Mr. Finley, a Spanish teacher, demonstrates leadership in his classroom and across the school. He uses student data to guide instruction and ensures all students have opportunities to show mastery. Mr. Finley also leads professional development activities, collaborates with colleagues, and advocates for policies to improve student learning. He treats all students with respect and maintains high expectations. Mr. Finley works to establish nurturing relationships and adapts his teaching to meet student needs. He collaborates with families and the community to support student success.

1. Evaluation - Teacher Career Fulland Abbreviated (NCEES)
Observation#1
for Finley, John S
Menu By Created
Date
1
Joline
L
Adams
10/25/2014
Standard I: TeachersDemonstrateLeadership
Element Ia. Teachers lead in their classrooms.
Teachersdemonstrateleadership by taking responsibility for theprogressof all studentsto ensurethatthey graduatefrom high school, areglobally competitivefor workand
postsecondary education, and areprepared for lifein the21stcentury. Teacherscommunicatethisvision to their students. Using a variety of data sources, they organize, plan, and
setgoalsthatmeettheneedsof theindividual studentand theclass. Teachersusevarioustypesof assessmentdata during theschool year to evaluatestudentprogressand to make
adjustmentsto theteaching and learning process. They establish a safe, orderly environment, and they createa culturethatempowersstudentsto collaborateand becomelifelong
learners.
Element Ib. Teachers demonstrate leadership in the school.
Teachersworkcollaboratively with school personnel to createa professional learning community. They analyzeand uselocal, state, and national data to develop goalsand
strategiesin theschool improvementplan thatenhancesstudentlearning and teacher working conditions. Teachersprovideinputin determining theschool budgetand in the
selection of professional developmentthatmeetstheneedsof studentsand their own professional growth. They participatein thehiring processand collaboratewith their colleagues
to mentor and supportteachersto improvetheeffectivenessof their departmentsor gradelevels.
Element Ic. Teachers lead the teaching profession.
Teachersstriveto improvetheteaching profession. They contributeto theestablishmentof positiveworking conditionsin their school. They actively participatein and advocatefor
decision-making structuresin education and governmentthattakeadvantageof theexpertiseof teachers. Teacherspromoteprofessional growth for all educatorsand collaborate
with their colleaguesto improvetheprofession.
 
Not LookedFor
0 Notlooked for.
Developing
1 Understands
howthey
contribute to
students
graduating from
high school.
1 Uses datato
understand the
skills and
abilities of
students.
Proficient
1 ...and
Takes
responsibility
for the progress
of students to
ensure thatthey
graduate from
high school.
1 ...and
Provides
evidence of data
driven
instruction
throughoutall
classroom
activities.
1 ...and
Establishes a
safe and orderly
classroom.
(Observable)
Accomplished
0 ...and
Communicates
to students the
vision of being
prepared for life
in the 21st
century.
0 ...and
Evaluates
student
progress using
avarietyof
assessment
data.
0 ...and
Creates a
classroom
culture that
empowers
students to
collaborate.
(Observable)
Distinguished
0 ...and
Encourages
students to take
responsibility
for their own
learning.
0 ...and
Uses classroom
assessment
datato inform
program
planning.
0 ...and
Empowers and
encourages
students to
create and
maintain asafe
and supportive
schooland
community
environment.
(Observable)
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Attends
professional
learning
community
meetings.
1 Displays
awareness of
the goals of the
school
improvement
plan.
Proficient
1 ...and
Participates in
professional
learning
community.
0 ...and
Participates in
developing
and/or
implementing
the school
improvement
plan.
Accomplished
0 ...and
Assumes a
leadership role
in professional
learning
community.
0 ...and
Collaborates
with school
personnelon
school
improvement
activities.
Distinguished
0 ...and
Collaborates
with colleagues
to improve the
qualityof
learning in the
school.
