Internship
Resources for
Teacher Interns
Office of Professional
Experiences
Watson College of Education
http://www.uncw.edu/ed/professionalexperience/
Cindy Wiseman
Director of Professional Experiences
wisemanc@uncw.edu
910-962-3360
1
Logan Sidbury
Internship and Licensure Coordinator
sidburylm@uncw.edu
910-962-2796
THE UNIVERSITY OF NORTH CAROLINA WILMINGTON
Welcome Letter from the Associate Dean for Teacher Education and Outreach
As the Associate Dean for Teacher Education and Outreach I am pleased that you have
chosen to teach, and you have reached the pivotal point of your professional development in the
Watson College of Education. This semester is exciting as you reach your graduation goal; your
preparation program has provided you with many skills that you can implement with the
guidance of teacher educators, both classroom teacher and your university supervisor. Please
know that we expect a high level of professionalism as you interact within the school context,
and we know that you will meet the challenges of teaching and advocating for students in your
care.
I hope you have a successful semester and please take advantage, and participate in all
the opportunities provided to you this semester. The more you engage in the experience the
more prepared you will be for your future as an educator!
Sincerely
Ann Potts, Ph.D.
Associate Dean for Teacher Education and Outreach
DONALD R. WATSON COLLEGE OF EDUCATION
OFFICE
601 SOUTH COLLEGE R OAD
•
OF
TEACHER EDUCATION
AND
OUTREACH
WILMINGTON, NORTH CAROLINA 28403-5991
2
•
FAX 910-962-7400
Watson College
of Education
and
Licensure
Procedures
Office of Professional
Experiences
Watson College of Education
http://www.uncw.edu/ed/professionalexperience/
3
WATSON COLLEGE OF EDUCATION
Work/Course Notification Form
I realize that internship is considered a full-time commitment.



A. I will devote full time to the practicum semester.
B. I am choosing to take a course during the practicum semester. My
class schedule will be as follows:
C. I am choosing to work during the practicum semester. My working
hours will be as follows:
I realize that if working or taking a course negatively affects my performance, that
is, if students cease to learn or relationships are impaired, I shall be asked to
withdraw from the practicum semester.
Intern Signature
Date
_________________________________________
Intern Name (Please print)
If Box B or C is checked, please obtain the following signatures:
University Supervisor
Date
Partnership Teacher
Date
Deliver, email, mail, or fax completed form to Director of Professional Experiences
Watson College of Education
University of North Carolina Wilmington
601 S. College Road Wilmington, NC 28403
Fax: 910.962.4081
4
Spring 2016 Watson College of Education Teacher Intern Meetings
All Teacher Interns
Monday, January 11, 2016
All Interns - Seminars at UNCW - See Program Area Schedules for Additional Requirements
8:00am - 10:00am EB 162
Internship Opening Session for EYC, EMG, EMG-MAT, SED
10:00am - 12:00pm EB 162
3:30pm - 4:30pm EB 162
Internship Opening Session for EEL, EEL-MAT
Internship Opening Session for SEC, SEC-MAT, PEH, FL, MUS
Tuesday, January 12, 2016
All Interns – First Full Day in Placement Site
Monday, March 7, 2016
Interns at UNCW - Career Center Job Fair
Monday, April 18, 2016
Early Release Date
Friday, April 22, 2016
All Interns - Last day in Placement Site
Wednesday, April 27, 2016
10:00am - 12:00pm EB 162
1:00pm - 3:00pm EB 162
Final Seminar for EEL, EEL-MAT
Final Seminar for EYC, EMG, EMG-MAT, SED
Thursday, April 28, 2016
2:00 - 3:00pm EB 162
Final Seminar for SEC, SEC-MAT, PEH, FL, MUS
Friday, May 6 and Saturday, May 7, 2016
UNCW Commencement - by Colleges, see university schedule
Beginning on January 11, 2016, interns are either at UNCW for seminars or in their placement
site classrooms. **Belize and Kuwait cohorts follow additional schedule.**
**Please note that interns will receive the internship course seminar schedules for days on
campus in addition to the dates above.
Interns follow the placement school system calendar for holidays and will be present at the
school on teacher workdays.
Watson College of Education
University of North Carolina Wilmington
Internship Communications Process
Teacher Intern
Core Triad of
Communication
Partnership
Teacher
University
Supervisor
1.
Communication between the WCE intern, partnership teacher and university supervisor
takes top priority. Interns, partnership teachers and university supervisors should
communicate and problem-solve collaboratively to resolve issues and concerns arising
within the internship placement. When necessary, the site coordinator and/or school
administrator may be accessed for consultation and support.
2. If internship situations cannot be successfully resolved by this core triad with the support
of school personnel (i.e. site coordinator, administrator, department chair), then the
Director of Professional Experiences should be contacted as the key UNCW
representative. At this point, the Director will contact all appropriate persons at the
university to elicit background information and consultation for collaboratively designing a
plan of action that responds to the concern(s) brought forward.
3. When judged appropriate by the core triad (or members thereof), situations that may
potentially result in intervention at the university level should be communicated to the site
coordinator and school administrator to ensure all necessary parties are informed.
All internship participants should feel free to contact the Director of Professional Experiences for
consultation and/or support. The key to success in the internship is communication.
Contact Information:
Ms. Cindy Wiseman
Dr. Ann Potts
Dr. Carol McNulty
Director of Professional Experiences
Associate Dean for Teacher Education
and Outreach
Associate Dean for Academic and
Student Affairs
6
(910) 962-3360
(910) 962-4174
wisemanc@uncw.edu
(910) 962-3361
mcnultycp@uncw.edu
pottsa@uncw.edu
Revised 07/2013
WATSON COLLEGE OF EDUCATION
UNIVERSITY OF NORTH CAROLINA WILMINGTON
PREPARATIONS FOR THE INTERNSHIP SEMESTER
The following is a list of business items and “tips” for preparing for the internship semester. Please note that it is your
responsibility to complete all items and also to ensure that appropriate materials are on file at the end of the semester for
submission of your licensure application to the State Department of Public Instruction in Raleigh.
1. Health Form – A Health Examination Certification is required for all student teachers. Students who do
not submit the Health Examination Certificate will not be eligible to go to public school placements and
will be administratively withdrawn from internship courses.
The original of the Health Examination Certificate will be sent to the intern’s assigned school system
after it is submitted to the Watson School of Education. Make a copy of the health form for your own
files before submitting it. Copies are not kept by the Watson School of Education. Students must
submit the original form to EB 326 or mail it to Cindy Wiseman at the address below in item #3.
The form can be completed by your family physician, an urgent care, or in the Student Health Center.
Call 962-3280 to schedule an appointment in the Student Health Center and be sure to specify that you
need a physical for student teaching. (Limited appointments are available during the final exam period,
so schedule the appointment before the last day of classes.)
2. Praxis II and NCEL Scores – Students take designated specialty area tests (Praxis II and/or NCEL)
depending upon the area of licensure they are seeking. The required tests and scores are listed at:
http://www.ets.org/praxis/nc/requirements
http://www.nc.nesinc.com/PageView.aspx?f=GEN_WhatTestsDoINeedToTake.html
Please be sure to code UNCW as a score recipient to avoid paying an additional fee to send an
official score report to UNCW.
3. Transcripts
Licensure-only students: If you have graduated from another university you must send an original
degree-posted transcript to the address listed below. Transcripts previously sent to UNCW’s
Admissions Office cannot be used for this purpose.
Ms. Logan Sidbury
Internship and Licensure Coordinator
Watson College of Education, UNCW, EB 310
601 S. College Road
Wilmington, NC 28403-5991
Degree Seeking Students: If you are graduating from UNCW you will complete the transcript request
form during the final seminar at the conclusion of the practicum semester.
4. Graduation Application – All students graduating from UNCW must apply for graduation by the
deadline date. The application and deadline date are available in the Registrar’s Office or online at
www.uncw.edu/reg. Information on commencement also is available on the UNCW website.
5. Becoming Licensed in Another State – If you are planning to teach in another state, you should
contact that state and request a licensure packet as soon as possible.
7
Revised 9/2014
6. Employment or Courses During the Internship Semester – Students are encouraged not to work or
take other courses during the practicum semester. Those who intend to do so must notify the Director
of Professional Experiences (EB 326) within the first week of the semester by submitting the
Work/Course Notification Form located in the internship course packet. This form must be signed by the
university supervisor and partnership teacher prior to submission to the Director of Professional
Experiences.
7. Substituting – Before an intern can substitute, he or she must have the permission of both the
university supervisor and the partnership teacher. Interns are allowed to substitute for their partnership
teachers only during the practicum semester. Each school system has its own policies regarding
criminal background checks and payment, and interns should familiarize themselves with the
appropriate procedures. If the partnership teacher is attending a UNCW sponsored event, the intern is
expected to substitute without pay as a professional courtesy.
To substitute for any school system after the practicum semester ends, interns must apply through the
regular “Substitute Teacher” process. Information on this process is available from the Central Office of
each school system. Interns are strongly encouraged to complete the application process early in the
internship semester.
8. Calendar – During the practicum semester, interns will follow the school system calendar (not the
UNCW calendar.) Partnership teachers may elect to use annual leave time during designated periods
of the year; however, interns are required to be at school sites on all teacher workdays and during
remediation and enrichment weeks in year-round schools. Interns do not take UNCW Fall Break or
Spring Break; instead they follow the school system calendar for vacation days. The internship time
schedule may be extended by the university supervisor if the intern has absences due to illness or
family emergencies.
9. Early Release – If an intern is offered employment by a school system, he/she can be released before
the end of the semester only if: (1) the school system sends an official request to the Director of
Professional Experiences, and (2) both the university supervisor and the partnership teacher approve.
In order to qualify, interns must have demonstrated adequate performance on all competencies, and
must continue full participation in internship activities until the early release date. Generally, fall interns
can be released upon school system request and university approval to begin employment in late
November. Similarly, spring interns can be released for employment in mid-April. The dates for early
release are established each semester based upon the university and school system calendars.
Interns receiving early release should confirm salary arrangements with school system personnel since
most individuals are paid at the substitute non-certified level until the date of graduation and receipt of
passing Praxis scores. NOTE: Interns must return to campus for all required seminars and submit all
required course products. The school system must hire a substitute for days the intern will return to
campus.
10. Professionalism - Interns are required to demonstrate professionalism in all of their interactions during
the practicum semester. Interns are guests in schools, and are expected to conduct themselves as
teachers and role models. To fulfill these expectations, interns must:
a. Demonstrate positive, productive, and professional attitudes and behaviors when interacting with
teachers, students, parents, administrators, and university personnel. Careful attention should
be given to discretion and confidentiality in conversations within the school and in the
community.
b. Be receptive to feedback and committed to continuous improvement as a professional educator.
c. Be prompt and consistent in attendance. Interns must be at their school sites for the hours
typically maintained by their partnership teachers – often one hour before the beginning of
school and arrival of students, and typically at least one hour after school. Interns must arrange
childcare and other responsibilities accordingly. (Child care coverage beginning at 7am to 5pm is
strongly recommended.) An intern who has 3 or more absences/tardies may have his/her time in
the practicum site extended in order to meet performance competencies, may receive an
Incomplete, or may be withdrawn from the internship.
8
Revised 9/2014
d. Be willing to accept and fulfill all instructional and non-instructional duties of a teacher.
e. Dress in a professional manner every day unless special attire is warranted due to an activity
(e.g., field day). Interns must wear clothes and accessories appropriate for the role of teacher.
Piercings, nose rings, etc. (except limited ear piercings) must be removed during the school day.
Failure to comply with these expectations will result in removal from the placement site. The
following attire is NOT acceptable:
 Jeans
 Shorts
 T-shirts
 Tank tops or spaghetti straps not covered by an outer garment
 Overly short skirts
 Flip Flops or Tennis Shoes
 Exposed midriffs
 Exposed cleavage
 Any attire that is excessively tight, revealing, obscene or disruptive to the learning
environment
 Any clothing that promotes alcohol, tobacco and controlled substances or displays
profanity or sexual words and symbols
 Nose-rings, lip-rings, face-rings, tongue-rings or excessive earrings
 Exposed tattoos
f. Refrain from online activities inappropriate for education professionals.
g. Cell phones should be muted and stored during instructional and non-instructional duty times.
Texting during instructional time is not acceptable.
h. Be aware of allergies and sensitivities to perfume, colognes and cigarette smoke.
11. Code of Ethics – Interns must abide by the North Carolina Code of Ethics for North Carolina Educators
(see Practicum Handbook), Professional Standards, UNCW’s Code of Student Life, and the Watson
School’s Performance Review Process.
Questions?
Please contact:
Dr. Ann Potts
Associate Dean for Teacher Education and Outreach
pottsa@uncw.edu
910-962-4174
Ms. Cindy Wiseman
Director of Professional Experiences
wisemanc@uncw.edu
910-962-3361
Ms. Logan Sidbury
Internship and Licensure Coordinator
sidburylm@uncw.edu
910-962-2796
Ms. Stephanie Glowa
Field Experience Coordinator
glowas@uncw.edu
910-962-3086
9
Revised 9/2014
WATSON COLLEGE OF EDUCATION
UNIVERSITY OF NORTH CAROLINA WILMINGTON
INTERNSHIP INFORMATION FOR PARTNERSHIP TEACHERS
NOTE: This document contains excerpts from information handouts provided to interns each
semester. The list is intended to illustrate key points for partnership teachers so they will
be aware of Watson College of Education expectations for interns.
1. Course Work - During the practicum semester the intern must limit course work for academic credit to
internship courses. Written requests for exceptions to this policy must be submitted to the chair of the
department for your program by submitting the Work/Course Notification Form in the Practicum
Semester Handbook. The form must be submitted by the end of the first week of the semester, and
must be signed by the partnership teacher and the university supervisor.
2. Employment - Interns are strongly encouraged not to engage in any employment during the practicum
semester. Interns planning to work must submit notification of intent to engage in employment. Interns
must inform their university supervisors and partnership teachers about work schedules and obtain
signatures as required on the Work/Course Notification form. Interns must follow this same procedure if
they become employed at any point during the semester.
3. Calendar - Interns must comply with the policies, procedures, calendar, and rules of the school system
to which they are assigned. Such regulations include work hours, vacation schedules, and attendance
at meetings, extra-curricular assignments, dress and grooming. Interns are expected to attend all after
school and evening events attended by partnership teachers.
4. Career Services - Career Services hosts an Education Job Fair each semester. During the Job Fair
students visit different school districts’ booths, collect employment information, and distribute
resumes. A minimum of three interviews with prospective employers is encouraged. The interview
schedule should be discussed with the university supervisor and partnership teacher in advance.
Lesson plans must be provided to the partnership teacher for any instructional sessions that will be
missed.
5. Substituting - Before an intern can substitute, he or she must have the permission of both the
university supervisor and the partnership teacher. Interns are allowed to substitute for their
partnership teachers only during the practicum semester. Each school system has its own policy
regarding payment, and interns should familiarize themselves with the appropriate procedures. If the
partnership teacher is attending a UNCW sponsored event, the intern is expected to substitute without
pay as a professional courtesy.
To substitute for any school system after the practicum semester ends, interns must apply
through the regular “Substitute Teacher” process. Information on this process is available from the
Central Office of each system. Interns are encouraged to complete the application process early in the
internship semester.
6. Early Release - If an intern is offered employment by a school system, he/she can be released
before the end of the semester if: (1) the school system Personnel Officer sends an official written
request to the Director of Professional Experiences, and (2) both the university supervisor and the
partnership teacher approve. In order to qualify, interns must have demonstrated adequate
performance on all competencies, and must continue full participation in internship activities until the
early release date.
Interns receiving early release should confirm salary arrangements with school system
personnel since most individuals are paid at the substitute non-certified level until the date of graduation
and receipt of passing Praxis scores. NOTE: Interns must return to campus for all required
10
seminars and submit all required course products. The school system must hire a substitute for days
the intern will return to campus.
7. Professionalism - Interns are required to demonstrate professionalism in all of their interactions
during the practicum semester. Interns are guests in schools, and are expected to conduct
themselves as teachers and role models. To fulfill these expectations, interns must:
a. Demonstrate positive, productive, and professional attitudes and behaviors when interacting
with teachers, students, parents, administrators, and university personnel. Careful attention
should be given to discretion and confidentiality in conversations within the school and in the
community.
b. Be receptive to feedback and committed to continuous improvement as a professional
educator.
c. Be prompt and consistent in attendance. Interns must be at their school sites for the hours
typically maintained by their partnership teachers – often one hour before the beginning of
school and arrival of students, and typically at least one hour after school. Interns must
arrange childcare and other responsibilities accordingly. (Child care coverage beginning at
7am to 5pm is strongly recommended.) An intern who has 3 or more absences/tardies may
have his/her time in the practicum site extended in order to meet performance competencies,
may receive an Incomplete, or may be withdrawn from the internship.
d. Be willing to accept and fulfill all instructional and non-instructional duties of a teacher.
e. Dress in a professional manner every day unless special attire is warranted due to an activity
(e.g., field day). Interns must wear clothes and accessories appropriate for the role of teacher.
Piercings, nose rings, etc. (except limited ear piercings) must be removed during the school
day. Failure to comply with these expectations will result in removal from the placement site.
The following attire is NOT acceptable:
 Jeans
 Shorts
 T-shirts
 Tank tops or spaghetti straps not covered by an outer garment
 Overly short skirts
 Flip Flops or Tennis Shoes
 Exposed midriffs
 Exposed cleavage
 Any attire that is excessively tight, revealing, obscene or disruptive to the learning
environment
 Any clothing that promotes alcohol, tobacco and controlled substances or displays
profanity or sexual words and symbols
 Nose-rings, lip-rings, face-rings, tongue-rings or excessive earrings
 Exposed tattoos
f. Refrain from online activities inappropriate for education professionals.
g. Cell phones should be muted and stored during instructional and non-instructional duty times.
Texting during instructional time is not acceptable.
h. Be aware of allergies and sensitivities to perfume, colognes and cigarette smoke.
