learner needs motivates other staff to include strategies that address available technology into replicate these effective students’ learning styles. instruction and student Teacher consistently and techniques and activities. effectively includes strategies. technology as an integral learning tool, whenever appropriate and accessible. Standard IV: Teachers facilitate learning for their students d. Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Assesses effective types of Demonstrates knowledge of Integrates technology Provides evidence of technology to use for how to utilize technology in with instruction to student engagement in instruction. instruction. maximize student higher level thinking skills learning. through the integration of technology. Teacher is working to provide Teacher routinely provides Teacher regularly Teacher maximizes the instruction using PowerPoint, instruction using PowerPoint, engages students in the use of technology as a smart boards, Wikis, blogs, Smart boards, Wikis, blogs, use of technology to learning tool whenever etc., as appropriate and etc., as appropriate and address higher level appropriate and accessible. accessible. accessible. thinking skills and 21st century standards Teacher attends relevant Teacher encourages students Teacher frequently uses (problem solving, professional development to use available technology technology-based project-based learning, workshops to improve the use as a learning tool, including student work products as etc.). of technology as a teaching assistive technology for a part of the teacher’s and learning tool. students with special needs. instructional design. Teacher supports colleagues, helping Teacher seeks funding others write grants or sources to secure seek technology and materials/technology for instructional materials to the school’s instructional enhance instruction. program. Standard IV: Teachers facilitate learning for their students e. Teachers help students develop critical-thinking and problem-solving skills. Teachers encourage students to ask questions; think creatively; develop and test innovative ideas; synthesize knowledge and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Understands the Demonstrates knowledge of Teacher regularly engages Encourages and importance of processes needed to support students in processes needed to: assists teachers developing students’ students in acquiring critical o think creatively and critically, throughout the school thinking skills and problem solving o develop and test innovative to integrate critical critical-thinking and skills. ideas thinking and problem problem solving o synthesize knowledge, skills. solving skills into their o draw conclusions, o exercise and communicate instructional sound reasoning practices. o understand connections, o make complex choices o frame, analyze and solve problems. Teacher is working Teacher regularly uses questioning Teacher regularly provides Teacher regularly to include critical strategies that engage, motivate opportunities for students to ask coaches other thinking and challenge students. questions, think creatively, teachers to create opportunities in synthesize knowledge, and draw lesson plans that every lesson. Teacher’s use of critical thinking conclusions in class discussions, move up in skills is seen in written lesson plans. activities, and work assignments complexity of content Teacher models and critical thinking problem-solving Teacher is teaching students to Teacher is careful listener to levels over time. techniques in the recognize the different levels of students as they process how they classroom. critical thinking. learn (metacognition) Teacher consistently implements strategies Teacher engages students in Teacher coaches students to use that move students activities that require students to sound reasoning, make complex from simple to exercise and use sound reasoning. choices, analyze and solve complex content, problems as independent thinkers and from Teacher regularly develops lesson remembering and plans that increase in complexity of understanding to content and critical thinking levels critic over time (i.e. in a week or unit of study). Standard IV: Teachers facilitate learning for their students f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration. They organize learning teams to help students define roles, strengthen social ties, improve communication and collaboration skills, interact with people from different cultures and backgrounds, and develop leadership qualities. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Provides opportunities for Organizes student learning Encourages students to Foster the development cooperation, collaboration, teams for the purpose of create and manage of student leadership and and leadership through student developing cooperation, learning teams. teamwork skills to be learning teams. collaboration, and student used beyond the leadership. classroom. Teacher is familiar with 21st Teacher regularly uses Teacher helps students The work of cooperative century skills and is developing collaborative learning teams define roles, strengthen learning teams provides student learning team that work independently and social ties, improve students an opportunity processes that will support interdependently to achieve communication skills, to take leadership roles effective student collaboration learning goals. and interact with people and impact the from diverse community outside of the Teacher occasionally Students are able to process backgrounds. classroom, such as 1provides activities for students collaborative skills at the service learning, senior that require them to work completion of these activities Students regularly have exit projects, etc. together, cooperatively and the opportunity to work collaboratively. Collaborative work is collaboratively with Student teams set structured and well organized, others from different specific project goals Teacher leads students in with students being held cultures and that have a school-wide processing collaborative skills accountable for group backgrounds and/or community-wide at the completion of these processes as a team and for impact and teams are activities. academic learning as The teacher has designed able to meet these goals individuals. the classroom effectively. environment to provide students with Collaborative school opportunities for teams have achieved leadership within the community-wide, classroom. statewide, or national recognition for student-driven projects. Standard IV: Teachers facilitate learning for their students g. Teachers communicate effectively. Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Demonstrates the ability Uses a variety of methods for Creates a variety of methods Anticipates possible student to effectively communication with all to communicate with all misunderstandings and proactively communicate with students. students. develops teaching techniques to students. Consistently encourages and Establishes classroom mitigate concerns. Provides opportunities for supports students to articulate practices, which encourage Establishes school-wide and grade students to articulate thoughts and ideas clearly all students to develop appropriate vehicles to encourage thoughts and ideas. and effectively. effective communication students throughout the school to skills. develop effective communication skills. Teacher uses fluent and Teacher facilitates positive Teacher creates Teacher provides opportunities for precise speech. communication through opportunities for students students to develop feedback given to students to articulate ideas through communication skills that will Teacher communicates in a variety of ways (e.g., structured activities, such facilitate their success in the global clear assignments and verbal, written, e-mails). as Socratic seminars, environment of the 21st Century. work standards to all document based students. Teacher regularly includes responses, or response Teacher routinely uses a variety of open, academic journals. communication venues to Teacher is a respectful discussions within the motivate and involve students in listener and classroom. Teacher and students work real world problem-solving and communicator with collaboratively to address communication (e.g., blogging students of all Teacher provides concerns within the with experts, Twitters to community backgrounds and instruction and models classroom that would leaders, and other technologies). abilities. effective communication negatively impact the for resolving classroom academic climate. Teacher serves as a role model for concerns or problems. effective communication with all Teacher consistently and stakeholders. effectively demonstrates skill in involving reluctant Teacher provides training in learners in classroom effective communication skills at activities that foster school or district-level (e.g., communication skills. presentation skills, holding effective parent conferences, how to make home visits). Standard IV: Teachers facilitate learning for their students h. Teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and □ Teacher collects indicators to □ Uses multiple indicators, both □ Uses the information gained □ Teaches students and monitor and evaluate student formative and summative, to monitor from the assessment encourages them to use peer progress. and evaluate student progress and to activities to improve and self-assessment inform instruction. teaching practice and feedback to assess their own □ Assesses students in the student learning. learning. attainment of 21st Century □ Provides evidence that students knowledge, skills, and attain 21st century knowledge, skills □ Provides opportunities for □ Encourages and guides dispositions. and dispositions. students to assess themselves colleagues to assess 21st and others. century skills, knowledge, and dispositions and to use the assessment information to adjust their instructional practice. Teacher gathers Assessment occurs daily, is Teacher regroups Teacher consistently information that shows inclusive of all students, and students to re-teach provides opportunities for student performance is occurs throughout all parts of the and/or enrich on a students to self assess by being evaluated. lesson. regular basis, based on using data folders, student performance. personal work samples Teacher is learning to use Teacher uses a variety of and/or portfolios. varied formative and assessment strategies to collect Assessment data is summative assessments, data regarding students’ routinely used to make Teacher routinely uses which also include 21st attainment of lesson objectives. adjustments in instruction peer feedback to assist century skills. so that students are students in evaluating Student work products are used challenged and making their own progress. routinely as assessment tools. academic progress. Rubrics for student work are used Students are frequently regularly, are developed with engaged in assessing student input, and include their own progress. students’ self-assessment. Standard V: Teachers reflect on their practice a. Teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: Why learning happens and what can be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research and data to best meet the needs of students. Not Developing Proficient Accomplished Distinguished Demonstrate d (Comment …and …and …and Required) Recognizes the Provides ideas about what Thinks systematically and Provides a detailed analysis about need to improve can be done to improve critically about learning in what can be done to improve student student learning in student learning in their their classroom: Why learning and uses such analyses to the classroom. classroom. learning happens and what adapt instructional practices and can be done to improve materials within the classroom and at student achievement. the school level. Teacher uses data Teacher looks at his/her Teacher effectively adjusts Teacher consistently reflects on the to identify when instruction and curriculum instruction during a lesson impact of lessons taught and uses this and where students in light of the success of based on responses or analysis to increase learning for all are not learning. students and is eager to performance of students. students. make needed Teacher modifications. Teacher capitalizes on Teacher’s passion for the profession demonstrates an teachable moments as they makes a difference in student learning understanding of Teacher uses current occur during instruction. and drives his/her daily work. the learning research-based practices process. to enhance the teaching Teacher shares and Teacher feels a sense of efficacy and and learning process. analyzes the success of shares positive student outcomes with Teacher actively lessons with colleagues to other staff members. participates