0 ...and
Assumes a
leadership role
in implementing
school
improvement
plan
throughoutthe
building.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Has knowledge
of opportunities
and the need
for professional
growth and
begins to
Proficient
1 ...and
Contributes to
the
improvementof
the profession
through
Accomplished
0 ...and
Promotes
positive
working
relationships
through
Distinguished
0 ...and
Seeks
opportunities to
lead
professional
growth activities
Not Demonstrated
0 Not
demonstrated.

2. Element Id. Teachers advocate for schools and students.
Teachersadvocatefor positivechangein policiesand practicesaffecting studentlearning. They participatein theimplementation of initiativesto improvetheeducation of students.
Element Ie. Teachers demonstrate high ethical standards.
Teachersdemonstrateethical principlesincluding honesty, integrity, fair treatment, and respectfor others. Teachersuphold theCodeof Ethicsfor North Carolina Educators(effective
June1, 1997) and theStandardsfor Professional Conductadopted April 1, 1998. (www.ncptsc.org)
Comments
Adams, Joline L: Mr. Finleyshows leadership within his classroomand across the schoolcampus. He attends PLCmeetings and schooland district
professionaldevelopment. Mr. Finleyis acoach for TEACHCharlotte. He works with teachers fromother countries thatare newto the countryand
district. He gives themstrategies to improve their practice. Mr. Finleyis anationalboard teacher. He is recommended to supportstaff members
thatare starting the process of nationalboards. Mr. Finleyteaches Spanish for high schoolcreditand he collaborates with high schoollanguage
teachers to provide verticalalignment. Monthlydepartmentmeetings with M. Cobe. Data- He utilizes Quiz Star an online assessmentsystem. Quiz
Star has reports for each benchmark. Mr. Finleyuses these reports to plan instruction. Students have multiple opportunities to showmastery. He
reteaches the objective and then gives students to take benchmark again. Mr. Finleyis encouraged to create multiples ways for students to show
mastery. We discussed incorporating astudentdatatracker and holding students accountable for their learning. Mr. Finleysupports school
initiatives and promotes the use to other staff members. Mr. Finleyrecentlycreated aWalter G. Byers folder on the Google Drive and loaded allI
Drive folders to shared access on Google. Mr. Finleyis encouraged to join aschooldecision making team.
Standard II: TeachersEstablisha Respectful Environment for a DiversePopulationof Students
Element IIa. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.
Observable
Teachersencouragean environmentthatisinviting, respectful, supportive, inclusive, and flexible.
Element IIb. Teachers embrace diversity in the school community and in the world.
Observable
Teachersdemonstratetheir knowledgeof thehistory of diverseculturesand their rolein shaping global issues. They actively selectmaterialsand develop lessonsthatcounteract
stereotypesand incorporatehistoriesand contributionsof all cultures. Teachersrecognizetheinfluenceof race, ethnicity, gender, religion, and other aspectsof cultureon a
student’sdevelopmentand personality. Teachersstriveto understand howa student’scultureand background may influencehisor her school performance. Teachers
consider and incorporatedifferentpointsof viewin their instruction.
begins to
establish
relationships
with colleagues.
through
professional
growth.
1 ...and
Contributes to
the
establishment
of positive
working
relationships.
0 ...and
Contributes to
the school’s
decision-
making
processes as
required.
through
professional
growth activities
and
collaboration.
growth activities
and decision-
making
processes.
Not LookedFor
0 Notlooked for.
Developing
1 Knows about
the policies and
practices
affecting
student
learning.
Proficient
1 ...and
Supports
positive change
in policies and
Practices
affecting
student
learning.
Accomplished
0 ...and
Participates in
developing
policies and
practices to
improve
student
learning.
Distinguished
0 ...and
Actively
participates,
promotes, and
provides strong
supporting
evidence for
implementation
of initiatives to
improve
education.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Understands
the importance
of ethical
behavior as
outlined in the
Code of Ethics
for North
Carolina
Educators and
the Standards
for Professional
Conduct.
Proficient
1 ...and
Demonstrates
ethicalbehavior
through
adherence to
the Code of
Ethics for North
Carolina
Educators and
the Standards
for Professional
Conduct.