Office of Professional Experiences
Watson College of Education
Cindy Wiseman
Director
wisemanc@uncw.edu
910-962-3360
Stephanie Glowa
Field Experience Coordinator
glowas@uncw.edu
910-962-3086
11
Logan Sidbury
Internship & Licensure Coordinator
sidburylm@uncw.edu
910-962-2796
Standards of Professional Conduct
Watson College of Education
University of North Carolina at Wilmington
Preamble
Educators are entrusted with the care and education of learners at all levels; therefore,
they must adhere to a high standard of personal character and conduct in order to serve
as positive role models for pupils, families/caregivers, and the community. Professional
responsibility begins with a prospective educator’s initial association with the Watson
College of Education and continues after their admission as a candidate for licensure.
All students associated with the WCE, prior to and after admission to the school, must
accept the responsibility for adhering to high ethical standards, as they make a
commitment to serve pupils, schools, and their profession. Commitment to ethical and
professional standards is expected to continue as candidates are licensed and assume
their professional roles. All policies, procedures and regulations contained in the UNCW
Code of Student Life also apply.
The WCE Standards of Professional Conduct incorporate the following:
• the Code of Ethics for North Carolina Educators (adopted by the North Carolina
State Board of Education, June 5, 1997; www.ncpublicschools.org);
• the Code of Professional Practice and Conduct for North Carolina Educators,
effective April 1, 1998 (Section 0.600; www.ncpublicschools.org/teacher
education/conductcode.htm); and
• the Watson College of Education professional expectations as identified in the
Performance Evaluation Scale exit criteria.
Adherence to these professional standards is expected during all aspects of students’
matriculation and career with the WCE, including practica and field activities. Violations
of these Standards of Professional Conduct may result in disciplinary action, including
but not limited to withdrawal from courses (including those that require field experiences
and practica) and/or dismissal from the teacher education program. Students are also
subject to discipline for misconduct as stated in the UNCW Code of Student Life.
Commitment to the Education Profession
1. Understands, respects and applies principles of teaching and learning and
content knowledge relevant to the area of licensure;
2. Pursues growth and development in the theory, principles, and practices of the
profession and uses knowledge and skills appropriately to improve the
educational opportunities, experiences, and performance of student learners and
colleagues.
12
3. Demonstrates appropriate behaviors, attitudes and skills related to the conduct of
a professional educator, such as the following:
•
•
•
•
•
•
attire appropriate to the setting,
punctuality,
attendance,
professional interactions with peers, faculty, staff, and administrators as well
as field-based personnel,
development and use of appropriate professional language in oral and written
communications, and
adherence to institutional policies and procedures.
4. Provides accurate and truthful credentials and information regarding admission,
requirements for licensure, and in all interactions with faculty and staff.
Commitment to Schools and School Systems
1. Contributes to a classroom climate conducive to learning.
2. Promotes optimal learning opportunities for all those engaged in the educational
setting on-campus, on-line or in field experiences and/or practica.
3. Acknowledges and supports diverse views of students, parents and legal
guardians, and colleagues as they work collaboratively to shape educational
goals, policies, and decisions; does not proselytize for personal viewpoints that
are outside the scope of professional practice.
4. Participates positively, collegially and cooperatively in campus-based
coursework, school/community-based work and in other professional decisionmaking processes.
5. When acting in a professional capacity:
A. Acts fairly, consistently, and prudently in the exercise of authority.
B. Protects the rights of others in the educational setting, and does not
retaliate, coerce, or intentionally intimidate others in the exercise of their
rights protected by law.
Acts and speaks respectfully in educational settings as a representative of UNCW,
the Watson College of Education and its programs.
13
Commitment to Students
1. Supports, acknowledges and respects diversity among individuals in all
educational settings.
2. Sets high expectations for all students and provides various methods and
opportunities for students to achieve goals.
3. Protects students from conditions within the educator’s control that circumvent
learning or are detrimental to the health and safety of students.
4. Manages student behavior fairly and consistently. Influences student behavior in
positive ways while maintaining students’ dignity;
5. Assesses students and assigns grades based upon the students’ demonstrated
competency, merit, and performance, without regard to personal factors that are
irrelevant to the program involved.
6. Holds in confidence information learned in professional practice and contained in
educational records except when disclosure is required by pertinent regulations
or statutes.
7. Treats all students with respect and maintains an appropriate relationship with
students in all settings. The educator will not commit any abusive act or sexual
exploitation with, to, or in the presence of a student, whether or not that student
is or has been under the care or supervision of that educator, as defined below:
a. Speech that is considered abusive, profane, vulgar, demeaning or obscene
b. Acts of child abuse, as defined by law
c. Any provision, sale or supply of alcohol or drugs
d. Any act of harassment based on sex, race, religion, disability, age, and
national origin as defined by policy and law and
e. Any intentional solicitation, encouragement, whether written, verbal, or
physical, or consummation of a romantic or physical relationship with a P-12
student, or any sexual contact with a P-12 student. The term “romantic
relationship” shall include dating any P-12 student.
14
WCE Categories of Professional Dispositions
1. Commitment to Personal and Professional Qualities
o Integrity (honesty, ethics and character)
o Caring
o Tolerance
o Critical thinking and problem solving
o Creativity and innovation
o Consideration and thoughtfulness
o Language appropriate to context and audience
o Attendance, punctuality and responsiveness
o Professional attire and appearance
2. Commitment as a Learner
o Engages actively in class
o Completes assignments to the best of one’s ability
o Takes responsibility for one’s learning by showing initiative in responding to assignments, projects and class
activities both as a learner and a teacher
o Accepts feedback readily and is receptive to new ideas
o Gives thoughtful consideration to different viewpoints
o Contributes ideas and demonstrates initiative when working in groups and teams, comes to classes and
meetings prepared
o Collaborates with peers, colleagues and other teachers to create a professional learning community
3. Commitment as an Educator to the Success of all Students
o Reflects about one’s own cultural identity and experiences
o Examines and seeks to overcome biases and stereotypes
o Shows respect for and sensitivity to students’ varied perspectives and cultures
o Takes responsibility for all students’ learning and holds high expectations for all students
o Establishes an environment that is inviting, respectful, supportive and inclusive
o Works collaboratively with the families and significant adults in the lives of their students
o Chooses methods and materials that engage students to raise academic achievement of all learners and
strives to eliminate achievement gaps
4. Commitment to Professional Leadership 1
o Involves families and the community in the classroom and the school
o Participates in initiatives to improve public education, including professional associations, community
service, boards, panels, agencies or special projects
o Advocates for positive change in policies and practices affecting student learning and lives
o Seeks solutions to overcome social, political, cultural, economic, physical and cognitive barriers that may
prevent effective family and community involvement in the education of their students
1
Candidates will show evidence of some aspects of Category 4 during our preparation programs. The intent is to show the
continuum of commitment and professional behaviors that will grow beyond our programs. This category will be assessed by
candidates’ demonstrating their connections across the classroom, school, and community and society.
15
WCE Professional Dispositions for Teacher Candidates
Over the last several years, state and national organizations have developed new expectations of teachers.
Embedded in the North Carolina and InTASC standards for teachers (and many of the curricular
recommendations from professional associations) are assumptions that teachers are both caring and
competent. From these new expectations the Watson College of Education (WCE) developed
dispositional1 expectations for teachers with four main categories to guide teacher candidate development.
These categories promote a new, broader understanding of teacher professionalism. From personal and
professional qualities, commitment as a learner, to success for all learners to teacher leadership,
professionalism is defined by commitment, responsibility, caring and action on behalf of all students.
The WCE dispositions incorporate the professional standards as described in the Code of Ethics for North
Carolina Educators and the Code of Professional Practice and Conduct for North Carolina Educators.
Students should refer to these Standards for a more detailed description.
Through coursework and field experiences, the teacher candidates in WCE have opportunities to develop
the following dispositions (e.g. reflects about one’s own cultural identity and experiences, takes
responsibility for all students’ learning).
Program Dispositions serve three purposes:
1) inform candidates of dispositional expectations
2) help students identify areas for further development, and
3) assist faculty in candidate assessment
Professional Dispositions: Statement of Responsibility
My signature below verifies that I have read the Watson College of Education Professional Dispositions
and recognize the importance of meeting these expectations. My performance on these dispositions must
meet or exceed program expectations. I understand that failure to demonstrate appropriate dispositions
will result in an intervention plan and/or result in dismissal from the Watson College of Education.
Candidate’s Printed Name
Candidate’s Signature
Date:
1
NCATE’s definition of dispositions: “Professional attitudes, values, and beliefs demonstrated through both verbal
and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These
positive behaviors support student learning and development.”
16
Supervision
Forms
Office of Professional
Experiences
Watson College of Education
http://www.uncw.edu/ed/professionalexperience/
17
Summary of Forms for Supervision of Teacher Intern:
Intern Performance Scale – Initial/Midterm/Final
 The intern completes a self-assessment at the beginning of the semester
and shares with supervisor.
 At midterm, the supervisor and partnership teacher work together to fill out
the form and present the ratings to the intern. The form may also be filled
out at midterm with the intern involved in determining the ratings.
 At final, the supervisor reviews the intern self-assessment, the teacher
ratings, and enters a final Intern Performance Scale electronically. This is
the only WCE record of the Intern Performance Scale.
Periodic Assessment of Intern Progress
 This form is filled out on dates specified by the supervisor. The
partnership teacher fills out this form.
Observation of Intern Performance
 This form is utilized in formal observations of the teacher intern.
Coaching Plan
 This form is used to identify areas for coaching focus. The intern must
always have a current coaching focus and current coaching plan. The
partnership teacher and university supervisor both support and facilitate
the coaching process. This form is electronically submitted in TaskStream.
Intern Intervention Report
 This form is used to document identified areas that need improvement,
strategies for improvement and a timeline to review. When this form is
used, a copy must be sent to Cindy Wiseman, Director of Professional
Experiences.
At the end of the semester, the partnership teacher and the university supervisor
will complete the following:
 Final Intern Performance Scale – the supervisor determines the final
ratings and electronically submits the form.
 Certification of Teaching Capacity Form
o The supervisor turns in the original of the Certification of Capacity
to Cindy Wiseman’s office.
o The intern uploads the Certification of Teaching Capacity to the
Program Evidences Folio. The supervisor is asked to verifiy that the
form has been uploaded.
18
Watson College of Education
RUBRIC FOR ASSIGNING GRADES FOR INTERNSHIP COURSES
Use the Intern Performance Scale to determine intern grades, using the decision rules below.
The Intern Performance Scale ratings will be used at midterm and final. Use the final markings
at the end of the semester to compute grades.
The teacher intern will be evaluated and recommended for licensure if all areas of the
Intern Performance Scale and LEA/IHE Certification of Teaching Capacity are
MET.
Within the MET range, the grading scale is:
A grade of A is earned if the student has:
• a rating of “Accomplished” in a majority of the indicators on the rating scale
• no ratings of “Inadequate” on any of the indicators
• evidence of exceptional strength in performance and understanding of teaching and
learning
A grade of B is earned if the student has:
• a rating of “Developed” in a majority of the indicators on the rating scale
• no ratings of “Inadequate” on any of the indicators
• clear evidence of growth in performance and understanding of teaching and learning
A grade of C is earned if the student has
•
a rating of “Emerging” in a majority of the indicators on the rating scale
•
no ratings of “Inadequate” on any of the indicators
•
some evidence of growth in performance and understanding of teaching and learning
The teacher intern will be evaluated and will not be recommended for licensure if any of
the areas of the Intern Performance Scale and LEA/IHE Certification of Teaching Capacity
are
NOT MET.
Grades in the teaching internship range from A to F as shown in the Undergraduate UNCW
catalogue for undergraduate students. Grades in the teaching internship range from A to C, and
F as shown in the Graduate UNCW catalog for graduate students.
A grade of W is assigned if the student is withdrawn from the internship during the semester
because students cease to learn or relationships are impaired.
August 2014
19
Watson College of Education
Intern Performance Scale
Aligned to North Carolina Certification of Teaching Capacity
Teacher Intern Name:
School:
Partnership Teacher Name:
Grade:
NOT MET
Inadequate (I):
Does not meet criteria
MET
Emerging (E):
Minimally meets criteria
Some evidence of growth
Developed (D):
Consistently meets criteria
Clear evidence of growth
Professionalism
1e. Teachers demonstrate high
ethical standards.
Accomplished (A):
Exceeds criteria
Significant evidence of growth
Initial
Midterm
Final
Initial
Midterm
Final
1e.1 Upholds the Code of Ethics for North Carolina
Educators and the Standards for Professional Conduct.
Models professionalism expectations and adheres to
WCE Expectations for Teacher Interns.
Comments:
Classroom Climate/Culture
1a. Teachers lead in their
classrooms.
1a.3 Maintains a safe and orderly classroom that facilitates
student learning.
1a.4 Uses positive management of student behavior,
including strategies of conflict resolution and anger
management, effective communication for defusing
and deescalating disruptive or dangerous behavior,
and safe and appropriate seclusion and restraint.
2a. Teachers provide an
environment in which each
child has a positive,
nurturing relationship with
caring adults.
2a.1 Maintains a positive and nurturing learning
environment.
2c. Teachers treat students as
individuals.
2c.1 Maintains a learning environment that conveys high
expectations of every student.
4g. Teachers communicate
effectively.
4g.1 Uses a variety of methods to communicate effectively
with all students.
4g.2 Consistently encourages and supports students to
articulate thoughts and ideas clearly and effectively.
Comments:
20
Instruction
2b. Teachers embrace diversity in the school
community and in the world.
Initial
Midterm
Final
Initial
Midterm
Final
2b.1 Appropriately uses materials or
lessons that counteract
stereotypes and acknowledges
2b.2 Incorporates different points of
view in instruction.
3a. Teachers align their instruction with the North
Carolina Standard Course of Study.
3a.2 Integrates effective literacy
instruction throughout the
curriculum and across content
areas to enhance students’
learning.
3b. Teachers know the content appropriate to their
teaching specialty.
3b.2 Encourages students to
investigate the content area to
expand their knowledge and
satisfy their natural curiosity.
3d. Teachers make instruction relevant to students.
3d.1 Integrates 21st century skills and
content in instruction.
4c. Teachers use a variety of instructional methods.
4c.1 Uses a variety of appropriate
methods and materials to meet
the needs of all students.
4d. Teachers integrate and utilize technology in their
instruction.
4d.1 Integrates technology with
instruction to maximize students’
learning.
4e. Teachers help students develop critical-thinking
and problem-solving skills.
4e.1 Integrates specific instruction
that helps students develop the
ability to apply processes and
strategies for critical thinking and
problem solving.
4f. Teachers help students to work in teams and
develop leadership qualities.
4f.1 Organizes student learning teams
for the purpose of developing
cooperation, collaboration, and
student leadership.
Comments:
Evaluation/Assessment
1a. Teachers lead in their classrooms.
1a.1 Evaluates the progress of
students toward high school
graduation using a variety of
assessment data measuring goals
of the North Carolina Standard
Course of Study.
4h. Teachers use a variety of methods to assess what
each student has learned.
4h.1 Uses multiple indicators, both
formative and summative, to
monitor and evaluate students’
progress and to inform
instruction.
21
4h.2 Provides evidence that students
attain 21st century knowledge,
skills and dispositions.
5a. Teachers analyze student learning.
5a.1 Uses data to provide ideas about
what can be done to improve
students’ learning.
Comments:
Impact on Student Learning
Initial
1d. Teachers advocate for schools and students.
1d.1 Implements and adheres to
policies and practices positively
affecting students’ learning.
2d. Teachers adapt their teaching for the benefit of
students with special needs.
2d.1 Cooperates with specialists and
uses resources to support the
special learning needs of all
students.
2d.2 Uses research-verified strategies
to provide effective learning
activities for students with
special needs.
Comments:
Overall Comments:
Initial Date:
Midterm Date:
Final Date:
Teacher Intern Signature:
Partnership Teacher Signature:
University Supervisor Signature:
22
Midterm
Final
WATSON COLLEGE OF EDUCATION
UNIVERSITY OF NORTH CAROLINA WILMINGTON
Periodic Assessment of Intern Progress
INTERN __________________________________________
Evaluation Scale
N = Not Evident, I = Inadequate, E = Emerging competence, P = Proficient for beginning teacher
1.0 Teachers Demonstrate Leadership
2.0 Teachers Establish a Respectful Environment
for a Diverse Population of Students
N I E P
N I E P
3.0 Teachers Know the Content They Teach
4.0 Teachers Facilitate Learning for their Students
N I E P
N I E P
5.0 Teachers Reflect on Their Practice
Notes or Comments:
N I E P
Coaching Focus: (areas for next coaching focus)
Signatures: _____________________________
Intern
_______________________________
Partnership Teacher
23
______
Date
WATSON COLLEGE OF EDUCATION
UNIVERSITY OF NORTH CAROLINA WILMINGTON
COACHING PLAN
Teacher Intern:
Partnership Teacher:
School:
Grade/Subject:
Supervisor:
Pre-conference Date:
Areas of Strength:
Focus for Growth/Development:
Teaching Strategies to be Used:
Kinds of Data/Ways to Collect:
Post-conference Date:
Results/Implications for Student Learning:
Signatures:
Partnership Teacher/University Supervisor
24
Teacher Intern
WATSON COLLEGE OF EDUCATION
UNIVERSITY OF NORTH CAROLINA WILMINGTON
Observation of Intern Performance
Intern_______________________________ Date_____________
Grade/Subject_________________ Observer__________________________
Standard/Element
Comments
Professionalism
1e.
Teachers demonstrate high ethical standards.
Classroom Climate/Culture
1a.
2a.
2c.
4g.
Teachers lead in their classrooms.
Teachers provide an environment in which each child has a positive, nurturing
relationship with caring adults.
Teachers treat students as individuals.
Teachers communicate effectively.
Instruction
2b.
3a.
3b.
3d.
4c.
4d.
4e.
4f.
Teachers embrace diversity in the school community and in the world.
Teachers align their instruction with the North Carolina Standard Course of Study.
Teachers know the content appropriate to their teaching specialty.
Teachers make instruction relevant to students.
Teachers use a variety of instructional methods.
Teachers integrate and utilize technology in their instruction.
Teachers help students develop critical-thinking and problem-solving skills.
Teachers help students to work in teams and develop leadership qualities.
Evaluation/Assessment
1a.
4h.
5a.
Teachers lead in their classrooms.