in Teacher is able to determine the most effective reflective practice accurately identify his/her instructional approaches for Teacher is sensitive to the impact of with mentors, own strengths and students. the social and emotional needs of teammates and/or weaknesses in regard to students and responds accordingly. administrators instruction. Teacher regularly asks for feedback on his/her Teacher frequently seeks feedback Teacher willingly Teacher uses student work performance from peers from all stakeholders, including makes adjustments products to evaluate through videos, etc. students, to increase his/her teaching from lessons as his/her teaching effectiveness. suggested by performance. Teacher constantly reviews colleagues and student work to determine Teacher reflects on school-wide needs administrators. Teacher is able to match ways to increase and takes the initiative to research intentional teaching engagement and rigor. possible solutions and plan for their strategies to student needs implementation. and lesson objectives. Standard V: Teachers reflect on their practice b. Teachers link professional growth to their professional goals. Teachers participate in continued, high quality professional development that reflects a global view of educational practices; includes 21st Century skills and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional growth. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Understands the Participates in professional Participates in professional Applies and implements importance of development aligned with development activities aligned knowledge and skills professional professional goals. with goals and student needs. attained from professional development. development consistent with its intent. Teacher accurately Teacher implements and Teacher‘s reflection on practices Teacher’s reflections as a completes a reflects on practices learned in professional successful participant in self-assessment learned in professional development leads to improved the National Board process identifying his or her development instruction and increased student result in a significant own strengths and achievement. impact in the teacher’s weaknesses in the Teacher’s reflection leads overall performance within classroom. to selection of appropriate Teacher seeks professional growth the classroom and the total professional development opportunities beyond the school to school community. Teacher participates in that addresses best foster his/her own development professional practices and 21st century (e.g., conferences, advanced Teacher successfully serves development based on skills. degrees, visits to other schools) as a Professional self-assessment and/or Development Master student needs Teacher effectively Teacher is a lead learner in the Teacher for the district. identified in data. participates in a PLC to school, sharing new learning with identify instructional others and making connections for Teacher assists the Teacher has a positive problems, research teachers between new learning administrators with needs attitude in solutions and work and their classroom practices assessments and planning school-based collaboratively to to determine appropriate professional implement innovative Teacher effectively serves as a staff development for the development. ideas or programs mentor within the school to support school. a novice teacher. Teacher successfully Teacher’s shared Teacher successfully completes a PDP that reflections in collaborative Teacher effectively serves as a conducts action research aligns with needed meetings encourage model teacher, helping struggling and shares results with professional growth. meaningful dialogue. teachers improve their practice. colleagues. Standard V: Teachers reflect on their practice c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their students. Not Developing Proficient Accomplished Distinguished Demonstrated (Comment Required) …and …and …and Is knowledgeable of Considers and uses a variety Actively investigates and Adapts professional current research-based of research-based considers alternative practice based on data approaches to teaching approaches to improve research-based approaches to and evaluates impact on and learning. teaching and learning. improve teaching and learning student learning. and uses such approaches as appropriate. Teacher is learning to use Teacher regularly Teacher consistently and Teacher is a resource for “high yield” instructional implements “high yield” intentionally selects “best staff, modeling and strategies. instructional strategies that practices” to match students’ supporting the use of new result in academic gains for learning needs, styles, and the and creative instructional Teacher is becoming students. lesson’s objective. strategies that have been knowledgeable of the successfully technology tools available Teacher regularly integrates Teacher is a life-long learner, implemented in his/her and their use as teaching the most current technology always seeking to find classroom. and learning tools. into classroom instruction additional approaches to and student activities. address students’ learning Teacher constantly Teacher focuses his/her needs explores and researches professional development Teacher appropriately and new and innovative on acquiring information effectively implements Teacher is a model for staff in technology and and skill in the most current district and/or school the use of the most current effectively implements approaches to teaching initiatives. technology as an integral this technology into and learning. learning tool in the classroom. teaching whenever Teacher consistently and feasible. Teacher is working to intentionally utilizes various Teacher is willing to take risks implement instructional strategies that and “thinks outside of the box” Teacher’s success in research-based, district effectively narrow the for strategies to increase closing the achievement programs that have been achievement gap for student achievement. gap in his/her classroom put in place to address students motivates other staff to students’ academic and Teacher initiates needed replicate these effective behavioral needs. Teacher actively and change within the school techniques and positively accepts change and/or classroom and “drives” strategies. within the school setting its success.
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