Accomplished
0 ...and
Knows and
upholds the
Code of Ethics
for North
Carolina
Educators and
the Standards
for Professional
Conduct.
Distinguished
0 ...and
Models the
tenets of the
Code of Ethics
for North
Carolina
Educators and
the Standards
for Professional
Conductand
encourages
others to do the
same.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Appreciates and
understands
the need to
establish
nurturing
relationships.
Proficient
1 ...and
Establishes an
inviting,
respectful,
inclusive,
flexible, and
supportive
learning
environment.
Accomplished
0 ...and
Maintains a
positive and
nurturing
learning
environment.
Distinguished
0 ...and
Encourages and
advises others
to provide a
nurturing and
positive
learning
environmentfor
allstudents.
Not Demonstrated
0 Not
demonstrated.

3. Element IIc. Teachers treat students as individuals.
Observable
Teachersmaintain high expectations, including graduation from high school, for studentsof all backgrounds. Teachersappreciatethedifferencesand valuethecontributionsof
each studentin thelearning environmentby building positive, appropriaterelationships.
Element IId. Teachers adapt their teaching for the benefit of students with special needs.
Observable
Teacherscollaboratewith therangeof supportspecialiststo help meetthespecial needsof all students. Through inclusion and other modelsof effectivepractice, teachersengage
studentsto ensurethattheir needsaremet.
Element IIe. Teachers work collaboratively with the families and significant adults in the lives of their students.
Teachersrecognizethateducating children isa shared responsibility involving theschool, parentsor guardians, and thecommunity. Teachersimprovecommunication and
collaboration between theschool and thehomeand community in order to promotetrustand understanding and build partnershipswith all segmentsof theschool community.
Teachersseeksolutionsto overcomecultural and economic obstaclesthatmay stand in theway of effectivefamily and community involvementin theeducation of their students.
Not LookedFor
0 Notlooked for.
Developing
1 Acknowledges
thatdiverse
cultures impact
the world.
1 Demonstrates
awareness of
the diversityof
students in the
classroom.
Proficient
1 ...and
Displays
knowledge of
diverse
cultures, their
histories, and
their roles in
shaping global
issues.
1 ...and
Acknowledges
the influence of
race, ethnicity,
gender,
religion, socio-
economics, and
culture on a
student’s
development
and attitudes.
Accomplished
0 ...and
Uses materials
or lessons that
counteract
stereotypes and
acknowledges
the
contributions of
allcultures.
0 ...and
Consistently
incorporates
differentpoints
of viewin
instruction.
Distinguished
0 ...and
Promotes a
deep
understanding
of cultures
through the
integration of
culturally
sensitive
materials and
ideas
throughoutthe
curriculum.
0 ...and
Capitalizes on
diversityas an
assetin the
classroom.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Holds high
expectations of
students.
Proficient
1 ...and
Communicates
high
expectations for
allstudents.
Accomplished
0 ...and
Encourages and
values
contributions of
students,
regardless of of
background or
ability.
Distinguished
0 ...and
Helps students
hold high
expectations for
themselves and
their peers.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Recognizes that
students have a
varietyof
learning needs.
1 Is
knowledgeable
of effective
practices for
students with
specialneeds.
Proficient
0 ...and
Collaborates
with specialists
who can
supportthe
speciallearning
needs of
students.
0 ...and
Provides unique
learning
opportunities
such as
inclusion and
research-based,
effective
practices for
students with
specialneeds.
Accomplished
0 ...and
Understands
the roles of and
collaborates
with the full
range of
support
specialists to
help meetthe
specialneeds of
allstudents.
0 ...and
Effectively
engages special
needs students
in in learning
activities and
ensures their
unique learning
needs are met.
Distinguished
0 ...and
Anticipates the
unique learning
needs of
students and
solicits
assistance from
within and
outside the
schoolto
address those
needs.
