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    • Rubric for Evaluating North Carolina Teachers (Required for Self Assessment andObservation)This form should be used for the teacher self-assessment, classroom observation, and the summary evaluationconference.Note: A in the first column (Observation) means that the evaluator should be able to observe the items in that row duringroutine classroom observations.Name: Mrs Angela Long Date:School: Chavis Middle District: Gaston County SchoolsEvaluator: Title:Start Time: End Time:Standard I: Teachers demonstrate leadership 1a. 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 learners. Not Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Understands how Takes responsibility Communicates to Encourages students they contribute to for the progress of students the vision of to take responsibility students graduating students to ensure being prepared for for their own from high school. that they graduate life in the 21st learning. from high school. century. Uses data to Provides evidence of Evaluates student Uses classroom understand the skills data driven progress using a assessment data to and abilities of instruction variety of assessment inform program students. throughout all data. planning. classroom activities. Establishes a safe and Creates a classroom Empowers and orderly classroom. culture that encourages students empowers students to to create and collaborate. maintain a safe and supportive school and community environment. 1b. Teachers demonstrate 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. . . . and . . . and . . . and Attends professional Participates in Assumes a leadership Collaborates with learning community professional learning role in professional colleagues to improve meetings. community. learning community. the quality of learning in the school. Displays awareness of Participates in Collaborates with Assumes a leadership the goals of the school developing and/or school personnel on role in implementing improvement plan. implementing the school improvement school improvement school improvement activities. plan throughout the plan. building.
    • North Carolina Teacher Evaluation Rubric 1c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They actively participate in and advocate for 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 Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Has knowledge of contributes to the Promotes positive Seeks opportunities to opportunities and the improvement of the working relationships lead professional need for professional profession through through professional growth activities and growth and begin to professional growth. growth activities and decision-making establish relationships collaboration. processes. with colleagues. contributes to the establishment of positive working relationships. contributes to the schools decision making processes as required. 1d. 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. . . . and . . . and . . . and Knows about the Supports positive Participates in Actively participates, policies and practices change in policies and developing policies promotes, and affecting student practices affecting and practices to provides strong learning. student learning. improve student supporting evidence learning. for implementation of initiatives to improve education. 1e. 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) . . . and . . . and . . . and Understands the Demonstrates ethical Knows and upholds Models the tenets of importance of ethical behavior through the Code of Ethics for the Code of Ethics for behavior as outlined adherence to the North Carolina North Carolina in the Code of Ethics Code of Ethics for Educators and the Educators and the for North Carolina North Carolina Standards for Standards for Educators and the Educators and the Professional Conduct. Professional Conduct Standards for Standards for and encourages Professional Conduct. Professional Conduct. others to do the same.Comments
    • North Carolina Teacher Evaluation RubricExamples of Artifacts for Standard I: Lesson plans Class rules and procedures National Board Certification Journals Participation in The Teacher Working Discipline records Student handbooks Condition Survey Student work Professional Learning Communities School improvement planning Membership in professional Service on committees organizations Relevant data Formal and informal mentoring SurveysStandard II: Teachers establish a respectful environment for a diverse population ofstudents 2a. 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 Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Appreciates and Establishes an Maintains a positive Encourages and understands the need inviting, respectful, and nurturing advises others to to establish nurturing inclusive, flexible, and learning environment. provide a nurturing relationships. supportive learning and positive learning environment. environment for all students. 2b. 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, gender, 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 or her school performance. Teachers consider and incorporate different points of view in their instruction. . . . and . . . and . . . and Acknowledges that Displays knowledge of Uses materials or Promotes a deep diverse cultures diverse cultures, their lessons that understanding of impact the world. histories, and their counteract cultures through the roles in shaping stereotypes and integration of global issues. acknowledges the culturally sensitive contributions of all materials and ideas cultures. throughout the curriculum. Demonstrates Acknowledges the Consistently Capitalizes on awareness of the influence of race, incorporates different diversity as an asset diversity of students ethnicity, gender, points of view in in the classroom. in the classroom. religion, socio- instruction. economics, and culture on a students development and attitudes. 2c. 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 contributions of each student in the learning environment by building positive, appropriate relationships. . . . and . . . and . . . and Holds high Communicates high Encourages and Helps students hold expectations of expectations for all values contributions high expectations for students. students. of students, themselves and their regardless of peers. background or ability.