Teachers use a variety of methods to assess what each student has learned.
Teachers analyze student learning.
Impact on Student Learning
1d.
2d.
Teachers advocate for schools and students.
Teachers adapt their teaching for the benefit of students with special needs.
25
August 2012
WATSON COLLEGE OF EDUCATION
UNIVERSITY OF NORTH CAROLINA WILMINGTON
Observation of Intern Performance
Intern
Date
Period
Observer
Evaluation Key: N = Not Evident I = Inadequate E = Emerging Competence P = Proficient for beginning teacher N/O = no opportunity to observe
2.0 Teachers Establish a Respectful Environment for a Diverse
Population of Students
2.1 provide an environment in which each child has a positive,
nurturing relationship with caring adults.
2.2 embrace diversity in the school community & in the world.
2.3 treat students as individuals
2.4 adapt their teaching for the benefit of students with special
needs.
2.5 work collaboratively with the families and significant adults
in the lives of their students
•
Interactions with students are appropriate
•
Establish classroom rules and routines
•
Respond to appropriate & inappropriate behavior
3.0 Teachers Know the Content They Teach
3.1 align instruction with the NC Standard Course of Study.
3.2 know the content appropriate to their teaching specialty.
3.3 recognize the interconnectedness of content
areas/disciplines.
3.4 make instruction relevant to students.
4.0 Teachers Facilitate Learning for Their Students
4.1 know the ways in which learning takes place, and they
know the appropriate levels of intellectual, physical, social, and
emotional development of their students.
4.2 plan instruction appropriate for their students.
4.3 use a variety of instructional methods.
4.4 integrate and utilize technology in their instruction.
4.5 help students develop critical thinking and problem-solving
skills.
4.6 help students work in teams and develop leadership
qualities.
4.7 communicate effectively.
4.8 use a variety of methods to assess what each student has
learned
•
Use appropriate content-related pedagogy
•
Materials organized before lesson
•
Presentation of content
•
Identification of goals and specific learning objectives
•
Identification of essential prior learnings
•
Provision for motivational aspects of learning
•
Use of questioning and discussion
•
Learning guidance & assistance
•
Reinforcement and corrective feedback
•
Allocation and use of time
•
Evidence of student learning
Numbered items are from the NC Professional Teaching Standards. Bulleted items are additional indicators approved by the WCE Secondary
Program. N C Professional Teaching Standards 1.0 and 5.0 are primarily assessed through the overall internship experience.
26
WATSON COLLEGE OF EDUCATION
UNIVERSITY OF NORTH CAROLINA WILMINGTON
Observation of Intern Performance
Intern________________________________
Evaluation Key:
1.0
1.1
1.2
1.3
1.4
1.5
+ = satisfactory
Date__________________
 = needs improvement
Teachers Demonstrate Leadership
Teachers lead in their classrooms.
Teachers demonstrate leadership in the school.
Teachers lead the teaching profession.
Teachers advocate for schools and students.
Teachers demonstrate high ethical standards.
2.0 Teachers Establish a Respectful Environment for a Diverse Population of
Students
2.1 Teachers provide an environment in which each child has a positive, nurturing
relationship with caring adults.
2.2 Teachers embrace diversity in the school community and in the world.
2.3 Teachers treat students as individuals
2.4 Teachers adapt their teaching for the benefit of students with special needs.
2.5 Teachers work collaboratively with the families and significant adults in the lives of
their students.
Grade Level____________________ Observer___________________________
- = not satisfactory
______ Comments:
______ Comments:
______ Comments:
3.0 Teachers Know the Content They Teach
3.1 Teachers align their instruction with the North Carolina Standard Course of Study.
3.2 Teachers know the content appropriate to their teaching specialty.
3.3 Teachers recognize the interconnectedness of content areas/disciplines.
3.4 Teachers make instruction relevant to students.
4.0 Teachers Facilitate Learning for Their Students
4.1 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.
4.2 Teachers plan instruction appropriate for their students.
4.3 Teachers use a variety of instructional methods.
4.4 Teachers integrate and utilize technology in their instruction.
4.5 Teachers help students develop critical thinking and problem-solving skills.
4.6 Teachers help students work in teams and develop leadership qualities.
4.7 Teachers communicate effectively.
4.8 Teachers use a variety of methods to assess what each student has learned
______ Comments:
5.0 Teachers Reflect on Their Practice
5.1 Teachers analyze student learning.
5.2 Teachers link professional growth to their professional goals.
5.3 Teachers function effectively in a complex, dynamic environment.
______ Comments:
27
NA = not applicable
NO = no opportunity to observe
WATSON COLLEGE OF EDUCATION
UNIVERSITY OF NORTH CAROLINA WILMINGTON
Internship Intervention: Due Process
During the internship, there may be circumstances where immediate termination
of an internship may be necessary. However, in most cases, an intervention
involving an improvement plan may be considered, prior to a termination of a
internship. In these cases, the intervention must be handled judiciously, and
often with immediacy. In addition to strict adherence to due process rights of
interns, attention must also be given to the needs of children, partnership
teachers and school administrators. General guidelines for terminations of
internships are provided in the Practicum Semester Handbook and copied in the
following pages.
The following intervention steps must be observed:
1. Inform the student. Open communication between the intern, partnership
teacher, and university supervisor guides the intern in monitoring his/her growth.
Concerns regarding any of the Intern Performance Scale criteria need to be
communicated early and in writing with the intern’s signature acknowledging
awareness of the concern(s).
2. Support or assistance. Partnership teacher and university supervisor support
professional development in concern areas using available resources.
3. Written notification. If an intern is in jeopardy of not successfully completing the
internship, the university supervisor notifies him/her in writing specifying which
exit criteria are not being met. In addition, the supervisor in collaboration with the
partnership teacher identifies an improvement plan using the Intern Intervention
Report, a professional development plan or other appropriate written format.
4. Meeting. In the event an intern needs to be removed from the placement site
(see guidelines), the Director of Professional Experiences (or designee),
University Supervisor, and school personnel as appropriate meet with the intern.
At the meeting, the intern:
a. Receives a written summary of the areas of concern;
b. Has an opportunity to further review documentation supporting the
removal decision;
c. Responds to the concerns.
5. Appeal. In the event the student disagrees with the decision, the student may
request an appeal to the Dean of the Watson College of Education within within
one week after notification of the decision. A decision of the Dean is final and
may not be appealed. The request for appeal must be in writing and must state
the reasons for the appeal and the remedy requested.
28
Revised 8/2012
WATSON COLLEGE OF EDUCATION
UNIVERSITY OF NORTH CAROLINA WILMINGTON
INTERN INTERVENTION REPORT
TEACHER INTERN:
PARTNERSHIP TEACHER:
UNIVERSITY SUPERVISOR:
SCHOOL:
DATE:
BEHAVIOR LEADING TO CONCERN(S):
AREAS THAT NEED IMPROVEMENT:
IMPROVEMENT STRATEGIES AND TIMELINE:
Failure to meet these terms and conditions may result in termination from the
Watson College of Education internship.
DATE FOR REVIEW
University Supervisor
Partnership Teacher
Teacher Intern
Please forward a copy to the Director of Professional Experiences.
Revised Spring 2013
29
LEA/IHE Certification of Teaching Capacity
Candidate Name:
School:
Cooperating Teacher Name:
Grade:
LEA:
IHE:
In addition to all other state and institutional requirements, the candidate must meet each of the descriptors
identified in this document to be recommended for licensure.
Standard/Element
Proficient Descriptor
Rating
Professionalism
1e. Teachers demonstrate high
ethical standards.
1e.1 Upholds the Code of Ethics for North Carolina
Educators and the Standards for Professional Conduct.
Met
Not Met
Met
Not Met
Met
Not Met
Classroom Climate/Culture
1a. Teachers lead in their
classrooms.
1a.3 Maintains a safe and orderly classroom that facilitates
student learning.
1a.4 Uses positive management of student behavior,
including strategies of conflict resolution and anger
management, effective communication for defusing
and deescalating disruptive or dangerous behavior, and
safe and appropriate seclusion and restraint.
2a. Teachers provide an
environment in which each
child has a positive,
nurturing relationship with
caring adults.
2a.1 Maintains a positive and nurturing learning
environment.
Met
Not Met
2c. Teachers treat students as
individuals.
2c.1 Maintains a learning environment that conveys high
expectations of every student.
Met
Not Met
4g. Teachers communicate
effectively.
4g.1 Uses a variety of methods to communicate effectively
with all students.
Met
Not Met
4g.2 Consistently encourages and supports students to
articulate thoughts and ideas clearly and effectively.
Met
Not Met
Met
Not Met
Met
Not Met
Instruction
2b. Teachers embrace diversity
in the school community
and in the world.
2b.1 Appropriately uses materials or lessons that counteract
stereotypes and acknowledges the contributions of all
cultures.
2b.2 Incorporates different points of view in instruction.
Candidate initials: ______
30
Standard/Element
Proficient Descriptor
Rating
3a. Teachers align their
instruction with the North
Carolina Standard Course
of Study.
3b. Teachers know the content
appropriate to their teaching
specialty.
3a.2 Integrates effective literacy instruction throughout the
curriculum and across content areas to enhance
students’ learning.
3d. Teachers make instruction
relevant to students.
3d.1 Integrates 21st century skills and content in instruction.
4c. Teachers use a variety of
instructional methods.
4d. Teachers integrate and
utilize technology in their
instruction.
4e. Teachers help students
develop critical-thinking
and problem-solving skills.
4e.1 Integrates specific instruction that helps students
develop the ability to apply processes and strategies for
critical thinking and problem solving.
4f. Teachers help students to
work in teams and develop
leadership qualities.
4f.1 Organizes student learning teams for the purpose of
developing cooperation, collaboration, and student
leadership.
Met
Not Met
Met
Not Met
Met
Not Met
4c.1 Uses a variety of appropriate methods and materials to
meet the needs of all students.
Met
Not Met
4d.1 Integrates technology with instruction to maximize
students’ learning.
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
Met
Not Met
4h.2 Provides evidence that students attain 21st century
knowledge, skills and dispositions.
Met
Not Met
5a.1 Uses data to provide ideas about what can be done to
improve students’ learning.
Met
Not Met
3b.2 Encourages students to investigate the content area to
expand their knowledge and satisfy their natural
curiosity.
Evaluation/Assessment
1a. Teachers lead in their
classrooms.
4h. Teachers use a variety of
methods to assess what each
student has learned.
5a. Teachers analyze student
learning.
1a.1 Evaluates the progress of students toward high school
graduation using a variety of assessment data
measuring goals of the North Carolina Standard
4h.1 Uses multiple indicators, both formative and
summative, to monitor and evaluate students’ progress
and to inform instruction.
Impact on Student Learning
1d. Teachers advocate for
schools and students.
1d.1 Implements and adheres to policies and practices
positively affecting students’ learning
Met
Not Met
2d. Teachers adapt their
teaching for the benefit of
students with special needs.
2d.1 Cooperates with specialists and uses resources to
support the special learning needs of all students.
Met
Not Met
2d.2 Uses research-verified strategies to provide effective
learning activities for students with special needs.
Met
Not Met
Candidate initials: _____
31
LEA/IHE Certification of Teaching Capacity
In addition to all other state and institutional requirements, the candidate must meet each of the descriptors
identified in this document to be recommended for licensure.
SIGNATURES
Note: The candidate signature does not imply agreement with the ratings. All other signatures verify the
accuracy of and agreement with the ratings on each descriptor.
Individual
Printed Name
Signature
Candidate
Cooperating Teacher
Principal (or designee)
University Supervisor
Comments (optional):
32
Date
The interns are asked to utilize TaskStream for:
1. Submission of coaching plans – interns are instructed to use the electronic
coaching plan template in TaskStream. They will email the coaching plan to their
partnership teacher. For the university supervisor, the interns email and/or
“request feedback” so that the supervisor will be able to access the coaching
plan via email as well as provide feedback as applicable.
2. Submission of lesson plans – interns are instructed to use the electronic lesson
plan template in TaskStream to submit the 3 observed lesson plans. Interns are
instructed to follow supervisor instructions for lesson plan format and due dates.
3. Submission of Program Evidences Folio and other required assignments
Coaching Plan Guidelines for interns:
1. Choose a day of the week to create coaching plan, always have a current
coaching focus area
2. Try to narrow coaching focus area rather than choosing broad category
3. Submit coaching plans to supervisor and partnership teacher (email and/or
request feedback)
Coaching Plans – Coaching Plan Record
Interns will create a coaching plan about every week. They will compile the plans in the
Coaching Plan Record and share it with Program Coordinator – allows storage for
program access.
Steps for using Coaching Plan Template:

Click on Lessons, Units and Rubrics, open Lesson Builder

New Lesson Title – enter DATE Coaching Plan (August 27 Coaching Plan)

Choose a Format – select Coaching Plan

Complete top section and Pre-Conference section
 EMAIL – click on Email and select external recipients – email to
partnership teacher and university supervisor
 *Follow supervisor instructions for requesting feedback in addition to
emailing the coaching plan.
 Add coaching plans to COACHING PLAN RECORD
 Request feedback from Program Coordinator – only need to request one
time and it will automatically update throughout the semester
33
Recommended Lesson Planning Schedule
C. Wiseman
The teacher intern is held accountable for lesson planning. Lesson
planning is to be done in advance of teaching the lesson and the
teacher intern must secure the partnership teacher’s approval before
teaching a lesson.
The goal in planning should be to have plans written for at least a
week in advance. It is understood that adjustments can be made to
plans however, it is necessary to remain on a schedule of planning in
advance so that the intern always has plans available for the
classroom. Therefore, planning by the teacher intern should follow
this schedule:
Monday or Tuesday – the teacher intern meets with the partnership
teacher to identify objectives and lessons for the next week
Tuesday night – the teacher intern finishes draft of the lesson plans for the
next week
Wednesday – the teacher intern gives the partnership teacher lesson
plans to review, intern and teacher discuss any modifications
Wednesday night – the teacher intern completes writing lesson plans in
final format for the next week
Thursday – the teacher intern brings completed lesson plans to the
partnership teacher for final approval. Then, the teacher intern collects
materials, resources for the next week, makes power points, etc.
Friday – prior to leaving school, the teacher intern organizes plans and
materials for the next week (I suggest that the intern make a copy of the
plans to take home for review over the week-end)
Begin this schedule with the first subject that the intern teaches so
that a good habit of planning will be established by the time that the
intern has full time teaching duties. This schedule will give the
teacher intern and the partnership teacher the confidence that plans
and materials are in place when they leave the school on Friday
afternoon.