0 ...and
Adapts
instruction for
the benefitof
students with
specialneeds
and helps
colleagues do
the same for
their students.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor Developing Proficient Accomplished Distinguished Not Demonstrated

4. Comments
Adams, Joline L: Mr. Finleyestablishes an orderlylearning environment. During the observed lesson alleightstudents were focused on the lesson.
During the observation Mr. Finleytold the students to raise their hand this time and replied " IknowIhave you shoutout". According to agoalon
our 90 dayplan allclassrooms willuse randomselection to callon students. Mr. Finleyis encouraged to incorporate the use of randomselection
with popsicle sticks or popcorn to callon allstudents. Mr. Finleyencouraged students to take risk throughoutthe lesson, saying "It's ok if you
don'tknow, that's whyIhave ajob. Mr. Finleycommunicates with families through textmessaging and conferences. Mr. Finleyis encouraged to
work with our ESL teacher to plan an internationalnightatschool. He collaborates informallywith supportspecialistround the school. We
discussed ways to documentevidence and the internationalfamilynight.
Standard III: TeachersKnow theContent They Teach
Element IIIa. Teachers align their instruction with the North Carolina Standard Course of Study.
Observable
In order to enhancetheNorth Carolina Standard Courseof Study, teachersinvestigatethecontentstandardsdeveloped by professional organizationsin their specialty area. They
develop and apply strategiesto makethecurriculum rigorousand relevantfor all studentsand providea balanced curriculum thatenhancesliteracy skills. Elementary teachershave
explicitand thorough preparation in literacy instruction. Middleand high school teachersincorporateliteracy instruction within thecontentarea or discipline.
Element IIIb. Teachers know the content appropriate to their teaching specialty.
Observable
Teachersbring a richnessand depth of understanding to their classroomsby knowing their subjectsbeyond thecontentthey areexpected to teach and by directing students’
natural curiosity into an interestin learning. Elementary teachershavebroad knowledgeacrossdisciplines. Middleschool and high school teachershavedepth in oneor morespecific
contentareasor disciplines.
Element IIIc. Teachers recognize the interconnectedness of content areas/disciplines.
Observable
Teachersknowthelinksand vertical alignmentof thegradeor subjectthey teach and theNorth Carolina Standard Courseof Study. Teachersunderstand howthecontentthey teach
relatesto other disciplinesin order to deepen understanding and connectlearning for students. Teacherspromoteglobal awarenessand itsrelevanceto subjectsthey teach.
0 Notlooked for. 1 Responds to
familyand
community
concerns.
1 ...and
Communicates
and
collaborates
with the home
and community
for the benefit
of students.
0 ...and
Recognizes
obstacles to
familyand
community
participation
and
conscientiously
seeks solutions
to overcome
them.
0 ...and
Promotes trust
and
understanding
throughoutthe
school
community.
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Demonstrates
an awareness of
the North
Carolina
Standard
Course of Study
and references
itin the
preparation of
lesson plans.
0 Elementary:
Begins to
integrate
literacy
instruction in
selected
lessons.
1 Secondary:
Recognizes the
importance of
integrating
literacy
strategies
within the
contentareas.
Proficient
1 ...and
Understands
the North
Carolina
Standard
Course of Study
and uses itin
preparation of
lesson plans,
and applies
strategies to
make the
curriculum
rigorous and
relevant.
0 Elementary:
Integrates
effective literacy
instruction
throughoutthe
curriculum.
0 Secondary:
Incorporates a
wide varietyof
literacyskills
within content
areas to
enhance
learning.
Accomplished
0 ...and
Develops and
applies
strategies based
on the North
Carolina
Standard
Course of Study
and standards
developed by
professional
organizations to
make the
curriculum
balanced,
rigorous and
relevant.
0 Elementary:
Evaluates and
reflects upon
the
effectiveness of
literacy
instruction.
0 Secondary:
Evaluates and
reflects upon
the
effectiveness of
literacy
instruction
within content
areas.
Distinguished
0 ...and
Assists
colleagues in
applying such
strategies in
their
classrooms.