    • North Carolina Teacher Evaluation Rubric 2d. 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 Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Recognizes that Collaborates with Understands the roles Anticipates the students have a specialists who can of and collaborates unique learning needs variety of learning support the special with the full range of of students and needs. learning needs of support specialists to solicits assistance students. help meet the special from within and needs of all students. outside the school to address those needs. Is knowledgeable of Provides unique Effectively engages Adapts instruction for effective practices for learning opportunities special needs the benefit of students with special such as inclusion and students in learning students with special needs. research based activities and ensures needs and helps effective practices for their unique learning colleagues do the students with special needs are met. same for their needs. students. 2e. 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 and the home and 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. . . . and . . . and . . . and Responds to family Communicates and Recognizes obstacles Promotes trust and and community collaborates with the to family and understanding concerns. home and community community throughout the school for the benefit of participation and community. students. conscientiously seeks solutions to overcome them.CommentsExamples of Artifacts for Standard II: Student profiles Communications with parents/ Student surveys community Cooperation with ESL teachers Professional development on cultural Lessons that integrate international attitudes and awareness content Use of technology to incorporate Documentation of referral data and cultural awareness into lessons use of IEPs
    • North Carolina Teacher Evaluation RubricStandard III: Teachers know the content they teach 3a. 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 Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Demonstrates an Understands the Develops and applies Assists colleagues in awareness of the North Carolina strategies based on applying such North Carolina Standard Course of the North Carolina strategies in their Standard Course of Study, uses it in Standard Course of classrooms. Study and references preparation of lesson Study and standards it in the preparation plans, and applies developed by of lesson plans. strategies to make the professional curriculum rigorous organizations to make and relevant. the curriculum balanced, rigorous, and relevant. Elementary: Begins to Elementary: Elementary: Elementary: Makes integrate literacy Integrates effective Evaluates and reflects necessary changes to instruction in selected literacy instruction upon the effectiveness instructional practice lessons. throughout the of literacy instruction. to improve student curriculum. learning. Secondary: Secondary: Secondary: Evaluates Secondary: Makes Recognizes the Incorporates a wide and reflects upon the necessary changes to importance of variety of literacy effectiveness of instructional practice integrating literacy skills within content literacy instruction to improve student strategies within the areas to enhance within content areas. learning. content areas. learning. 3b. 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. . . . and . . . and . . . and Demonstrates a basic Demonstrates an Applies knowledge of Extends knowledge of level of content appropriate level of subject beyond the subject beyond knowledge in the content knowledge in content in assigned content in their teaching speciality to the teaching teaching specialty. teaching speciality which assigned. speciality to which Motivates students to and sparks students assigned. investigate the curiosity for learning content area to beyond the required expand their course work. knowledge and satisfy their natural curiosity.
    • North Carolina Teacher Evaluation Rubric 3c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade or subject they teach and the North Carolina Standard Course of Study. 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. Not Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Understand the links Demonstrates Demonstrates Collaborates with between grade/ knowledge of links knowledge of the teachers from other subject and the North between grade/ links and vertical grades or subject Carolina Standard subject and the North alignment of the areas to establish Course of Study. Carolina Standard grade or subject area links between Course of Study. and the North disciplines and Carolina Standard influence school-wide Course of Study. curriculum and Relates content to teaching practice. other disciplines. Displays global Promotes global Integrates global Promotes global awareness. awareness and its awareness activities awareness and its relevance to the throughout lesson relevance to all subjects. plans and classroom faculty members, instructional influencing practices. curriculum and teaching practices throughout the school. 3d. 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 North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health awareness. . . . and . . . and . . . and Identifies Identifies Integrates core Deepens students relationships between relationships between content and 21st understandings of the North Carolina the core content and century content 21st century skills Standard Course of 21st century content. throughout lesson and helps them make Study and life in the plans and classroom their own connections 21st century. instructional and develop new practices. skills.CommentsExamples of Artifacts for Standard III: Display of creative student work Content standards Use of NC Standard Course of Study Lesson plans
    • North Carolina Teacher Evaluation RubricStandard IV: Teachers facilitate learning for their students 4a. 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 Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Understands Understands Identifies appropriate Encourages and developmental levels developmental levels developmental levels guides colleagues to of students and of students and of students and adapt instruction to recognizes the need appropriately consistently and align with students to differentiate differentiates appropriately developmental levels. instruction. instruction. differentiates instruction. Assesses resources Reviews and uses Stays abreast of needed to address alternative resources current research strengths and or adapts existing about student weakness of students. resources to take learning and advantage of student emerging resources strengths or address and encourages the weaknesses. school to adopt or adapt them for the benefit of all students. 4b. 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. . . . and . . . and . . . and Recognizes data Uses a variety of data Monitors student Monitors student sources important to for short- and long- performance and performance and the planning of range planning of responds to individual responds to cultural instruction. instruction. Monitors learning needs in diversity and learning and modifies order to engage needs through the instructional plans to students in learning. school improvement enhance student process. learning. 4c. 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 achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction. . . . and . . . and . . . and Demonstrates Demonstrates Ensures the success Stays abreast of awareness of the awareness or use of of all students emerging research variety of methods appropriate methods through the selection areas and new and and materials and materials and utilization of innovative materials necessary to meet the necessary to meet the appropriate methods and incorporates needs of all students. needs of all students. and materials. them into lesson plans and instructional strategies.