34
Program
Evidences Folio
Office of Professional
Experiences
Watson College of Education
http://www.uncw.edu/ed/professionalexperience/
35
Courses Housing State Evidences
Program Evidences Folio
PROGRAM
Education of
Young
Children
Evidence 1:
Content
Knowledge
(breadth in
specialty area)
Transcript
Elementary
NCEL
Transcript
Elementary
MAT
NCEL
Transcript
Middle Grades
Language Arts
Middle Grades
Math
Middle Grades
Social Studies
Middle Grades
Science
Praxis II
Transcript
Praxis II
Transcript
Praxis II
Transcript
Praxis II
Transcript
Evidence 2:
Content Knowledge
(depth in specialty
area)
Evidence 3:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions
(effective design of
classroom
instruction)
Evidence 4:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions (in
practice)
Evidence 5:
Positive Impact on
Student Learning
Evidence 6:
Leadership and
Collaboration
EDN 302
Formative
Evaluation and
Summative
Evaluation
EDN 411
Authentic
Assessment
Analysis
EDN 411
Reflection on Professional
Development and
Collaboration
LIC 560
Certification of
Teaching Capacity
LIC 560
Authentic
Assessment
Analysis
LIC 560
Reflection on Professional
Development and
Collaboration
EDN 353
Integrated Thematic
Unit
EDN 353
Integrated Thematic
Unit
EDN 353
Integrated Thematic
Unit
EDN 411
Certification of
Teaching Capacity
EDN 411
Certification of
Teaching Capacity
EDN 411
Certification of
Teaching Capacity
EDN 411
Analysis of Student
Learning Project
EDN 411
Analysis of Student
Learning Project
EDN 411
Analysis of Student
Learning Project
EDN 353
Integrated Thematic
Unit
EDN 411
Certification of
Teaching Capacity
EDN 411
Analysis of Student
Learning Project
EDN 430
Designing Learning
Spaces
EDN 465 or 466
Integrated Unit Plan
EDN 465 or 466
Certification of
Teaching Capacity
EDN 334
Social Studies Content
Paper
EDN 411
Instructional Unit
Plan
EDN 411
Certification of
Teaching Capacity
LIC 534
Social Studies
Content Paper
LIC 560
Instructional Unit
Plan
Approved level
Course (Content
paper/project)
MAT 245 or MAT 346
Comprehensive
Mathematics Project
EDN 335 Conceptual
Understandings
Concept Map
EDN 338
Science Content
Evidence Prompt
Version 10/23/2014
36
Evidence 7
EDN 460 /EDN 466
Early Childhood Manager
Portfolio or Family
Involvement workshop
EDN 318
Virtual Visit Project
EDN 318
Virtual Visit Project
EDN 318
Virtual Visit Project
EDN 318
Virtual Visit Project
Capstone
Experience
Courses Housing State Evidences
Program Evidences Folio
PROGRAM
Special
Education General
Special
Education Adapted
Secondary
Biology
Secondary
Chemistry
Secondary
Earth Science
Evidence 1:
Content
Knowledge
(breadth in
specialty area)
Evidence 2:
Content Knowledge
(depth in specialty
area)
Praxis II/NCEL
Transcript
SED 372
Clinical Teaching
Report
Praxis II
Transcript
SED 372
Clinical Teaching
Report
Praxis II
Transcript
Praxis II
Transcript
Praxis II
Transcript
CAS Content Product
Approved
Undergraduate
Content
paper/project
CAS Content Product
Approved
Undergraduate
Content
paper/project
CAS Content Product
Approved
Undergraduate
Content
paper/project
Evidence 3:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions
(effective design of
classroom
instruction)
SED 368/369
Direct Instruction
Lesson Plans in
Reading and
Mathematics
SED 368/369
Direct Instruction
Lesson Plans in
Reading and
Mathematics
Evidence 4:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions (in
practice)
SED 411
Certification of
Teaching Capacity
SED 411
Certification of
Teaching Capacity
Evidence 5:
Positive Impact on
Student Learning
Evidence 6:
Leadership and
Collaboration
SED 352
Functional
Behavioral
Assessment and
Social Skills Unit
SED 375
Collaboration Project
SED 352
Social Skills Unit
SED 375
Collaboration Project
SEC 431
Inquiry Project
School and Self Improvement
Project
SEC 200
SEC 406
Unit Plan
SEC 431
Certification of
Teaching Capacity
SEC 409
Parent Communication Log
SEC 200
SEC 406
Unit Plan
SEC 431
Certification of
Teaching Capacity
SEC 431
Inquiry Project
School and Self Improvement
Project
SEC 409
Parent Communication Log
SEC 200
SEC 406
Unit Plan
SEC 431
Certification of
Teaching Capacity
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37
SEC 431
Inquiry Project
School and Self Improvement
Project
SEC 409
Parent Communication Log
Evidence 7
Courses Housing State Evidences
Program Evidences Folio
PROGRAM
Secondary
Science
Secondary
Math
Secondary
English
Secondary
Social Studies
Spanish
Evidence 1:
Content
Knowledge
(breadth in
specialty area)
Praxis II
Transcript
Praxis II
Transcript
Praxis II
Transcript
Praxis II
Transcript
Praxis II
Transcript
Evidence 2:
Content Knowledge
(depth in specialty
area)
CAS Content Product
Approved
Undergraduate
Content
paper/project
CAS Content Product
Approved
Undergraduate
Content
paper/project
CAS Content Product
Approved
Undergraduate
Content
paper/project
Evidence 3:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions
(effective design of
classroom
instruction)
Evidence 4:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions (in
practice)
Evidence 5:
Positive Impact on
Student Learning
Evidence 6:
Leadership and
Collaboration
SEC 200
SEC 406
Unit Plan
SEC 431
Certification of
Teaching Capacity
SEC 404
Unit Plan
SEC 431
Certification of
Teaching Capacity
SEC 403
Unit Plan
SEC 431
Certification of
Teaching Capacity
CAS Content Product
Approved
Undergraduate
Content
paper/project
SEC 405
Unit Plan
SEC 431
Certification of
Teaching Capacity
SEC 431
Inquiry Project
CAS Content Product
Approved
Undergraduate
Content
paper/project
EDN 420
Unit Plan
EDN 409
Certification of
Teaching Capacity
EDN 409
Inquiry Project
SEC 431
Inquiry Project
School and Self Improvement
Project
SEC 409
Parent Communication Log
SEC 200
SEC 431
Inquiry Project
School and Self Improvement
Project
SEC 409
Parent Communication Log
SEC 200
SEC 431
Inquiry Project
School and Self Improvement
Project
SEC 409
Parent Communication Log
SEC 200
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School and Self Improvement
Project
SEC 409
Parent Communication Log
EDN 420
Individualized Growth Plan
and School Improvement
Plan
Evidence 7
Courses Housing State Evidences
Program Evidences Folio
PROGRAM
French
Music
Physical
Education and
Health
ESL
AIG
Middle Grades
MAT Language
Arts
Middle Grades
MAT Math
Evidence 1:
Content
Knowledge
(breadth in
specialty area)
Praxis II
Transcript
Praxis II
Transcript
Praxis II
Transcript
Praxis II
Transcript
Transcript
Evidence 2:
Content Knowledge
(depth in specialty
area)
CAS Content Product
Approved
Undergraduate
Content
paper/project
Upper Level Applied
Music Jury
PED 385
Curriculum
Development Project
EDN 326/537
Language analysis
Project
EDN 555
AIG Program Analysis
Praxis II
Transcript
Approved level
Course (Content
paper/project)
Praxis II
Transcript
LIC 523
Comprehensive
Mathematics Project
Evidence 3:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions
(effective design of
classroom
instruction)
Evidence 4:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions (in
practice)
Evidence 5:
Positive Impact on
Student Learning
Evidence 6:
Leadership and
Collaboration
EDN 420
Individualized Growth Plan
and School Improvement
Plan
EDN 420
Unit Plan
EDN 409
Certification of
Teaching Capacity
EDN 409
Inquiry Project
MUS 326
Instructional Design
Project
EDN 409
Certification of
Teaching Capacity
EDN 409
Impact on Student
Learning Project
PED 387
Lesson Plan
Assignment
EDN 409
Certification of
Teaching Capacity
PED 410
Inquiry Project
PED 415
Individualized Education Plan
LIC 553
Integrated Thematic
Unit
LIC 511
Certification of
Teaching Capacity
LIC 511
Analysis of Student
Learning Project
LIC 518
Virtual Visit Project
LIC 553
Integrated Thematic
Unit
LIC 511
Certification of
Teaching Capacity
LIC 511
Analysis of Student
Learning Project
LIC 518
Virtual Visit Project
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Evidence 7
MUS XXX
Professional Learning
Activities
Schools
Improvement
Plan Analysis
M-Level
Presentation
M-Level
Presentation
Courses Housing State Evidences
Program Evidences Folio
PROGRAM
Middle Grades
MAT Social
Studies
Middle Grades
MAT Science
Secondary
MAT English
Secondary
MAT Math
Secondary
MAT Social
Studies
Secondary
MAT Science
Evidence 1:
Content
Knowledge
(breadth in
specialty area)
Praxis II
Transcript
Praxis II
Transcript
Evidence 2:
Content Knowledge
(depth in specialty
area)
LIC 535 - Advanced
Social Studies
LIC 538
Science Research
Proposal
Evidence 3:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions
(effective design of
classroom
instruction)
Evidence 4:
Pedagogical and
Professional
Knowledge, Skills,
and Dispositions (in
practice)
Evidence 5:
Positive Impact on
Student Learning
LIC 553
Integrated Thematic
Unit
LIC 511
Certification of
Teaching Capacity
LIC 511
Analysis of Student
Learning Project
LIC 518
Virtual Visit Project
M-Level
Presentation
LIC 553
Integrated Thematic
Unit
LIC 511
Certification of
Teaching Capacity
LIC 511
Analysis of Student
Learning Project
LIC 518
Virtual Visit Project
M-Level
Presentation
SEC 509
Inquiry Project
Praxis II
Transcript
Approved Graduate
level Course( Content
paper/project)
SEC 503
Unit Plan
SEC 509
Certification of
Teaching Capacity
Praxis II
Transcript
Approved Graduate
level Course ( Content
paper/project)
SEC 504
Unit Plan
SEC 509
Certification of
Teaching Capacity
SEC 509
Inquiry Project
Praxis II
Transcript
Approved Graduate
level Course ( Content
paper/project)
SEC 505
Unit Plan
SEC 509
Certification of
Teaching Capacity
SEC 509
Inquiry Project
Praxis II
Transcript
Approved Graduate
level Course (Content
paper/project)
SEC 506
Unit Plan
SEC 509
Certification of
Teaching Capacity
SEC 509
Inquiry Project
Version 10/23/2014
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Evidence 6:
Leadership and
Collaboration
SEC 528
School and Self Improvement
Project
SEC 509
Parent Communication Log
SEC 528
School and Self Improvement
Project
SEC 509
Parent Communication Log
SEC 528
School and Self Improvement
Project
SEC 509
Parent Communication Log
SEC 528
School and Self Improvement
Project
SEC 509
Parent Communication Log
Evidence 7
Comprehensive
Portfolio
Defense
Comprehensive
Portfolio
Defense
Comprehensive
Portfolio
Defense
Comprehensive
Portfolio
Defense
Self Enrollment
Enrolling in a Program Evidences Folio Group Within TaskStream
Dear Watson College of Education Student,
The Program Evidences Folio is a compilation of artifacts developed in select courses of each teacher
licensure program. In order to obtain a license to teach in North Carolina students completing teacher
licensure programs must demonstrate proficiency in relation to all North Carolina Professional Teaching
Standards. This proficiency will be demonstrated through successful development of the required
program-specific artifacts. The Watson College of Education has chosen Taskstream as the web tool for
hosting the Program Evidences Folio. In order to ensure that you have the correct folio template, you
must enroll yourself with the program from which you are currently seeking licensure. If you have not
previously done this, follow the steps below.
Step 1: Log In
Go to www.taskstream.com and log into your TaskStream account.
Step 2: Find the Self-Enrollment Area
From the home page, click the Enter Code button.
Step 3: Enter Your Code
Enter the program code specified below in
the appropriate field, and then click the
Search button.
Find the corresponding code for your program and type that code into the program code box.
Program Name
Program Code
EEL - Elementary Education
EEL33
SEC – Secondary Education
SEC82
EMG - Middle Grades Education
EMG435
EYC - Education of Young Children
EYC123
HPE – Health and Physical Education
HPE86
SPED Adapted – Special Education – Adapted Curriculum
SPEDA
SPED General – Special Education – General Curriculum
SPEDG
FL – Foreign Language
FL476
ESL - English as Second Language
ESL898
AIG - Academically and Intellectually Gifted
AIG123
MAT SEC – Masters of Arts in Teaching Secondary
MATSEC4
MAT MG – Masters of Arts in Teaching Middle Grades
MATMG2
MUS - Music
MUS47
Updated 11/19/2012
41
Self Enrollment
You will be able to review the program information that corresponds to the code that you entered. To
be enrolled in the program, click the Enroll button. If you do not wish to be enrolled in the program at
this time, click the Cancel - Do Not Enroll button.
Updated 11/19/2012
42
Creating Coaching Plans in TaskStream
1. Log in to TaskStream
Log in to TaskStream at https://www.TaskStream.com with
your username and password you designated when you
created your TaskStream account.
2. Lessons, Units & Rubrics/Lesson
Builder
Click on Lessons, Units & Rubrics on the top menu
bar and click on Go to the Lesson Builder.
3. Title Your Coaching Plan
Type in the title of your Coaching Plan using a title such as Coaching Plan 1: Specific Category
of Plan. It is recommended to do this by date.
4. Choose Format
Choose the format Coaching Plan from the drop down menu
5. Click Create New
6. Request Feedback
Complete your Coaching Plan and request feedback from
your University Supervisor and the name ‘Program
Coordinator’
You will need a minimum of 8 Coaching Plans during your internship.
Updated 11/19/2012
43
Creating a Coaching Plan Record in TaskStream
1. Log in to TaskStream
Log in to TaskStream at https://www.TaskStream.com with your
username and password you designated when you created
your TaskStream account.
2. Folios & Web Pages
Click on ‘Folios & Web Pages’ on the top menu bar.
3. Create your Record
You will be creating a New Folio/Web Page. Title this Coaching Plan Record of Your Name and then
click the Create New button.
4. Custom Template
On the next screen, click in the radio button for Custom Templates (designed by your learning
community). From the drop down menu next to Select Custom Template, choose Coaching Plan
Record. Click Continue.
5. Access your Record
On the next screen, click on the title of your
folio ‘Coaching Plan Record of Your Name’
in the left column.
Page 1
44
6. Edit Text & Image
In the ‘Text and Image Section’ that has sub categories of ‘Intern Name, Grade Level, etc.’ click on the
‘Edit Text & Image’ button in the top right corner. Fill in your information, after your information is typed
in click the ‘Save and Return’ button.
7. Attachments
After your demographic information is entered, scroll to the bottom of your Coaching Plan Record. Click
on the ‘Attachments’ button.
8. Adding Artifacts
On the next screen, you will begin to add your Coaching
Plans into this Coaching Plan Record. To add a new
attachment, under Select File click the radio button next
to An artifact created in TaskStream. Two drop-down
menus will appear. Choose Lesson Plans for the category
and then select your specific Coaching Plan that you want
to add. Click the ‘Add File’ button.
9. End of Semester Review
You can add all of your Coaching Plans at the end of the semester or during the semester. As you add
your Coaching Plans they will show up under ‘Currently Attached Lessons’.
Page 2
45
10. Request Comments
At the end of the semester, and after all of your Coaching Plans have been attached to this portfolio, go to
the ‘Edit Content’ tab in your Coaching Plan Record and click on the ‘Request Comments’ button at the
top of your screen.
11. Request Feedback
on All Areas
A pop-up box will appear. Place
a check mark in the box next to
‘Request Feedback on All Areas’
and then click the ‘Continue’
button.
12. Select Supervisor and Program
Coordinator
On the next screen, place a checkmark in the box next to the
name ‘Program Coordinator’ and another checkmark in the
box next to the name of your Supervisor.
By the end of your internship there should be a minimum of 8 Coaching Plans
attached within this Coaching Plan Record.
Page 3
46
Submitting an Evidence
Submitting an Evidence in TaskStream
Follow the directions below to submit an evidence. It is assumed that if you are uploading evidence, your instructor
has already approved the evidence as proficient and you have been told to upload it.
Step 1: Log In
Go to www.taskstream.com and log into your
TaskStream account.
Program Evidences Folio - EEL
Step 2: Find Your Program Area
From the home page, click the Program Name of
your area of study.
Step 3: Click on the Evidence to be Uploaded.
Click on the specific evidence that you are attempting to upload to view
requirements and upload files.
Step 4: Use the Attachment Button
Use the buttons at the bottom of the page to upload your work.
Click “Attachments” to attach a Word, PowerPoint, Picture, TaskStream lesson plan, or other type of file.
The Add/Edit Attachments page appears.
Use for Word, PowerPoint, and Picture files.
Use for TaskStream Lesson plans or Portfolios
After attaching your file, click the “Save and Return” button.
North Carolina Program Evidences Folio
Submit student evidences in TaskStream (Updated 11/19/2012)
47
Page 1 of 2
Submitting an Evidence
Step 5: Click the Submit Work Button
When you have finished uploading files, don’t
forget to submit your work using the “Submit
Work” button in the top right corner of the page. A
pop up box will appear to confirm the submission
and requires you to select an evaluator.
Step 6: Submit to your instructor
Click the radio button next to the name of your current instructor.
Step 7: Click the “Submit for Evaluation” Button
Step 8: Print Confirmation
You are provided a chance to Print a Confirmation of your submission, or you can just close the window. This is
optional, but highly recommended.
Want More Information?
1) For more information about the NC Program Evidences Folio - visit the Watson College of Education program evidence
center at http://www.uncw.edu/ed/portfolio
2) Having trouble with TaskStream – Call Toll Free = 800-311-5656. A mentoring services agent will be able to help you. It is
free and part of your subscription.
North Carolina Program Evidences Folio
Submit student evidences in TaskStream (Updated 11/19/2012)
48
Page 2 of 2
Submitting Transcripts
Submitting Transcripts in TaskStream
Step 1: Log In to MySeaPort
Go to http://myseaport.uncw.edu/ and log in using your UNCW email username and password.
Step 2: Click on ‘SeaNet’
Step 3: Click on ‘Student Services &
Financial Aid’
Step 4: Click on ‘Student
Records’
Step 5: Click on ‘View Unofficial Transcript’
Updated 11/19/2012
49
Submitting Transcripts
Step 6: Transcript Levels
Choose the Transcript Level for ‘All Levels’,
the Transcript Type of ‘Unofficial Advising
Transcript’ and then click ‘Submit’
Step 7: Copy, paste and save your transcript
in a Word or PDF document
Step 8: Log in to TaskStream
Go to www.taskstream.com and log in with the username and
password you designated when you created your TaskStream
account.
Step 9: Click on your ‘Program Evidences Folio’
under the Author tab
Updated 11/19/2012
50
Submitting Transcripts
Step 10: Click on the ‘Transcript’ link
Step 11: Scroll to the bottom of the page and click on the button
‘Attachments’
Step 12: Select File
Choose the option to add a file saved on your computer. Browse for your
previously saved Word document of your transcript and click the Add File
button.
Step 13: After the
file has loaded,
click the ‘Save and
Return’ button.
Updated 11/19/2012
51
Submitting Transcripts
Step 14: Click ‘Submit Work’
When you have finished uploading files,
don’t forget to submit your work using the
“Submit Work” button in the top right
corner of the page. A pop up box will
appear to confirm the submission and
requires you to select an evaluator.
Step 15: Submit for Evaluation
Click the radio button next to the name of your current
instructor and then click the Submit for Evaluation button
Updated 11/19/2012
52
Marking an Evidence Profiecent
Evaluating an Evidence in TaskStream
Step 1: Log In
Go to www.taskstream.com and log into your TaskStream account.
Step 2: Evaluator Tab
Program Evidences Folio - EEL
Within the Evaluator tab, select the All Items Requiring
Evaluation link.
Step 3: Select Your Program
Click in the check box beside your program to select it, then click
the continue button.
Step 4: Click the Evaluate Button
You will see all students that have submitted their work to you. Click on
the yellow Evaluate button to begin the evaluation process.
Step 5: View the Student Submission
You will see all the student submissions in the left of the page. It will be under the
title of File Attachments.
The attachment will open and you will be able to verify that is it the students’
proficient evidence. If the student has submitted the wrong file, click on the red
“Send Back to Author” button.
Step 6: Mark the Evidence as Proficient
Once confirming that the upload is a proficient evidence, click the green
“Evaluate/Score Work” button.
North Carolina Program Evidences Folio
Marking an Evidence as Proficient in TaskStream (Updated 11/19/2012)
53
Page 1 of 2
Marking an Evidence Profiecent
Step 7: Choose Meets Requirements
Click once on the circle selection beside the green “Meets
Requirements”.
Step 8: Record the Evaluation
as Final
Click once on the circle selection beside of
Record as final and release evaluation
to author now. You can choose to leave
the “Send external Notification” on or off. If
you leave it on the author will be notified by
email that you have received their
evidence and marked it as proficient.
Step 7: Click Submit Evaluation Now
Click once on the circle selection beside the green “Record as final and release
evaluation to author now.”
Step 8: Continue Evaluating
After you click the submit evaluation now button, you will be returned to the “All Items Requiring Evaluation” screen.
Only those students
* It is recommended that the instructor make a separate note of those students that have submitted their evidence to
TaskStream and been approved. This will make it easy to determine who has not yet submitted an evidence.