0 Elementary:
Makes
necessary
changes to
instructional
practice to
improve
student
learning.
0 Secondary:
Makes
necessary
changes to
instructional
practice to
improve
student
learning.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Demonstrates a
basiclevelof
content
knowledge in
the teaching
specialtyto
which assigned.
Proficient
1 ...and
Demonstrates
an appropriate
levelof content
knowledge in
the teaching
specialtyto
which assigned.
Accomplished
0 ...and
Applies
knowledge of
subjectbeyond
the contentin
assigned
teaching
specialty.
Motivates
students to
investigate the
contentareato
expand their
knowledge and
satisfytheir
natural
curiosity.
Distinguished
0 ...and
Extends
knowledge of
subjectbeyond
contentin their
teaching
specialtyand
sparks
students’
curiosityfor
learning beyond
the required
course work.
Not Demonstrated
0 Not
demonstrated.

5. Element IIId. Teachers make instruction relevant to students.
Observable
Teachersincorporate21stcentury lifeskillsinto their teaching deliberately, strategically, and broadly. Theseskillsincludeleadership, ethics, accountability, adaptability, personal
productivity, personal responsibility, peopleskills, self- direction, and social responsibility. Teachershelp their studentsunderstand therelationship between theNorth Carolina
Standard Courseof Study and 21stcentury content, which includesglobal awareness; financial, economic, businessand entrepreneurial literacy; civic literacy and health awareness.
Comments
Adams, Joline L: Mr. Finleyknows the contenthe teaches. He regularlyspeaks Spanish to his students to modelthe language. Dailylearning
objectives are aligned with the essentialstandards. The objective for the lesson was to find and define cognates, pronounce cand z with European
Spanish accent. During the lesson he reviewed the definition of cognate and ashowed avideo to demonstrate cognates. The video gave learning
connections for cognates fromconcrete to abstract. We discussed ways to incorporate learning stations and studentconferences.
Standard IV: Teachersfacilitatelearningfor their students
Element IVa. 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.
Observable
Teachersknowhowstudentsthinkand learn. Teachersunderstand theinfluencesthataffectindividual studentlearning (development, culture, languageproficiency, etc.) and
differentiatetheir instruction accordingly. Teacherskeep abreastof evolving research aboutstudentlearning. They adaptresourcesto addressthestrengthsand weaknessesof their
students.
Not LookedFor
0 Notlooked for.
Developing
1 Understand the
links between
grade/subject
and the North
Carolina
Standard
Course of
Study.
1 Displays global
awareness.
Proficient
0 ...and
Demonstrates
knowledge of
links between
grade/subject
and the North
Carolina
Standard
Course of
Study.
1 ...and
Promotes
global
awareness and
its relevance to
the subjects.
Accomplished
0 ...and
Demonstrates
knowledge of
the links and
vertical
alignmentof the
grade or subject
areaand the
North Carolina
Standard
Course of
Study. Relates
contentto other
disciplines.
0 ...and
Integrates
global
awareness
activities
throughout
lesson plans
and classroom
instructional
practices.
Distinguished
0 ...and
Collaborates
with teachers
fromother
grades or
subjectareas to
establish links
between
disciplines and
influence
school-wide
curriculumand
teaching
practice.
0 ...and
Promotes
global
awareness and
its relevance to
allfaculty
members,
influencing
curriculumand
teaching
practices
throughoutthe
school.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Identifies
relationships
between the
North Carolina
Standard
Course of Study
and life in the
21stcentury.
Proficient
0 ...and
Identifies
relationships
between the
core content
and 21st
centurycontent.
Accomplished
0 ...and
Integrates core
contentand
21stcentury
content
throughout
lesson plans
and classroom
instructional
practices.
Distinguished
0 ...and
Deepens
students’
understandings
of 21stcentury
skills and helps
themmake their
own
connections
and develop
newskills.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Understands
developmental
levels of
students and
recognizes the
need to
differentiate
instruction.
Proficient
0 ...and
Understands
developmental
levels of
students and
appropriately
differentiates
instruction.