    • North Carolina Teacher Evaluation Rubric 4d. 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 Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Assesses effective Demonstrates Integrates technology Provides evidence of types of technology to knowledge of how to with instruction to student engagement use for instruction. utilize technology in maximize student in high level thinking instruction. learning. skills through the integration of technology. 4e. 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. . . . and . . . and . . . and Understands the Demonstrates Teaches students the Encourages and importance of knowledge of processes needed to assists teachers developing students processes needed to think creatively and throughout the school critical-thinking and support students in critically. to integrate critical problem solving skills. acquiring critical thinking and problem thinking skills and solving skills into problem solving skills. their instructional practices. Teaches students the processes needed to develop and test innovative ideas. Teaches students the processes needed to synthesize knowledge. Teaches students the processes needed to draw conclusions. Teaches students the processes needed to exercise and communicate sound reasoning. Teaches students the processes needed to understand connections. Teaches students the processes needed to make complex choices. Teaches students the processes needed to frame, analyze, and solve problems. 4f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration. They organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities. . . . and . . . and . . . and Provides Organizes student Encourages students Fosters the opportunities for learning teams for the to create and manage development of cooperation, purpose of developing learning teams. student leadership collaboration, and cooperation, and teamwork skills leadership through collaboration, and to be used beyond the student learning student leadership. classroom. teams.
    • North Carolina Teacher Evaluation Rubric 4g. 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 Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Demonstrates the Uses a variety of Creates a variety of Anticipates possible ability to effectively methods for methods to student communicate with communication with communicate with all misunderstandings students. all students. students. and proactively develops teaching techniques to mitigate concerns. Provides Consistently Establishes classroom Establishes school- opportunities for encourages and practices, which wide and grade students to articulate supports students to encourages all appropriate vehicles thoughts and ideas. articulate thoughts students to develop to encourage students and ideas clearly and effective throughout the school effectively. communication skills. to develop effective communication skills. 4h. 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. . . . and . . . and . . . and Uses indicators to Uses multiple Uses the information Teaches students and monitor and evaluate indicators, both gained from the encourages them to student progress. formative and assessment activities use peer and self- summative, to to improve teaching assessment feedback monitor and evaluate practice and student to assess their own student progress and learning. learning. to inform instruction. Assesses students in Provides evidence Provides Encourages and the attainment of 21st that students attain opportunities for guides colleagues to century knowledge, 21st century students to assess assess 21st century skills, and knowledge, skills, and themselves and skills, knowledge, and dispositions. dispositions. others. dispositions and to use the assessment information to adjust their instructional practice.CommentsExamples of Artifacts for Standard IV: Lesson plans Documentation of differentiated Display of technology used instruction Professional development Materials used to promote critical Use of student learning teams thinking and problem solving Collaborative lesson planning
    • North Carolina Teacher Evaluation RubricStandard V: Teachers reflect on their practice 5a. 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 Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) . . . and . . . and . . . and Recognizes the need Provides ideas about Thinks systematically Provides a detailed to improve student what can be done to and critically about analysis about what learning in the improve student learning in their can be done to classroom. learning in the classroom: Why improve student classroom. learning happens and learning and uses what can be done to such analyses to improve student adapt instructional achievement. practices and materials within the classroom and at the school level. 5b. 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. . . . and . . . and . . . and Understands the Participates in Participates in Applies and importance of professional professional implements professional development aligned development activities knowledge and skills development. with professional aligned with goals attained from goals. and student needs. professional development consistent with its intent. 5c. 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. . . . and . . . and . . . and Is knowledgeable of Considers and uses a Actively investigates Adapts professional current research variety of research and considers practice based on based approaches to based approaches to alternative research data and evaluates teaching and improve teaching and based approaches to the impact on student learning. learning. improve teaching and learning. learning and uses such approaches as appropriate.CommentsExamples of Artifacts for Standard V: Lesson plans Completion of professional Formative assessments development Student work Participation in professional learning Professional Development plan community Formative and summative assessment data