North Carolina Program Evidences Folio
Marking an Evidence as Proficient in TaskStream (Updated 11/19/2012)
54
Page 2 of 2
Resources
Office of Professional
Experiences
Watson College of Education
http://www.uncw.edu/ed/professionalexperience/
55
North Carolina
Professional Teaching Standards
North Carolina
Professional Teaching Standards
Commission
“For every student in north Carolina,
a knowledgeable, skilled compassionate teacher...
a star in every classroom.”
A NEW VISION OF TEACHING
every public school student will graduate from
high school, globally competitive for work and
postsecondary education and prepared for life
in the 21st Century.
The different demands on 21st Century education dictate new roles
for teachers in their classrooms and schools. The following defines
what teachers need to know and do to be able to teach students in
the 21st Century:
Mission of the North Carolina State Board of Education, August 2006
• Leadership among the staff and with the administration is shared
in order to bring consensus and common, shared ownership of
the vision and purpose of work of the school. Teachers are valued
for the contributions they make to their classroom and the school.
The North Carolina State Board of Education charged the North
Carolina Professional Teaching Standards Commission to align the
Core Standards for the Teaching Profession (1997) with the newly
adopted mission. To this end, Commission members, 16 practicing
educators from across the state, considered what teachers need to
know and be able to do in 21st Century schools. This document
contains the aligned standards adopted by the North Carolina State
Board of Education in June 2007.
• Teachers make the content they teach engaging, relevant, and
meaningful to students’ lives.
• Teachers can no longer cover material; they, along with their
students, uncover solutions. They teach existing core content that
is revised to include skills like critical thinking, problem solving,
and information and communications technology (ICT) literacy.
Why are these Standards important to you? The North Carolina
Professional Teaching Standards are the basis for teacher preparation,
teacher evaluation, and professional development. Colleges and
universities are changing their programs; a new teacher evaluation
instrument is being created; and professional development is taking
on a new look based on these Standards. Each of these will include
the skills and knowledge needed for the 21st Century teaching and
learning. The document is provided in this format so that it may be
kept in a plan book to guide instruction as we move forward in the
21st Century.
• In their classrooms, teachers facilitate instruction encouraging all
students to use 21st Century skills so they discover how to learn,
innovate, collaborate, and communicate their ideas.
• The 21st Century content (global awareness, civic literacy,
financial literacy, and health awareness) is included in the core
content areas.
• Subjects and related projects are integrated among disciplines
and involve relationships with the home and community.
• Teachers are reflective about their practice and include
assessments that are authentic and structured and demonstrate
student understanding.
• Teachers demonstrate the value of lifelong learning and
encourage their students to learn and grow.
56
I
teachers demonstrate high ethical standards.
STANDARD I: TEACHERS DEMONSTRATE
LEADERSHIP
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)
teachers lead in their classrooms.
• Demonstrate ethical principles
• Uphold the Code of Ethics and Standards for the Professional
Conduct
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.
II
•
•
•
•
Take responsibility for all students’ learning
Communicate vision to students
Use data to organize, plan, and set goals
Use a variety of assessment data throughout the year to
evaluate progress
• Establish a safe and orderly environment
• Empower students
STANDARD II: TEACHERS ESTABLISH
A RESPECTFUL ENVIRONMENT FOR
A DIVERSE POPULATION OF STUDENTS
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.
• Encourage an environment that is inviting, respectful, supportive,
inclusive, and flexible
teachers demonstrate leadership in the school.
teachers embrace diversity in the school community and in the world.
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.
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.
• Work collaboratively with all school personnel to create a professional
learning community
• Analyze data
• Develop goals and strategies through the school improvement plan
• Assist in determining school budget and professional development
• Participate in hiring process
• Collaborate with colleagues to mentor and support teachers to
improve effectiveness
• Demonstrate knowledge of diverse cultures
• Select materials and develop lessons that counteract stereotypes
and incorporate contributions.
• Recognize the influences on a child’s development, personality,
and performance
• Consider and incorporate different points of view
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.
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.
•
•
•
•
• Maintain high expectations for all students
• Appreciate differences and value contributions by building positive,
appropriate relationships
teachers adapt their teaching for the benefit of students with
special needs.
Strive to improve the profession
Contribute to the establishment of positive working conditions
Participate in decision-making structures
Promote professional growth
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.
teachers advocate for schools and students.
• Collaborate with specialists
• Engage students and ensure they meet the needs of their students
through inclusion and other models of effective practice
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.
• Advocate for positive change in policies and practices affecting
student learning
• Participate in the implementation of initiatives to improve education
57
teachers work collaboratively with the families and significant adults
in the lives of their students.
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.
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.
• Incorporate life skills which include leadership, ethics, accountability,
adaptability, personal productivity, personal responsibility, people
skills, self-direction, and social responsibility
• Demonstrate the relationship between the core content and 21st
Century content that includes global awareness; financial, economic,
business and entrepreneurial literacy; civic literacy; and health and
wellness awareness
• Improve communication and collaboration between the school
and the home and community
• Promote trust and understanding and build partnerships with
school community
• Seek solutions to overcome obstacles that prevent family and
community involvement
III
STANDARD III: TEACHERS KNOW THE
CONTENT THEY TEACH
IV
STANDARD IV: TEACHERS FACILITATE
LEARNING FOR THEIR STUDENTS
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 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.
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.
Elementary teachers have explicit and thorough preparation in literacy
instruction. Middle and high school teachers incorporate literacy
instruction within the content area or discipline.
• Know how students think and learn
• Understand the influences on student learning and differentiate
instruction
• Keep abreast of evolving research
• Adapt resources to address the strengths and weaknesses of students
• Teach the North Carolina Standard Course of Study
• Develop and apply strategies to make the curriculum rigorous
and relevant
• Develop literacy skills appropriate to specialty area
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 constantly monitored and modified to
enhance learning. Teachers make the curriculum responsive to cultural
diversity and to individual learning needs.
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.
•
•
•
•
•
• Know subject beyond the content they teach
• Direct students’ curiosity into an interest in learning
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 the subjects
they teach.
Collaborate with colleagues
Use data for short and long range planning
Engage students in the learning process
Monitor and modify plans to enhance student learning
Respond to cultural diversity and learning needs of students
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.
• Know links between grade/subject and the North Carolina Standard
Course of Study
• Relate content to other disciplines
• Promote global awareness and its relevance
• Choose methods and materials as they strive to eliminate
achievement gaps
• Employ a wide range of techniques using information and
communication technology, learning styles, and differentiated
instruction
58
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.
• Know appropriate use
• Help students use technology to learn content, think critically,
solve problems, discern reliability, use information, communicate,
innovate, and collaborate
teachers help students develop critical thinking and problemsolving 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.
• Encourage students to ask questions, think creatively, develop and
test innovative ideas, synthesize knowledge and draw conclusions
• Help students exercise and communicate sound reasoning;
understand connections; make complex choices; and frame, analyze,
and solve problems
V
STANDARD V: TEACHERS REFLECT ON
THEIR PRACTICE
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.
• Think systematically and critically about learning in their classroom:
why learning happens and what can be done to improve student
achievement
• Collect and analyze student performance data to improve effectiveness
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.
• Participate in continued, high quality professional development
teachers help students work in teams and develop leadership qualities.
teachers function effectively in a complex, dynamic environment.
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.
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.
• Teach the importance of cooperation and collaboration
• 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
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.
• Communicate clearly with students in a variety of ways
• Assist students in articulating thoughts and ideas clearly and effectively
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.
• Use multiple indicators, both formative and summative, to evaluate
student progress
• Provide opportunities for self-assessment
• Use assessment systems to inform instruction and demonstrate
evidence of students’ 21st Century knowledge, skills, performance,
and dispositions
• Actively investigate and consider new ideas that improve teaching and
learning
• Adapt practice based on data
NORTH CAROLINA
PROFESSIONAL TEACHING STANDARDS
COMMISSION MEMBERS, 2006-2008
Carolyn Williams, Commission Chair - Wake County
David Corsetti, Commission Vice Chair - Wake County
Dianne Jackson, Secretary-Treasurer - Chapel Hill/Carrboro City
Brian Freeman, Member at Large - Robeson County
Diana Beasley - Hickory City
Sheree Covey - Dare County
Eddie Davis III - NCAE
Felicia Eybl - Charlotte-Mecklenburg
Jack Hoke - Alexander County
Sarah Holden - Moore County
Tammy Jordan - Bladen County
Allison Ormond - Rockingham County
Dr. Delores Parker - NC Community Colleges
Dr. Donna Simmons - Gardner-Webb University
Meg Turner - Buncombe County
Ruth Wormald - Wake County
Carolyn McKinney - Executive Director
Connie Barbour - Program Assistant
For More InForMatIon:
Carolyn McKinney, Executive Director
6328 Mail Service Center | Raleigh, NC 27699-6328
Phone: 919.807.3423 | Fax:59919.807.3426 | www.ncptsc.org
North Carolina
TEACHER
evaluation process
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
60
STATE BOARD OF EDUCATION
The guiding mission of the North Carolina State Board of Education is that every public school student
will graduate from high school, globally competitive for work and postsecondary education and prepared for
life in the 21st Century.
WILLIAM C. HARRISON
Chairman and Chief Executive Officer
Fayetteville
WAYNE MCDEVITT
Vice Chair :: Asheville
WALTER DALTON
Lieutenant Governor :: Rutherfordton
JANET COWELL
State Treasurer :: Raleigh
KATHY A. TAFT
Greenville
JOHN A. TATE III
Charlotte
RAY DURHAM
Jacksonville
ROBERT “TOM” SPEED
Boone
KEVIN D. HOWELL
Raleigh
MELISSA E. BARTLETT
Statesville
SHIRLEY E. HARRIS
Troy
PATRICIA N. WILLOUGHBY
Raleigh
CHRISTINE J. GREENE
High Point
NC DEPARTMENT OF PUBLIC INSTRUCTION
June St. Clair Atkinson, Ed.D., State Superintendent
301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825
In compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities
and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability,
or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints regarding discrimination issues should be directed to:
Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support
6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065
Visit us on the Web:: www.ncpublicschools.org
M0509
61
North Carolina Teacher
Evaluation Process
1
Introduction
The Purposes of the Evaluation
1
Definitions
2
Evaluation Process
4
North Carolina Professional Teaching Standards
5
A New Vision of Teaching
5
Standard I
5
Standard II
7
Standard III
8
Standard IV
9
Standard V
11
Framework for 21st Century Learning
12
Milestones for Improving Learning and Education
14
Teacher Evaluation Process
17
Rubric for Evaluating North Carolina Teachers
19
Scoring the Rubric
31
Example of How to Score the Rubric
32
Example of Marking the Summary Evaluation Form
34
35
Evaluation Forms
Record of Teacher Evaluation Activities
35
Summary Rating Sheet
36
Progress Toward Achieving Goals
38
Teacher Summary Rating Form (Standards I–V)
39
62
North Carolina Teacher Evaluation Process
Introduction
The mission of the North Carolina State Board of Education is that every public school student will graduate from high
school globally competitive for work and postsecondary education and prepared for life in the 21st century. This mission
requires a new vision of school leadership and a new set of skills that teachers must use daily in order to help their students
learn 21st century content and master skills they will need when they graduate from high school and enroll in higher
education or enter the workforce or the military.
According to the North Carolina Professional Teaching Standards Commission, the different demands on 21st century
education dictate new roles for teachers in their classrooms and schools. The following define what teachers need to know
and do to teach students in the 21st century:
ƒƒ Leadership among the staff and with the administration is shared in order to bring consensus and common, shared
ownership of the vision and purpose of the work of the school. Teachers are valued for the contributions they
make to their classroom and the school.
ƒƒ Teachers make the content they teach engaging, relevant, and meaningful to students’ lives.
ƒƒ Teachers can no longer cover material; they, along with their students, uncover solutions. They teach existing core
content that is revised to include skills like critical thinking, problem solving, and information and communications
technology (ICT) literacy.
ƒƒ In their classrooms, teachers facilitate instruction encouraging all students to use 21st century skills so they
discover how to learn, innovate, collaborate, and communicate their ideas.
ƒƒ The 21st century content (global awareness, civic literacy, financial literacy, and health awareness) is included in the
core content areas.
ƒƒ Subjects and related projects are integrated among disciplines and involve relationships with the home and
community.
ƒƒ Teachers are reflective about their practice and include assessments that are authentic and structured and
demonstrate student understanding.
ƒƒ Teachers demonstrate the value of lifelong learning and encourage their students to learn and grow.
North Carolina Educator Evaluation System
The purpose of the North Carolina Educator Evaluation system is to promote and support effective leadership, quality
teaching, and student learning. The evaluation instruments are based on the Framework for 21st Century Learning and
the North Carolina Standards. The instruments are designed to promote effective leadership, quality teaching, and student
learning while enhancing professional practice and leading to improved instruction. All of the instruments and processes
are designed to encourage professional growth, to be flexible and fair to the persons being evaluated, and to serve as the
foundation for the establishment of professional goals and identification of professional development needs.
The Purposes of the Evaluation
The teacher performance evaluation process will:
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1
Serve as a measurement of performance for individual teachers;
Serve as a guide for teachers as they reflect upon and improve their effectiveness;
Serve as the basis for instrucional improvement;
Focus the goals and objectives of schools and districts as they support, monitor, and evaluate their teachers;
Guide professional development programs for teachers;
Serve as a tool in developing coaching and mentoring programs for teachers;
Enhance the implementation of the approved curriculum; and
Inform higher education institutions as they develop the content and requirements for teacher training programs.
63
Definitions
For purposes of this evaluation process, the following terms are defined below:
1. Action Plan–A plan developed by a principal/supervisor with input from the teacher for the purpose of
articulating specific actions and outcomes needed in order to improve the teacher’s performance.
2. Artifact–A product resulting from a teacher’s work. Artifacts are natural by-products of a teacher’s work and are
not created for the purpose of satisfying evaluation requirements. Examples of artifacts include these:
a. School Improvement Plan–A plan that includes strategies for improving student performance, how and when
improvements will be implemented, use of state funds, requests for waivers, etc. Plans are in effect for no more
than three years. Teachers should be able to demonstrate their participation in the development of the plan
and/or their active support of the plan.
b. School Improvement Team–A team made up of the school executive and representatives of administration,
instructional personnel, instructional support personnel, teacher assistants, and parents of children enrolled in
the school. The team’s purpose is to develop a school improvement plan to strengthen student performance.
c. North Carolina Teacher Working Conditions Survey–A statewide survey of teacher working conditions in five
areas—time, empowerment, facilities and resources, leadership and professional development—conducted on a
biennial basis (see www.ncteachingconditions.org). Teachers should demonstrate their active participation in the
development and implementation of plans to improve the school’s working conditions.
d. Student Achievement Data–Student achievement/testing data available from the North Carolina School Report
Card (see www.ncschoolreportcard.org).
e. Student Dropout Data–Data about grade 9–12 students who drop out of high school (see www.ncpublicschools.
org/ research/dropouts/reports/).
f. Professional Development–Staff development, based on research, data, practice and reflection that focuses on
deepening knowledge and pedagogical skills in a collegial and collaborative environment.
g. Lesson Plans–Teacher’s daily plans that demonstrate integration of 21st century skills and coverage of North
Carolina’s Standard Course of Study.
3. Beginning Teachers–Teachers who are in the first three years of teaching and who hold a Standard Professional 1
License.
4. Career Teachers–Teachers who have received a Standard Professional 2 license.
5. Code of Ethics for North Carolina Educators–The standards of professional conduct required of educators.
(see www.nsptsc.org).
6. Code of Professional Practice and Conduct for North Carolina Educators–The uniform standards of professional conduct
for licensed professional educators (see http://www.ncptsc.org).
7. Data–Factual information used as the basis for reasoning, discussion, or planning.
8. Evaluator–The person responsible for overseeing and completing the teacher evaluation process. This is usually the
school principal, but it may be someone who is designated by the principal to assume these responsibilities.
9. Evidence–Documents that demonstrate or confirm the work of the person being evaluated and support the rating
on a given element.
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2
North Carolina Teacher Evaluation Process
10. Formal Evaluation Process–The process of evaluating a teacher using the following essential components:
a. Goal Setting–Setting clear objectives for improved performance that assist in improving instructional
practices, school quality, and student achievement. Goals should be: Specific, Measurable, Attainable,
Relevant, and Time-bound.
b. Pre-Evaluation Orientation Conference–A meeting between the teachers in a school who are scheduled to be evaluated
during the current school year and the principal or evaluator designated by the principal. The principal/evaluator
should clearly outline the evaluation process, administrator responsibilities, and teacher expectations.
c. Teacher Self-Assessment–Providing the teacher an opportunity to reflect on professional practice.
d. Pre-Observation Conference–A meeting between the teacher and the principal/evaluator held prior to a formal
observation. The purpose of this meeting is to discuss the lesson that will be observed and any other topics related to
the North Carolina Professional Teaching Standards and teacher performance of which the teacher should be aware.
e. Formal Observation–Observing a teacher’s performance for the entire length of a class, or a minimum of 45
minutes.
f. Informal Observation–Unscheduled observations of a teacher that may take place as an evaluator visits classrooms,
helps a student, or “drops in” on the teacher’s classroom for a minimum of 20 minutes.
g. Post-Observation Conference–A meeting between the teacher and the evaluator after a formal observation. The
intent of the conference is to review the evaluator’s judgments of the teacher’s performance based on the
pre-conference discussion and formal observations and discuss areas of strength as well as areas where the
teacher should focus improvement efforts. The teacher and evaluator should base their discussion and the
resulting summary evaluation ratings on the classroom observations as well as behaviors observed in nonclassroom settings. During this conference, they should also discuss the incorporation of 21st century skills
into their teaching.
h. Summary Evaluation Report–A report given to a teacher that includes the evaluator’s conclusions and
recommendations for performance improvement regarding the quality and level of performance of the teacher
being evaluated.
11. Formal Observation Process–The process of providing a pre-observation conference, a formal observation, written
feedback and a post-observation conference.
12. Individual Growth Plan–A plan based on reflective and collegial participation between the principal or assistant
principal and the teacher targeting specific areas for instructional improvement.