0 ...and
Assesses
resources
needed to
address
strengths and
weaknesses of
students.
Accomplished
0 ...and
Identifies
appropriate
developmental
levels of
students and
consistentlyand
appropriately
differentiates
instruction.
0 ...and
Reviews and
uses alternative
resources or
adapts existing
resources to
take advantage
of student
strengths or
address
Distinguished
0 ...and
Encourages and
guides
colleagues to
adapt
instruction to
align with
students’
developmental
levels.
0 ...and
Stays abreastof
current
research about
student
learning and
emerging
resources and
encourages the
schoolto adopt
Not Demonstrated
0 Not
demonstrated.

6. Element IVb. Teachers plan instruction appropriate for their students.
Observable
Teacherscollaboratewith their colleaguesand usea variety of data sourcesfor short- and long-rangeplanning based on theNorth Carolina Standard Courseof Study. Theseplans
reflectan understanding of howstudentslearn. Teachersengagestudentsin thelearning process. They understand thatinstructional plansmustbeconsistently monitored and
modified to enhancelearning. Teachersmakethecurriculum responsiveto cultural differencesand individual learning needs.
Element IVc Teachers use a variety of instructional methods.
Observable
Teacherschoosethemethodsand techniquesthataremosteffectivein meeting theneedsof their studentsasthey striveto eliminateachievementgaps. Teachersemploy a wide
rangeof techniquesincluding information and communication technology, learning styles, and differentiated instruction.
Element IVd. Teachers integrate and utilize technology in their instruction.
Observable
Teachersknowwhen and howto usetechnology to maximizestudentlearning. Teachershelp studentsusetechnology to learn content, thinkcritically, solveproblems, discern
reliability, useinformation, communicate, innovate, and collaborate.
Element IVe. Teachers help students develop critical-thinking and problem-solving skills.
Observable
Teachersencouragestudentsto askquestions, thinkcreatively, develop and testinnovativeideas, synthesizeknowledge, and drawconclusions. They help studentsexerciseand
communicatesound reasoning; understand connections; makecomplex choices; and frame, analyze, and solveproblems.
address
weaknesses.
schoolto adopt
or adaptthem
for the benefit
of allstudents.
Not LookedFor
0 Notlooked for.
Developing
1 Recognizes data
sources
importantto
planning
instruction.
Proficient
1 ...and
Uses avarietyof
datafor short-
and long-range
planning of
instruction.
Monitors and
modifies
instructional
plans to
enhance
student
learning.
Accomplished
0 ...and
Monitors
student
performance
and responds to
individual
learning needs
in order to
engage
students in
learning.
Distinguished
0 ...and
Monitors
student
performance
and responds to
cultural
diversityand
learning needs
through the
school
improvement
process.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Demonstrates
awareness of
the varietyof
methods and
materials
necessaryto
meetthe needs
of allstudents.
Proficient
0 ...and
Demonstrates
awareness or
use of
appropriate
methods and
materials
necessaryto
meetthe needs
of allstudents.
Accomplished
0 ...and
Ensures the
success of all
students
through the
selection and
utilization of
appropriate
methods and
materials.
Distinguished
0 ...and
Stays abreastof
emerging
research areas
and newand
innovative
materials and
incorporates
theminto
lesson plans
and
instructional
strategies.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Assesses
effective types
of technologyto
use for
instruction.
Proficient
1 ...and
Demonstrates
knowledge of
howto utilize
technologyin
instruction.
Accomplished
0 ...and
Integrates
technologywith
instruction to
maximize
student
learning.
Distinguished
0 ...and
Provides
evidence of
student
engagementin
higher level
thinking skills
through the
integration of
technology.
Not Demonstrated
0 Not
demonstrated.

7. Element IVf. Teachers help students work in teams and develop leadership qualities.
Observable
Teachersteach theimportanceof cooperation and collaboration. They organizelearning teamsin order to help studentsdefineroles, strengthen social ties, improvecommunication
and collaborativeskills, interactwith peoplefrom differentculturesand backgrounds, and develop leadership qualities.
Element IVg. Teachers communicate effectively.
Observable
Teacherscommunicatein waysthatareclearly understood by their students. They areperceptivelistenersand areableto communicatewith studentsin a variety of wayseven when
languageisa barrier. Teachershelp studentsarticulatethoughtsand ideasclearly and effectively.
Not LookedFor
0 Notlooked for.
Developing
1 Understands
the importance
of developing
students’
criticalthinking
and problem-
solving skills.
Proficient
0 ...and
Demonstrates
knowledge of
processes
needed to
support
students in
acquiring
criticalthinking
skills and
problem-
solving skills.
Accomplished
0 ...and
Teaches
students the
processes
needed to think
creativelyand
critically.
0 ...and
Teaches
students the
processes
needed to
develop and
testinnovative
ideas.
0 ...and
Teaches
students the
processes
needed to
synthesize
knowledge.
0 ...and
Teaches
students the
processes
needed to draw
conclusions.
0 ...and
Teaches
students the
processes
needed to
exercise and
communicate
sound
reasoning.
0 ...and
Teaches
students the
processes
needed to
understand
connections.
0 ...and
Teaches
students the
processes
needed to make
complex
choices.
0 ...and
Teaches
students the
processes
needed to
frame, analyze
and solve
problems.
Distinguished
0 ...and
Encourages and
assists teachers
throughoutthe
schoolto
integrate critical
thinking and
problemsolving
skills into their
instructional
practices.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Provides
opportunities
for cooperation,
collaboration,
and leadership
through student
learning teams.
Proficient
0 ...and
Organizes
student
learning teams
for the purpose
of developing
cooperation,
collaboration,
and student
leadership.
Accomplished
0 ...and
Encourages
students to
create and
manage
learning teams.
Distinguished
0 ...and
Fosters the
developmentof
student
leadership and
teamwork skills
to be used
beyond the
classroom.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Demonstrates
the abilityto
effectively
communicate
with students.
1 Provides
Proficient
0 ...and
Uses avarietyof
methods for
communication
with all
students.
Accomplished
0 ...and
Creates avariety
of methods to
communicate
with all
students.
Distinguished
0 ...and
Anticipates
possible student
misunderstandings
and proactively
develops teaching
Not Demonstrated
0 Not
demonstrated.

8. Element IVh. Teachers use a variety of methods to assess what each student has learned.
Observable
Teachersusemultipleindicators, including formativeand summativeassessments, to evaluatestudentprogressand growth asthey striveto eliminateachievementgaps. Teachers
provideopportunities, methods, feedback, and toolsfor studentsto assessthemselvesand each other. Teachersuse21stcentury assessmentsystemsto inform instruction and
demonstrateevidenceof students’ 21stcentury knowledge, skills, performance, and dispositions.
Comments
Adams, Joline L: Mr. Finleyutilized atourismvideo of Seville to showexamples of cognates. He also utilized guided notes to facilitate note taking.
Students enjoyed the video and were engaged in the activity. Incorporating videos to showexamples of cognates had apositive impacton student
learning. Throughoutthe lesson Mr. Finleyasked knowledge levelquestions with prompts. "Whatis the old capitalof Spain? Iwillgive you ahintit
starts with aT. Whatis the currentcapital? starts with Mad?, hermonos is brothers" Mr. Finleyshould incorporate higher order thinking questions
to his lessons to increase rigor and 21stcenturylearning. During the observation Mr. Finleydid mostof the talking. Itis recommended thatMr.
Finleyincrease studentleadership and studentcentered activities including collaborative groups and teamprojects. data?
Standard V: TeachersReflect onTheir Practice
Element Va. Teachers analyze student learning.
Teachersthinksystematically and critically aboutstudentlearning in their classroomsand schools: why learning happensand whatcan bedoneto improveachievement. Teachers
collectand analyzestudentperformancedata to improveschool and classroom effectiveness. They adapttheir practicebased on research and data to bestmeettheneedsof
students.