13. North Carolina Teacher Rubric–A composite matrix of the following standards, elements, and descriptors of the
North Carolina Professional Teaching Standards:
a. Performance Standard–The distinct aspect of teaching or realm of activities which form the basis for the
evaluation of a teacher.
b. Performance Elements–The sub-categories of performance embedded within the performance standard.
c. Performance Descriptors–The specific performance responsibilities embedded within the components of each
performance standard.
14. Performance Goals–Goals for improvement in professional practice based on the self-assessment and/or supervisor
recommendation.
3
65
15. Performance Rating Scale–The following rating scale will be used for evaluating North Carolina school teachers:
Developing: Teacher demonstrated adequate growth toward achieving standard(s) during the period of
performance, but did not demonstrate competence on standard(s) of performance.
Proficient: Teacher demonstrated basic competence on standard(s) of performance.
Accomplished: Teacher exceeded basic competence on standard(s) of performance most of the time.
Distinguished: Teacher consistently and significantly exceeded basic competence on standard(s) of performance.
Not Demonstrated: Teacher did not demonstrate competence on or adequate growth toward achieving
standard(s) of performance. (Note: If the “Not Demonstrated” rating is used, the Principal/Evaluator must
comment about why it was used.)
16. School Executives–Principals and assistant principals licensed to work in North Carolina.
17. Self-assessment –Personal reflection about one’s professional practice to identify strengths and areas for
improvement conducted without input from others
18. Summary Evaluation Form–A composite assessment of the teacher’s performance based on the evaluation rubric
and supporting evidence.
19. Teacher–A person who holds a valid North Carolina teaching certificate and is employed to instruct, direct or
supervise the instructional program.
20. Training–State-approved and sponsored training on the teacher rubric and evaluation process required of all
teachers and individuals responsible for their evaluation.
Evaluation Process
Teacher Responsibilities:
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Know and understand the North Carolina Professional Teaching Standards.
Understand the North Carolina Teacher Evaluation Process.
Prepare for and fully participate in each component of the evaluation process.
Gather data, artifacts, evidence to support performance in relation to standards and progress in attaining goals.
Develop and implement strategies to improve personal performance/attain goals in areas individually or
collaboratively identified.
Principal/Evaluator Responsibilities:
ƒƒ Know and understand the North Carolina Professional Teaching Standards.
ƒƒ Participate in training to understand and implement the Teacher Evaluation Process.
ƒƒ Supervise the Teacher Evaluation Process and ensure that all steps are conducted according to the approved
process.
ƒƒ Identify the teacher’s strengths and areas for improvement and make recommendations for improving
performance.
ƒƒ Ensure that the contents of the Teacher Summary Evaluation Report contain accurate information and
accurately reflect the teacher’s performance.
ƒƒ Develop and supervise implementation of action plans as appropriate.
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4
North Carolina Teacher Evaluation Process
North Carolina Professional Teaching Standards
The North Carolina State Board of Education charged the North Carolina Professional Teaching Standards Commission
to align the Core Standards for the Teaching Profession (1997) with the newly adopted mission. To this end,
Commission members, 16 practicing educators from across the state, considered what teachers need to know and
be able to do in 21st century schools. This document contains the aligned standards adopted by the North
Carolina State Board of Education in June 2007.
Why are these Standards important to you? The North Carolina Professional Teaching Standards are the basis for
teacher preparation, teacher evaluation, and professional development. Colleges and universities are changing their
programs; a new teacher evaluation instrument is being created; and professional development is taking on a new look
based on these Standards. Each of these will include the skills and knowledge needed for the 21st century teaching
and learning. The document is provided in this format so that it may be kept in a plan book to guide instruction as we
move forward in the 21st century.
A New Vision of Teaching
The different demands on 21st century education dictate new roles for teachers in their classrooms and schools. The
following defines what teachers need to know and do to teach students in the 21st century:
ƒƒ Leadership among the staff and with the administration is shared in order to bring consensus and common, shared
ownership of the vision and purpose of work of the school. Teachers are valued for the contributions they make
to their classroom and the school.
ƒƒ Teachers make the content they teach engaging, relevant, and meaningful to students’ lives.
ƒƒ Teachers can no longer cover material; they, along with their students, uncover solutions. They teach existing core
content that is revised to include skills like critical thinking, problem solving, and information and communications
technology (ICT) literacy.
ƒƒ In their classrooms, teachers facilitate instruction encouraging all students to use 21st century skills so they
discover how to learn, innovate, collaborate, and communicate their ideas.
ƒƒ The 21st century content (global awareness, civic literacy, financial literacy, and health awareness) is included in the
core content areas.
ƒƒ Subjects and related projects are integrated among disciplines and involve relationships with the home and
community.
ƒƒ Teachers are reflective about their practice and include assessments that are authentic and structured and
demonstrate student understanding.
ƒƒ Teachers demonstrate the value of lifelong learning and encourage their students to learn and grow.
Standard I: Teachers Demonstrate Leadership
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.
ƒƒ Take responsibility for all students’ learning
ƒƒ Communicate vision to students
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67
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Use data to organize, plan, and set goals
Use a variety of assessment data throughout the year to evaluate progress
Establish a safe and orderly environment
Empower students
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.
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Work collaboratively with all school personnel to create a professional learning community
Analyze data
Develop goals and strategies through the school improvement plan
Assist in determining school budget and professional development
Participate in hiring process
Collaborate with colleagues to mentor and support teachers to improve effectiveness
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.
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Strive to improve the profession
Contribute to the establishment of positive working conditions
Participate in decision-making structures
Promote professional growth
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.
ƒƒ Advocate for positive change in policies and practices affecting student learning
ƒƒ Participate in the implementation of initiatives to improve education
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).
ƒƒ Demonstrate ethical principles
ƒƒ Uphold the Code of Ethics and Standards for the Professional Conduct
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North Carolina Teacher Evaluation Process
Standard II: Teachers Establish a Respectful Environment
for a Diverse Population of Students
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.
ƒƒ Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible
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.
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Demonstrate knowledge of diverse cultures
Select materials and develop lessons that counteract stereotypes and incorporate contributions.
Recognize the influences on a child’s development, personality, and performance
Consider and incorporate different points of view
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.
ƒƒ Maintain high expectations for all students
ƒƒ Appreciate differences and value contributions by building positive, appropriate relationships
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.
ƒƒ Collaborate with specialists
ƒƒ Engage students and ensure they meet the needs of their students through inclusion and other models of
effective practice
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.
ƒƒ Improve communication and collaboration between the school and the home and community
ƒƒ Promote trust and understanding and build partnerships with school community
ƒƒ Seek solutions to overcome obstacles that prevent family and community involvement
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Standard III: Teachers Know the Content They Teach
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.
ƒƒ Teach the North Carolina Standard Course of Study
ƒƒ Develop and apply strategies to make the curriculum rigorous and relevant
ƒƒ Develop literacy skills appropriate to specialty area
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.
ƒƒ Know subject beyond the content they teach
ƒƒ Direct students’ curiosity into an interest in learning
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 the subjects
they teach.
ƒƒ Know links between grade/subject and the North Carolina Standard Course of Study
ƒƒ Relate content to other disciplines
ƒƒ Promote global awareness and its relevance
Teachers make instruction relevant to students.
Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills
include leadership, ethics, account-ability, 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.
ƒƒ Incorporate life skills which include leadership, ethics, accountability, adaptability, personal productivity, personal
responsibility, people skills, self-direction, and social responsibility
ƒƒ Demonstrate the relationship between the core content and 21st century content that includes global awareness;
financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness
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8
North Carolina Teacher Evaluation Process
Standard IV: Teachers Facilitate Learning for Their Students
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.
ƒƒ
ƒƒ
ƒƒ
ƒƒ
Know how students think and learn
Understand the influences on student learning and differentiate instruction
Keep abreast of evolving research
Adapt resources to address the strengths and weaknesses of students
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 constantly
monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural diversity and to
individual learning needs.
ƒƒ
ƒƒ
ƒƒ
ƒƒ
ƒƒ
Collaborate with colleagues
Use data for short- and long-range planning
Engage students in the learning process
Monitor and modify plans to enhance student learning
Respond to cultural diversity and learning needs of students
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.
ƒƒ Choose methods and materials as they strive to eliminate achievement gaps
ƒƒ Employ a wide range of techniques using information and communication technology, learning styles, and
differentiated instruction
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.
ƒƒ Know appropriate use
ƒƒ Help students use technology to learn content, think critically, solve problems, discern reliability, use information,
communicate, innovate, and collaborate
9
71
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.
ƒƒ Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and
draw conclusions
ƒƒ Help students exercise and communicate sound reasoning; understand connections; make complex choices; and
frame, analyze, and solve problems
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.
ƒƒ Teach the importance of cooperation and collaboration
ƒƒ 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
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.
ƒƒ Communicate clearly with students in a variety of ways
ƒƒ Assist students in articulating thoughts and ideas clearly and effectively
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.
ƒƒ Use multiple indicators, both formative and summative, to evaluate student progress
ƒƒ Provide opportunities for self-assessment
ƒƒ Use assessment systems to inform instruction and demonstrate evidence of students’ 21st century knowledge,
skills, performance, and dispositions
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10
North Carolina Teacher Evaluation Process
Standard V: Teachers Reflect on Their Practice
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.
ƒƒ Think systematically and critically about learning in their classroom: why learning happens and what can be done to
improve student achievement
ƒƒ Collect and analyze student performance data to improve effectiveness
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.
ƒƒ Participate in continued, high quality professional development
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.
ƒƒ Actively investigate and consider new ideas that improve teaching and learning
ƒƒ Adapt practice based on data
North Carolina Professional Teaching Standards Commission Members, 2006–2008
Carolyn Williams, Commission Chair, Wake County
David Corsetti, Commission Vice Chair, Wake County
Dianne Jackson, Secretary, Treasurer, Chapel Hill/Carrboro City
Brian Freeman, Member at Large, Robeson County
Diana Beasley, Hickory City
Sheree Covey, Dare County
Eddie Davis III, NCAE
Felicia Eybl, Charlotte-Mecklenburg
Jack Hoke, Alexander County
Sarah Holden, Moore County
Tammy Jordan, Bladen County
Allison Ormond, Rockingham County
Dr. Delores Parker, NC Community Colleges
Dr. Donna Simmons, Gardner-Webb University
Meg Turner, Buncombe County
Ruth Wormald, Wake County
Carolyn McKinney, Executive Director
Connie Barbour, Program Assistant
For More Information:
Carolyn McKinney, Executive Director
6328 Mail Service Center | Raleigh, NC 27699-6328
Phone: 919.807.3423 | Fax: 919.807.3426 | www.ncptsc.org
11
73
Framework for 21st Century Learning
The Partnership for 21st Century Skills has developed a vision for 21st century student success in the
new global economy.
21st Century Student
Outcomes and Support
Systems
21st Century Student Outcomes
The elements described in this section as “21st century student outcomes” (represented by the rainbow) are the skills,
knowledge and expertise students should master to succeed in work and life in the 21st century.
Core Subjects and 21st Century Themes
Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects
include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history,
government and civics.
We believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of
academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:
ƒƒ
ƒƒ
ƒƒ
ƒƒ
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health Literacy
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12
North Carolina Teacher Evaluation Process
Learning and Innovation Skills
Learning and innovation skills are what separate students who are prepared for increasingly complex life and work
environments in the 21st century and those who are not. They include:
ƒƒ Creativity and Innovation
ƒƒ Critical Thinking and Problem Solving
ƒƒ Communication and Collaboration
Information, Media and Technology Skills
People in the 21st century live in a technology and media-driven environment, marked by access to an abundance of
information, rapid changes in technology tools and the ability to collaborate and make individual contributions on
an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of
functional and critical thinking skills, such as:
ƒƒ Information Literacy
ƒƒ Media Literacy
ƒƒ ICT (Information, Communications and Technology) Literacy
Life and Career Skills
Today’s life and work environments require far more than thinking skills and content knowledge. The ability to
navigate the complex life and work environments in the globally competitive information age requires students to pay
rigorous attention to developing adequate life and career skills, such as:
ƒƒ
ƒƒ
ƒƒ
ƒƒ
ƒƒ
Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
21st Century Support Systems
Developing a comprehensive framework for 21st century learning requires more than identifying specific skills,
content knowledge, expertise and literacies. An innovative support system must be created to help students
master the multi-dimensional abilities required of them in the 21st century. The Partnership has identified five
critical support systems that ensure student mastery of 21st century skills:
ƒƒ
ƒƒ
ƒƒ
ƒƒ
ƒƒ
21st Century Standards
Assessment of 21st Century Skills
21st Century Curriculum and Instruction
21st Century Professional Development
21st Century Learning Environments
For more information, visit the Partnership’s Web site at www.21stcenturyskills.org.
Used with permission.
13
75
Milestones for Improving Learning and Education
The Partnership for 21st Century Skills developed the Milestones for Improving Learning and Education (MILE)
Guide for 21st Century Skills to assist educators and administrators in measuring the progress of their schools in
defining, teaching, and assessing 21st century skills. The following describes the skills and knowledge required of
students in the 21st century. This list was adapted from the 21st Century Partnership’s MILEGuide and served as a
foundation for the North Carolina Professional Teaching Standards.
Global Awareness
ƒƒ Using 21st century skills to understand and address global issues.
ƒƒ Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles
in a spirit of mutual respect and open dialogue in personal, work and community contexts.
ƒƒ Having the ability to utilize non-English languages as a tool for understanding other nations and cultures.
Financial, Economic, Business and Entrepreneurial Literacy
ƒƒ Knowing how to make appropriate personal economic choices.
ƒƒ Understanding the role of the economy and the role of business in the economy.
ƒƒ Using entrepreneurial skills to enhance workplace productivity and career options.
Civic Literacy
ƒƒ Being an informed citizen to participate effectively in government.
ƒƒ Exercising the rights and obligations of citizenship at local, state, national and global levels.
ƒƒ Understanding the local and global implications of civic decisions.
Health Literacy
ƒƒ Having the ability to access health information and services, navigate health institutions
and act as an effective advocate to improve health for self, family and/or community.
ƒƒ Understanding preventive physical and mental health measures, including proper diet,
nutrition, exercise, risk avoidance and stress reduction.
ƒƒ Demonstrating understanding of national and international health.
Thinking and Learning Skills
Critical Thinking and Problem Solving Skills
ƒƒ
ƒƒ
ƒƒ
ƒƒ
Exercising sound reasoning in understanding.
Making complex choices.
Understanding the interconnections among systems.
Framing, analyzing and solving problems.
Communication
ƒƒ Articulating thoughts and ideas clearly and effectively.
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14
North Carolina Teacher Evaluation Process
Information and Media Literacy Skills
ƒƒ Understanding, managing and creating effective oral, written and/or multimedia communication in a variety of
forms and contexts.
ƒƒ Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms
and media.
Creativity and Innovation Skills
ƒƒ Demonstrating originality and inventiveness in work.
ƒƒ Developing, implementing and communicating new ideas to others.
ƒƒ Being open and responsive to new and diverse perspectives.
Collaboration Skills
ƒƒ Demonstrating ability to work effectively with diverse teams.
ƒƒ Being willing to be helpful and make necessary compromises to accomplish a common goal.
Contextual Learning Skills
ƒƒ Having the ability to take advantage of education in a variety of contexts both inside and outside the classroom;
understanding that knowledge is acquired within a context.
ICT literacy
ƒƒ Using technology in the course of attaining and utilizing 21st century skills.
Life Skills
Leadership
ƒƒ Using interpersonal and problem-solving skills to influence more than one person toward a goal.
ƒƒ Having the ability to leverage strengths of others to accomplish a common goal.
Ethics
ƒƒ Demonstrating integrity and ethical behavior in personal, workplace and community contexts.
Accountability
ƒƒ Setting and meeting high standards and goals for one’s self and others.
Adaptability
ƒƒ Adapting to varied roles and responsibilities.
ƒƒ Tolerating ambiguity and changing priorities.
Personal Productivity
ƒƒ Utilizing time efficiently and manage workload.
ƒƒ Being punctual and reliable.
15
77
Personal Responsibility
ƒƒ Exercising personal responsibility and flexibility in personal, workplace and community contexts.
People Skills
ƒƒ Working appropriately and productively with others.
Self Direction
ƒƒ
ƒƒ
ƒƒ
ƒƒ
Monitoring one’s own understanding and learning needs.
Demonstrating initiative to advance professional skill levels.
Having the ability to define, prioritize and complete tasks without direct oversight.
Demonstrating commitment to learning as a lifelong process.
Social Responsibility
ƒƒ Acting responsibly with the interests of the larger community in mind.
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16
NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual
Policy Identification
Priority: Twenty-First Century Professionals
Category: Qualifications and Evaluation
Policy ID Number: TCP-C-004
Policy Title: Policy adopting the North Carolina Teacher Evaluation Rubric and Process for
Teacher Evaluation
Current Policy Date: 10/02/2008
Other Historical Information: Previous Board dates: 07/07/1987, 07/11/1996, 11/05/1998
Statutory Reference: GS 115C-333
Administrative Procedures Act (APA) Reference Number and Category:
Purpose
The intended purpose of the North Carolina Teacher Evaluation Process is to assess the teacher’s
performance in relation to the North Carolina Professional Teaching Standards and to design a
plan for professional growth. The principal or a designee (hereinafter “principal”) will conduct
the evaluation process in which the teacher will actively participate through the use of selfassessment, reflection, presentation of artifacts, and classroom demonstration(s).
A local board shall use the North Carolina Professional Teaching Standards and North Carolina
Teacher Evaluation Process unless it develops an alternative evaluation that is properly validated
and that includes standards and criteria similar to those in the North Carolina Professional
Teaching Standards and North Carolina Teacher Evaluation Process.
Process
The North Carolina Teacher Evaluation Process shall include the following components:
Component 1: Training
Before participating in the evaluation process, all teachers, principals and peer evaluators must
complete training on the evaluation process.
Component 2: Orientation
Within two weeks of a teacher’s first day of work in any school year, the principal will provide
the teacher with a copy of or directions for obtaining access to a copy of:
1
79
A.
B.
C.
The Rubric for Evaluating North Carolina Teachers;
This policy; and
A schedule for completing all the components of the evaluation process.
Copies may be provided by electronic means.
Component 3: Teacher Self-Assessment
Using the Rubric for Evaluating North Carolina Teachers, the teacher shall rate his or her own
performance at the beginning of the year and reflect on his or her performance throughout the
year.
Component 4: Pre-Observation Conference
Before the first formal observation, the principal shall meet with the teacher to discuss the
teacher’s self- assessment based on the Rubric for Evaluating North Carolina Teachers, the
teacher’s most recent professional growth plan, and the lesson(s) to be observed. The teacher
will provide the principal with a written description of the lesson(s). The goal of this conference
is to prepare the principal for the observation. Pre-Observation conferences are not required for
subsequent observations.
Component 5: Observations
A.
B.
C.
A formal observation shall last at least forty-five minutes or an entire class period
Probationary Teachers
1.
The principal shall conduct at least three formal observations of all
probationary teachers.
2.
A peer shall conduct one formal observation of a probationary teacher.
Career Status Teachers
1.
Career teachers shall be evaluated annually, unless the LEA establishes a
different evaluation cycle for career teachers.
2.
During the year in which a career status teacher participates in a
summative evaluation, the principal shall conduct at least three
observations, including at least one formal observation.
During observations, the principal and peer (in the case of a probationary teacher) shall note the
teacher’s performance in relationship to the applicable Standards on the Rubric for Evaluating
North Carolina Teachers.
Component 6: Post-Observation Conference
The principal shall conduct a post-observation conference no later than ten school days after each
formal observation. During the post-observation conference, the principal and teacher shall
discuss and document on the Rubric the strengths and weaknesses of the teacher’s performance
during the observed lesson.
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80
Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form
Prior to the end of the school year and in accordance with LEA timelines, the principal shall
conduct a summary evaluation conference with the teacher. During the summary evaluation
conference, the principal and teacher shall discuss the teacher’s self-assessment, the teacher’s
most recent Professional Growth Plan, the components of the North Carolina Teacher Evaluation
Process completed during the year, classroom observations, artifacts submitted or collected
during the evaluation process and other evidence of the teacher’s performance on the Rubric.
At the conclusion of the North Carolina Teacher Evaluation Process, the principal shall:
A.
B.
C.
D.
E.
F.
Give a rating for each Element in the Rubric;
Make a written comment on any Element marked “Not Demonstrated”;
Give an overall rating of each Standard in the Rubric;
Provide the teacher with the opportunity to add comments to the Teacher
Summary Rating Form;
Review the completed Teacher Summary Rating Form with the teacher; and
Secure the teacher’s signature on the Record of Teacher Evaluation Activities and
Teacher Summary Rating Form.
Component 8: Professional Development Plans
Individual Growth Plans
Teachers who are rated at least “Proficient” on all the Standards on the Teacher Summary Rating
Form shall develop an Individual Growth Plan designed to improve performance on specifically
identified Standards and Elements.
Monitored Growth Plans
A teacher shall be placed on a Monitored Growth Plan whenever he or she:
A.
B.
Is rated “Developing” on one or more Standards on the Teacher Summary Rating
Form; and
Is not recommended for dismissal, demotion or nonrenewal.
A Monitored Growth Plan shall, at a minimum, identify the Standards and Elements to be
improved, the goals to be accomplished and the activities the teacher should undertake to achieve
Proficiency, and a timeline which allows the teacher one school year to achieve Proficiency. A
Monitored Growth Plan that meets those criteria shall be deemed to satisfy the requirements of
N.C. Gen. Stat. § 115C-333(b).
Directed Growth Plans
A teacher shall be placed on a Directed Growth Plan whenever he or she:
A.
Is rated
1.
“Not Demonstrated” on any Standard on the Teacher Summary Rating
3
81
B.
Form; or
2.
“Developing” on one or more Standards on the Teacher Summary Rating
Form for two sequential years: and
Is not recommended for dismissal, demotion or nonrenewal.
The Directed Growth Plan shall, at a minimum, identify the Standards and Elements to be
improved, the goals to be accomplished, the activities the teacher shall complete to achieve
Proficiency, a timeline for achieving Proficiency within one school year or such shorter time as
determined by the LEA. A Directed Growth Plan that meets those criteria shall be deemed to
satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).
Component 9: Effective Dates and Effect on Licensing and Career Status
Effective with the 2008-2009 school year, LEAs may evaluate teachers using this policy.
Effective with the 2010-2011 school year, all teachers in North Carolina will be evaluated using
this policy unless a local board develops an alternative evaluation that is properly validated and
that includes standards and criteria similar to those in the North Carolina Professional Teaching
Standards and North Carolina Teacher Evaluation Process in which case the local board shall use
that instrument.
Beginning Teachers
Effective 2010-2011, beginning teachers must be rated “Proficient” on all five North Carolina
Professional Teaching Standards on the most recent Teacher Summary Rating Form in order to
be eligible for the Standard Professional 2 License.
Probationary Teachers
Effective 2010-2011, a principal must rate a probationary teacher as “Proficient” on all five
North Carolina Professional Teaching Standards on the most recent Teacher Summary Rating
Form before recommending that teacher for career status.
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82
North Carolina Teacher Evaluation Process
Rubric for Evaluating North Carolina Teachers
The following rubric was developed to align with and exemplify the North Carolina Professional Teaching Standards
approved by the North Carolina State Board of Education on June 6, 2007. The rubric should be used in conjunction
with the standards descriptions. The rubric will be used to record principal ratings during teacher observations, to
collect teachers’ self-assessments and to document end-of-year ratings based on all evaluation activities. A form for
summarizing the teacher’s ratings also accompanies the rubric. Together, these materials form the core of the North
Carolina Teacher Evaluation process.
Teachers’ performance will be noted on one of four levels: Developing, Proficient, Accomplished, or Distinguished. These
levels are cumulative across the rows of the rubric. The Developing teacher may exemplify the skills expected of a
teacher who is new to the profession or an experienced teacher who is working in a new content area or grade level,
or who needs a new skill in order to meet the standard.
A Proficient teacher must exhibit the skills and knowledge described under the Developing header as well as those under
Proficient. Likewise, a Distinguished teacher exhibits all of the skills and knowledge described for that element across the
row. Occasionally, a teacher might not demonstrate evidence of proficiency on a particular element. In that case, the
Not Demonstrated column should be selected. A principal should use this option if, during an observation, the lesson
did not lend itself to a demonstration of a particular skill or knowledge. This column may also be used to document
evidence that a teacher is performing at a level below expectations or below standard. If Not Demonstrated is chosen,
the principal or evaluator must write an explanation.
Note: Items that are readily observable are indicated by a “√” in the left-hand column. The principal or evaluator
should rate the teacher on each of these items during the required observations. Items that are not readily observable
should be rated at a time other than the observation period. The teacher should rate himself or herself on all of the
items as part of the self-assessment.
19
83
Rubric for Evaluating North Carolina Teachers (Required)
This form should be used for the teacher self-assessment, classroom observation, and the summary evaluation.
Name: _____________________________________________Date:____________________________________
School:_____________________________________________District:__________________________________
Evaluator:_ _________________________________________Title:_ ___________________________________
Start Time:__________________________________________End Time:________________________________
Observation
Standard I: Teachers demonstrate 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 learners.
Developing
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
‰‰ Understands how
they contribute to
students graduating
from high school.
‰‰ Takes responsibility
for the progress of
students to ensure
that they graduate
from high school.
‰‰ Communicates to
students the vision
of being prepared
for life in the 21st
century.
‰‰ Encourages students
to take responsibility
for their own learning.
‰‰ Uses data to
understand the
skills and abilities of
students.
‰‰ Provides evidence
of data driven
instruction
throughout all
classroom activities.
‰‰ Evaluates student
progress using
a variety of
assessment data.
‰‰ Uses classroom
assessment data
to inform program
planning.
‰‰ Establishes a
safe and orderly
classroom.
‰‰ Creates a classroom
culture that
empowers students
to collaborate.
‰‰ Empowers and
encourages students
to create and maintain
a safe and supportive
school and community
environment.
3
Not Demonstrated
(Comment
Required)
b. 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
learning community
meetings.
‰‰ Participates in
professional learning
community.
‰‰ Assumes a
leadership role in
professional learning
community.
‰‰ Collaborates with
colleagues to improve
the quality of learning
in the school.
‰‰ Displays awareness
of the goals of the
school improvement
plan.
‰‰ Participates in
developing and/or
implementing the
school improvement
plan.
‰‰ Collaborates with
school personnel on
school improvement
activities.
‰‰ Assumes a leadership
role in implementing
school improvement
plan throughout the
building.
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20
Observation
North Carolina Teacher Evaluation Process
c. 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.
Developing
‰‰ Has knowledge of
opportunities and the
need for professional
growth and begins
to establish
relationships with
colleagues.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
Contributes to the:
‰‰ Promotes positive
working relationships
through professional
growth activities and
collaboration.
‰‰ Seeks opportunities
to lead professional
growth activities
and decision-making
processes.
‰‰ improvement of the
profession through
professional growth.
Not Demonstrated
(Comment
Required)
‰‰ establishment of
positive working
relationships
‰‰ school’s decisionmaking processes as
required.
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.
‰‰ Knows about the
policies and practices
affecting student
learning.
. . . and
. . . and
. . . and
‰‰ Supports positive
change in policies
and practices
affecting student
learning.
‰‰ Participates in
developing policies
and practices to
improve student
learning.
‰‰ Actively participates,
promotes, and
provides strong
supporting evidence
for implementation of
initiatives to improve
education.
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)
‰‰ Understands the
importance of
ethical behavior as
outlined in the Code
of Ethics for North
Carolina Educators
and the Standards
for Professional
Conduct.
. . . and
. . . and
. . . and
‰‰ Demonstrates
ethical behavior
through adherence
to the Code of
Ethics for North
Carolina Educators
and the Standards
for Professional
Conduct.
‰‰ Knows and upholds
the Code of Ethics
for North Carolina
Educators and
the Standards
for Professional
Conduct.
‰‰ Models the tenets of
the Code of Ethics
for North Carolina
Educators and
the Standards for
Professional Conduct
and encourages others
to do the same.
Comments
Examples of Artifacts:
▪▪
▪▪
▪▪
▪▪
▪▪
▪▪
21
esson plans
L
Journals
Student handbooks
Student work
School improvement planning
Service on committees
▪▪ Relevant data
▪▪ Class rules and procedures
▪▪ Participation in The Teacher Working
Condition Survey
▪▪ Professional Learning Communities
▪▪ Membership in professional organizations
85
▪▪
▪▪
▪▪
▪▪
Formal and informal mentoring
Surveys
National Board Certification
Discipline records
Observation
Standard II: Teachers establish a respectful environment for a diverse
population of students
3
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.
Developing
‰‰ Appreciates and
understands
the need to
establish nurturing
relationships.
Proficient
Accomplished
Not Demonstrated
(Comment
Required)
Distinguished
. . . and
. . . and
. . . and
‰‰ Establishes an inviting,
respectful, inclusive,
flexible, and supportive
learning environment.
‰‰ Maintains a
positive and
nurturing learning
environment.
‰‰ Encourages and
advises others to
provide a nurturing
and positive learning
environment for all
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, 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
3
‰‰ Acknowledges that
diverse cultures
impact the world.
‰‰ Displays knowledge of
diverse cultures, their
histories, and their
roles in shaping global
issues.
‰‰ Uses materials
or lessons that
counteract
stereotypes and
acknowledges the
contributions of all
cultures.
‰‰ Promotes a deep
understanding of
cultures through the
integration of culturally
sensitive materials and
ideas throughout the
curriculum.
3
‰‰ Demonstrates
awareness of the
diversity of students
in the classroom.
‰‰ Acknowledges the
influence of race,
ethnicity, gender,
religion, socioeconomics, and
culture on a student’s
development and
attitudes.
‰‰ Consistently
incorporates different
points of view in
instruction.
‰‰ Capitalizes on diversity
as an asset in the
classroom.
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 contributions of each student in the learning environment by building
positive, appropriate relationships.
3
‰‰ Holds high
expectations of
students.
. . . and
. . . and
. . . and
‰‰ Communicates high
expectations for all
students.
‰‰ Encourages and
values contributions
of students,
regardless of
background or ability.
‰‰ Helps students hold
high expectations for
themselves and their
peers.
86
Draft as of August 2008
22
Observation
North Carolina Teacher Evaluation Process
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.
Developing
Proficient
Accomplished
Distinguished
. . . and
. . . and
‰‰ Understands
‰‰ Anticipates the unique
the roles of and
learning needs of
collaborates with the
students and solicits
full range of support
assistance from within
specialists to help
and outside the school to
meet the special
address those needs.
needs of all students.
Not Demonstrated
(Comment
Required)
. . . and
3
‰‰ Recognizes that
students have a
variety of learning
needs.
‰‰ Collaborates with
specialists who can
support the special
learning needs of
students.
3
‰‰ Is knowledgeable of
effective practices for
students with special
needs.
‰‰ Provides unique
‰‰ Effectively engages
learning opportunities
special needs
such as inclusion
students in learning
and research based
activities and
effective practices for
ensures their unique
students with special
learning needs are
needs.
met.
‰‰ Adapts instruction for
the benefit of students
with special needs
and helps colleagues
do the same for their
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 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.
‰‰ Responds to family
and community
concerns.
. . . and
. . . and
. . . and
‰‰ Communicates and
collaborates with the
home and community
for the benefit of
students.
‰‰ Recognizes
obstacles to family
and community
participation and
conscientiously
seeks solutions to
overcome them.
‰‰ Promotes trust
and understanding
throughout the school
community.
Comments
Examples of Artifacts:
▪▪
▪▪
▪▪
▪▪
▪▪
23
Student profiles
Student surveys
Cooperation with ESL teachers
Lessons that integrate international content
Documentation of referral data and use
of IEPs
▪▪ Communications with parents/ community
▪▪ Professional development on cultural
attitudes and awareness
▪▪ Use of technology to incorporate cultural
awareness into lessons
87
Observation
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.
Developing
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
3
‰‰ Demonstrates an
awareness of the
North Carolina
Standard Course
of Study and
references it in the
preparation of lesson
plans.
‰‰ Understands the
North Carolina
Standard Course
of Study, uses it
in preparation of
lesson plans, and
applies strategies to
make the curriculum
rigorous and relevant.
‰‰ 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.
‰‰ Assists colleagues
in applying such
strategies in their
classrooms.
3
‰‰ Elementary: Begins
to integrate literacy
instruction in
selected lessons.
‰‰ Elementary:
Integrates effective
literacy instruction
throughout the
curriculum.
‰‰ Elementary:
Evaluates and
reflects upon the
effectiveness of
literacy instruction.
‰‰ Elementary: Makes
necessary changes to
instructional practice
to improve student
learning.
3
‰‰ Secondary:
Recognizes the
importance of
integrating literacy
strategies within the
content areas.
‰‰ Secondary:
Incorporates a wide
variety of literacy
skills within content
areas to enhance
learning.
‰‰ Secondary:
Evaluates and
reflects upon the
effectiveness of
literacy instruction
within content areas.
‰‰ Secondary: Makes
necessary changes to
instructional practice
to improve student
learning.
Not Demonstrated
(Comment
Required)
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.
3
‰‰ Demonstrates a
basic level of content
knowledge in the
teaching specialty to
which assigned.
. . . and
. . . and
. . . and
‰‰ Demonstrates an
appropriate level of
content knowledge
in the teaching
specialty to which
assigned.
‰‰ Applies knowledge
of subject beyond
the content in
assigned teaching
specialty. Motivates
students to
investigate the
content area
to expand their
knowledge and
satisfy their natural
curiosity.
‰‰ Extends knowledge
of subject beyond
content in their
teaching specialty
and sparks students’
curiosity for learning
beyond the required
course work.
88
Draft as of August 2008
24
Observation
North Carolina Teacher Evaluation Process
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 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.
Developing
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
3
‰‰ Understand the
links between
grade/subject and
the North Carolina
Standard Course of
Study.
‰‰ demonstrates
knowledge of links
between grade/
subject and the
North Carolina
Standard Course of
Study.
‰‰ Demonstrates
knowledge of the
links and vertical
alignment of the
grade or subject
area and the North
Carolina Standard
Course of Study.
Relates content to
other disciplines.
‰‰ Collaborates with
teachers from other
grades or subject
areas to establish links
between disciplines
and influence schoolwide curriculum and
teaching practice.
3
‰‰ Displays global
awareness.
‰‰ Promotes global
awareness and its
relevance to the
subjects.
‰‰ Integrates global
awareness activities
throughout lesson
plans and classroom
instructional
practices.
‰‰ Promotes global
awareness and its
relevance to all faculty
members, influencing
curriculum and
teaching practices
throughout the school.
Not Demonstrated
(Comment
Required)
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 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.
3
‰‰ Identifies
relationships
between the North
Carolina Standard
Course of Study
and life in the 21st
century.
. . . and
. . . and
. . . and
‰‰ Identifies
relationships
between the core
content and 21st
century content.
‰‰ Integrates core
content and 21st
century content
throughout lesson
plans and classroom
instructional
practices.
‰‰ Deepens students’
understandings of
21st century skills and
helps them make their
own connections and
develop new skills.
Comments
Examples of Artifacts:
▪▪
▪▪
▪▪
▪▪
25
Display of creative student work
Use of NC Standard Course of Study
Lesson plans
Content standards
89
Observation
Standard IV: Teachers facilitate learning for their students
3
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.
Developing
‰‰ Understands
developmental
levels of students
and recognizes the
need to differentiate
instruction.
3
Proficient
Accomplished
Not Demonstrated
(Comment
Required)
Distinguished
. . . and
. . . and
. . . and
‰‰ Understands
developmental
levels of students
and appropriately
differentiates
instruction.
‰‰ Identifies appropriate
developmental
levels of students
and consistently
and appropriately
differentiates
instruction.
‰‰ Encourages and
guides colleagues to
adapt instruction to
align with students’
developmental levels.
‰‰ Assesses resources
needed to address
strengths and
weakness of
students.
‰‰ Reviews and uses
alternative resources
or adapts existing
resources to take
advantage of student
strengths or address
weaknesses.
‰‰ Stays abreast of
current research about
student learning and
emerging resources
and encourages the
school to adopt or
adapt them for the
benefit of all 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.
3
‰‰ Recognizes data
sources important to
planning instruction.