1 Provides
opportunities
for students to
articulate
thoughts and
ideas.
students.
0 ...and
Consistently
encourages and
supports
students to
articulate
thoughts and
ideas clearly
and effectively.
students.
0 ...and
Establishes
classroom
practices which
encourage all
students to
develop
effective
communication
skills.
develops teaching
techniques to
mitigate concerns.
0 ...and
Establishes
school-wide
and grade
appropriate
vehicles to
encourage
students
throughoutthe
schoolto
develop
effective
communication
skills.
Not LookedFor
0 Notlooked for.
Developing
1 Uses indicators
to monitor and
evaluate
student
progress.
1 Assesses
students in the
attainmentof
21stcentury
knowledge,
skills, and
dispositions.
Proficient
1 ...and
Uses multiple
indicators, both
formative and
summative, to
monitor and
evaluate
student
progress and to
inform
instruction.
0 ...and
Provides
evidence that
students attain
21stcentury
knowledge,
skills and
dispositions.
Accomplished
0 ...and
Uses the
information
gained fromthe
assessment
activities to
improve
teaching
practice and
student
learning.
0 ...and
Provides
opportunities
for students to
assess
themselves and
others.
Distinguished
0 ...and
Teaches
students and
encourages
themto use
peer and self-
assessment
feedback to
assess their
own learning.
0 ...and
Encourages and
guides
colleagues to
assess 21st
centuryskills,
knowledge, and
dispositions
and to use the
assessment
information to
adjusttheir
instructional
practice.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Recognizes the
need to improve
student
learning in the
classroom.
Proficient
1 ...and
Provides ideas
aboutwhatcan
be done to
improve
student
learning in the
classroom.
Accomplished
0 ...and
Thinks
systematically
and critically
aboutlearning
in the
classroom: why
learning
happens and
whatcan be
done to
improve
Distinguished
0 ...and
Provides a
detailed
analysis about
whatcan be
done to
improve
student
learning and
uses such
analyses to
adapt
Not Demonstrated
0 Not
demonstrated.

9. Element Vb. Teachers link professional growth to their professional goals.
Teachersparticipatein continued, high-quality professional developmentthatreflectsa global viewof educational practices; includes21stcentury skillsand knowledge; alignswith
theStateBoard of Education priorities; and meetstheneedsof studentsand their own professional growth.
Element Vc. Teachers function effectively in a complex, dynamic environment.
Understanding thatchangeisconstant, teachersactively investigateand consider newideasthatimproveteaching and learning. They adapttheir practicebased on research and
data to bestmeettheneedsof their students.
Comments
Adams, Joline L: Mr. Finleyreflects on his practice to make improvements. Mr. Finleyattends districtand schoolprofessionaldevelopment. He
works with the PLC atschooland collaborates with other world language teachers.
improve
student
achievement.
adapt
instructional
practices and
materials within
the classroom
and atthe
schoollevel.
Not LookedFor
0 Notlooked for.
Developing
1 Understands
the importance
of professional
development.
Proficient
1 ...and
Participates in
professional
development
aligned with
professional
goals.
Accomplished
0 ...and
Participates in
professional
development
activities
aligned with
goals and
studentneeds.
Distinguished
0 ...and
Applies and
implements
knowledge and
skills attained
from
professional
development
consistentwith
its intent.
Not Demonstrated
0 Not
demonstrated.
Not LookedFor
0 Notlooked for.
Developing
1 Is
knowledgeable
of current
research-based
approaches to
teaching and
learning.
Proficient
0 ...and
Considers and
uses avarietyof
research-based
approaches to
improve
teaching and
learning.
Accomplished
0 ...and
Actively
investigates and
considers
alternative,
research-based
approaches to
improve
teaching and
learning and
uses such
approaches
appropriately.
Distinguished
0 ...and
Adapts
professional
practice based
on dataand
evaluates
impacton
student
learning.
Not Demonstrated
0 Not
demonstrated.