. . . and
. . . and
. . . and
‰‰ Uses a variety of data
for short- and longrange planning of
instruction. Monitors
and modifies
instructional plans
to enhance student
learning.
‰‰ Monitors student
performance and
responds to individual
learning needs in order
to engage students in
learning.
‰‰ Monitors student
performance and
responds to cultural
diversity and learning
needs through the
school improvement
process.
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 achievement gaps. Teachers employ a wide range of techniques including
information and communication technology, learning styles, and differentiated instruction.
3
‰‰ Demonstrates
awareness of the
variety of methods
and materials
necessary to meet
the needs of all
students.
. . . and
. . . and
. . . and
‰‰ Demonstrates
awareness or use of
appropriate methods
and materials
necessary to meet
the needs of all
students.
‰‰ Ensures the success of
all students through the
selection and utilization
of appropriate methods
and materials.
‰‰ Stays abreast of
emerging research
areas and new and
innovative materials
and incorporates them
into lesson plans and
instructional strategies.
90
Draft as of August 2008
26
Observation
North Carolina Teacher Evaluation Process
3
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.
Developing
‰‰ Assesses effective
types of technology
to use for instruction.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
‰‰ Demonstrates
knowledge of how to
utilize technology in
instruction.
‰‰ Integrates
technology with
instruction to
maximize student
learning.
‰‰ Provides evidence of
student engagement
in higher level
thinking skills through
the integration of
technology.
Not Demonstrated
(Comment
Required)
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.
3
‰‰ Understands the
importance of
developing students’
critical-thinking and
problem solving
skills.
. . . and
. . . and
. . . and
‰‰ Demonstrates
knowledge of
processes needed
to support students
in acquiring critical
thinking skills and
problem solving
skills.
Teaches students the
processes needed to:
‰‰ Encourages and
assists teachers
throughout the school
to integrate critical
thinking and problem
solving skills into their
instructional practices.
‰‰ think creatively and
critically,
‰‰ develop and test
innovative ideas,
‰‰ synthesize
knowledge,
‰‰ draw conclusions,
‰‰ exercise and
communicate sound
reasoning,
‰‰ understand
connections,
‰‰ make complex
choices, and
‰‰ frame, analyze and
solve problems.
f. 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.
3
27
‰‰ Provides
opportunities
for cooperation,
collaboration, and
leadership through
student learning
teams.
. . . and
. . . and
. . . and
‰‰ Organizes student
learning teams for the
purpose of developing
cooperation,
collaboration, and
student leadership.
‰‰ Encourages students
to create and
manage learning
teams.
‰‰ Foster the
development of
student leadership
and teamwork skills
to be used beyond the
classroom.
91
Observation
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.
Developing
Proficient
Accomplished
Distinguished
. . . and
. . . and
...
3
‰‰ Demonstrates the
ability to effectively
communicate with
students.
‰‰ Uses a variety
of methods for
communication with
all students.
‰‰ Creates a variety
of methods to
communicate with all
students.
‰‰ Anticipates
possible student
misunderstandings
and proactively
develops teaching
techniques to mitigate
concerns.
3
‰‰ Provides
opportunities for
students to articulate
thoughts and ideas
‰‰ Consistently
encourages and
supports students to
articulate thoughts
and ideas clearly and
effectively.
‰‰ Establishes
classroom practices,
which encourage
all students to
develop effective
communication
skills.
‰‰ Establishes schoolwide and grade
appropriate vehicles
to encourage students
throughout the school
to develop effective
communication skills.
Not Demonstrated
(Comment
Required)
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.
. . . and
. . . and
. . . and
3
‰‰ Uses indicators to
monitor and evaluate
student progress.
‰‰ Uses multiple
indicators, both
formative and
summative, to
monitor and evaluate
student progress and
to inform instruction.
‰‰ Uses the information
gained from the
assessment
activities to improve
teaching practice and
student learning.
‰‰ Teaches students and
encourages them to
use peer and selfassessment feedback
to assess their own
learning.
3
‰‰ Assesses students
in the attainment
of 21st century
knowledge, skills,
and dispositions.
‰‰ Provides evidence
that students
attain 21st century
knowledge, skills and
dispositions.
‰‰ Provides
opportunities for
students to assess
themselves and
others.
‰‰ Encourages and
guides colleagues to
assess 21st century
skills, knowledge, and
dispositions and to
use the assessment
information to adjust
their instructional
practice.
Comments
Examples of Artifacts:
▪▪
▪▪
▪▪
▪▪
esson plans
L
Display of technology used
Professional development
Use of student learning teams
▪▪ Documentation of differentiated
instruction
▪▪ Materials used to promote critical thinking
and problem solving
92
▪▪ Collaborative lesson planning
Draft as of August 2008
28
North Carolina Teacher Evaluation Process
Observation
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.
Developing
‰‰ Recognizes the need
to improve student
learning in the
classroom.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
‰‰ Provides ideas about
what can be done
to improve student
learning in their
classroom.
‰‰ Thinks systematically
and critically about
learning in their
classroom: Why
learning happens and
what can be done
to improve student
achievement.
‰‰ Provides a detailed
analysis about what
can be done to
improve student
learning and uses
such analyses to adapt
instructional practices
and materials within
the classroom and at
the school level.
Not Demonstrated
(Comment
Required)
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.
‰‰ Understands
the importance
of professional
development.
. . . and
. . . and
. . . and
‰‰ Participates in
professional
development aligned
with professional
goals.
‰‰ Participates in
professional
development
activities aligned with
goals and student
needs.
‰‰ Applies and
implements
knowledge and
skills attained
from professional
development
consistent with its
intent.
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.
‰‰ Is knowledgeable
of current researchbased approaches
to teaching and
learning.
. . . and
. . . and
. . . and
‰‰ Considers and uses
a variety of researchbased approaches to
improve teaching and
learning.
‰‰ Actively investigates
and considers
alternative researchbased approaches
to improve teaching
and learning and uses
such approaches as
appropriate.
‰‰ Adapts professional
practice based on data
and evaluates impact
on student learning.
Comments
Examples of Artifacts:
▪▪
▪▪
▪▪
▪▪
29
Lesson plans
Formative assessments
Student work
Professional growth plan
▪▪ Completion of professional development
▪▪ Participation in professional learning
community
▪▪ Formative and summative assessment data
93
Rubric for Evaluating North Carolina Teachers
Signature Page
_________________________________________________
Teacher Signature
_____________
Date
_________________________________________________
Principal/Evaluator Signature
_____________
Date
Comments Attached: ____Yes ____No
_________________________________________________
Supervisor or Evaluator Signature
_____________
Date
Note: The teacher’s signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that the
teacher has reviewed the report with the evaluator and may reply in writing. The signature of the principal or evaluator verifies that the
report has been reviewed and that the proper process has been followed according to North Carolina State Board of Education Policy for
the Teacher Evaluation Process.
94
Draft as of August 2008
30
North Carolina Teacher Evaluation Process
Scoring the Rubric
The principal or evaluator should score each element within a standard. For example, Standard I: Teachers
demonstrate leadership has five elements: Teachers lead in their classroom; Teachers demonstrate leadership in school;
Teachers lead in the teaching profession; Teachers advocate for schools and students; and Teachers demonstrate high
ethical standards. The rater will score each of the elements separately, and the combined individual element scores will
determine the overall score for the standard.
The rater should begin with the left-hand column and mark each descriptor that describes the performance of the
teacher during the period for which he or she is being evaluated. If the rater is not able to mark any of the descriptors
for an element, then the Not Demonstrated column is used. In such a case, the rater must write a comment about
what was observed and suggestions for improving performance.
The rating for each descriptor is the lowest rating for which all descriptors are marked. As illustrated in the example
that follows, the teacher would be rated as Developing on “Teachers lead in their classrooms” even though at least
one descriptor for Proficient, Accomplished, and Distinguished was marked. This is because Developing is the lowest
rating for which all descriptors were marked. Likewise, the teacher also would be rated as Proficient on “Teachers
demonstrate leadership in the school” and on each of the remaining elements. This is likely to result in an overall
rating of Proficient for Standard I.
When a teacher is rated as Developing or Not Demonstrated, the principal or evaluator should strongly encourage the
teacher to develop a goal to address the area(s) where proficiency has not been reached.
31
95
Example of How to Score the Rubric
Observation
Standard I: Teachers demonstrate 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 learners.
Developing
Proficient
Accomplished
Not Demonstrated
(Comment
Required)
Distinguished
. . . and
. . . and
. . . and
3‰ Understands how
‰
they contribute to
students graduating
from high school.
‰‰ Takes responsibility
for the progress of
students to ensure
that they graduate
from high school.
‰‰ Communicates to
students the vision
of being prepared
for life in the 21st
century.
‰‰ Encourages students
to take responsibility
for their own learning.
3‰ Uses data to
‰
understand the
skills and abilities of
students.
3‰ Provides evidence
‰
of data driven
instruction
throughout all
classroom activities.
3‰ Evaluates student
‰
progress using
a variety of
assessment data.
‰‰ Uses classroom
assessment data
to inform program
planning.
‰‰ Creates a classroom
culture that
empowers students
to collaborate.
3‰ Empowers and
‰
encourages students
to create and maintain
a safe and supportive
school and community
environment.
3
‰‰
3
Establishes a
safe and orderly
classroom.
b. 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
learning community
meetings.
3‰ Participates in
‰
professional learning
community.
‰‰ Assumes a
leadership role in
professional learning
community.
3‰ Collaborates with
‰
colleagues to improve
the quality of learning
in the school.
3‰ Displays awareness
‰
of the goals of the
school improvement
plan.
3‰ Participates in
‰
developing and/or
implementing the
school improvement
plan.
3‰ Collaborates with
‰
school personnel on
school improvement
activities.
‰‰ Assumes a leadership
role in implementing
school improvement
plan throughout the
building.
3‰
‰
96
Draft as of August 2008
32
Observation
North Carolina Teacher Evaluation Process
c. 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.
Developing
3‰ Has knowledge of
‰
opportunities and the
need for professional
growth and begins
to establish
relationships with
colleagues.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
Contributes to the:
‰‰ Promotes positive
working relationships
through professional
growth activities and
collaboration.
‰‰ Seeks opportunities
to lead professional
growth activities
and decision-making
processes.
3‰ improvement of the
‰
profession through
professional growth.
3‰ establishment of
‰
positive working
relationships
Not Demonstrated
(Comment
Required)
3‰ school’s decision‰
making processes as
required.
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.
3‰
‰
Knows about the
policies and practices
affecting student
learning.
. . . and
. . . and
. . . and
3
‰‰
‰‰ Participates in
developing policies
and practices to
improve student
learning.
‰‰ Actively participates,
promotes, and
provides strong
supporting evidence
for implementation of
initiatives to improve
education.
Supports positive
change in policies
and practices
affecting student
learning.
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)
3‰
‰
Understands the
importance of
ethical behavior as
outlined in the Code
of Ethics for North
Carolina Educators
and the Standards
for Professional
Conduct.
. . . and
. . . and
. . . and
3
‰‰
‰‰ Knows and upholds
the Code of Ethics
for North Carolina
Educators and
the Standards
for Professional
Conduct.
‰‰ Models the tenets of
the Code of Ethics
for North Carolina
Educators and
the Standards for
Professional Conduct
and encourages others
to do the same.
Demonstrates
ethical behavior
through adherence
to the Code of
Ethics for North
Carolina Educators
and the Standards
for Professional
Conduct.
Comments
33
97
Not
Demonstrated
Distinguished
Accomplished
Summary Rating Sheet for Teachers
Proficient
Developing
Example of Marking the Summary Rating Sheet
Standard I: Teachers demonstrate leadership
X
A. Leads in the classroom.
B. Leads in the school.
X
C. Leads the teaching profession.
X
D. Advocates for the school and students.
X
E. Demonstrates high ethical standards.
X
X
Overall Rating for Standard I
Standard II: Teachers establish a respectful environment for a diverse population.
X
A. Provides an environment that is inviting, respectful, supportive, inclusive and flexible.
X
B. Embraces diversity in the school community and in the world.
C. Treats students as individuals.
X
D. Adapts teaching for the benefit of students with special needs.
X
X
E. Works collaboratively with families and significant adults in the lives of their students.
X
Overall Rating for Standard II
Standard III: Teachers know the content they teach.
A. Aligns instruction with the North Carolina Standard Course of Study.
X
B. Knows the content appropriate to the teaching specialty.
X
C. Recognizes the interconnectedness of content areas/disciplines.
X
X
D. Makes instruction relevant to students.
X
Overall Rating for Standard III
Standard IV: Teachers facilitate learning for the students.
A. Knows the ways in which learning takes place, and the appropriate levels of intellectual, physical,
social, and emotional development of students.
X
B. Plans instruction appropriate for students.
X
C. Uses a variety of instructional methods.
X
D. Integrates and utilizes technology in instruction.
X
E. Helps students develop critical-thinking and problem-solving skills.
X
F. Helps students work in teams and develop leadership qualities.
X
X
G. Communicates effectively.
X
H. Uses a variety of methods to assess what each student has learned.
X
Overall Rating for Standard IV
Standard V: Teachers reflect on their own practice.
X
A. Analyzes student learning.
B. Links professional growth to professional goals.
X
C. Functions effectively in a complex, dynamic environment.
X
Overall Rating for Standard V
Comments:
✓✓ Teacher demonstrates a willingness to collaborate and participates in the staff
development efforts to improve instruction to meet the individual needs of students.
✓✓ Teacher’s classroom is a safe (physically and emotionally) environment
for all students.
Recommended actions for improvement:
✓✓ Seek opportunities to be more involved in the committees designed to improve the
school environment.
98
X
Evidence or documentation that supports rating:
___Unit plans and/or lesson plans
___School improvement team membership
___ ___________________________
___ ___________________________
___ ___________________________
Draft as of August 2008
34
North Carolina Teacher Evaluation Process
Record of Teacher Evaluation Activities (Required)
Teacher Name: _ _____________________________________ ID#: _ __________________________________
School:_____________________________________________ School Year: ______________________________
Position/Assignment:__________________________________________________________________________
Evaluator:_ _________________________________________ Title:____________________________________
Teacher Background (Briefly describe the teacher’s educational background, years of experience, teaching assignment,
and any other factors that may impact the evaluation):
The North Carolina Teacher Evaluation is based, in part, on informal and formal observations and conferences
conducted on the following dates:
Activity
Date
Teacher Signature
Evaluator Signature
Orientation
Pre-Observation Conference
Observation #1
Post-Observation Conference #1
Pre-Observation Conference (optional)
Observation #2
Post-Observation Conference #2
Pre-Observation Conference (optional)
Observation #3
Post-Observation Conference #3
Pre-Observation Conference (optional)
Observation #4 (if required)
Post-Observation Conference #4
(if required)
Summary Evaluation Conference
Individual Growth Plan Completed
In addition to observations, other relevant sources of performance evidence, such as the artifacts suggested on the
rubric, may be considered when determining the teacher’s overall level of performance. Sources of evidence discussed
in completing this evaluation include the following:
_______________________________________ _______________________________________
_______________________________________ _______________________________________
_______________________________________ _______________________________________
35
99
Summary Rating Sheet (Optional)
This form summarizes ratings from the rubric or observation form and requires the rater to provide a description of
areas needing improvement and comments about performance. It should be completed after each observation and
as a part of the Summary Evaluation discussion conducted near the end of the year. It should be used to summarize
self-assessment and evaluator ratings in addition to serving as a record of walkthrough findings.
Name: _____________________________________________________________________________________
Date:_ _____________________________________________________________________________________
School:_____________________________________________________________________________________
District:_ ___________________________________________________________________________________
Evaluator:_ _________________________________________________________________________________
Title: ______________________________________________________________________________________
Standard I: Teachers demonstrate leadership
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
A. Teachers lead in the classroom.
B. Teachers demonstrate leadership in the school.
C. Teachers lead the teaching profession.
D. Teachers advocate for schools and students.
E. Teachers demonstrate high ethical standards.
Overall rating for Standard I
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.
B. Teachers embrace diversity in the school community and in the world.
C . Teachers treat students as individuals.
D. Teachers adapt their teaching for the benefit of students with special needs.
E. Teachers work collaboratively with the families and significant adults in the
lives of their students.
Overall rating for Standard II
Standard III: Teachers know the content they teach
A. Teachers align their instruction with the North Carolina Standard Course of
Study.
B. Teachers know the content appropriate to their teaching specialty.
C. Teachers recognize the interconnectedness of content areas/disciplines.
D. Teachers make instruction relevant to students.
Overall rating for Standard III
100
Draft as of August 2008
36
North Carolina Teacher Evaluation Process
Standard IV: Teachers facilitate learning for their students
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
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.
B. Teachers collaborate with their colleagues and use a variety of data sources
for short- and long-range planning based on the North Carolina Standards
Course of Study.
C. Teachers use a variety of instructional methods.
D. Teachers integrate and utilize technology in their instruction.
E. Teachers help students develop critical-thinking and problem-solving skills.
F.
Teachers help students work in teams and develop leadership qualities.
G. Teachers communicate effectively.
H. Teachers use a variety of methods to assess what each student has learned.
Overall rating for Standard IV
Standard V: Teachers reflect on their practice
A. Teachers analyze student learning.
B. Teachers link professional growth to their professional goals.
C. Teachers function effectively in a complex, dynamic environment.
Overall rating for Standard V
_________________________________________________
Teacher Signature
_____________
Date
_________________________________________________
Principal/Evaluator Signature
_____________
Date
Comments Attached: ____Yes ____No
_________________________________________________
Supervisor or Evaluator Signature
_____________
Date
Note: The teacher’s signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that the
teacher has reviewed the report with the evaluator and may reply in writing. The signature of the principal or evaluator verifies that the
report has been reviewed and that the proper process has been followed according to North Carolina State Board of Education Policy for
the Teacher Evaluation Process.
37
101
Progress Toward Achieving Goals (Optional)
Name:_ ____________________________________________________ District:_______________________
School: _ ___________________________________________________ School Year:_ ___________________
Evaluator: __________________________________________________ Title_ _________________________
The evaluator determines whether the teacher is making acceptable progress toward goal(s) attainment within each
standard. Mark this category as (P) – progressing or (NP) – not progressing.
P
Goal
NP
NA*
Standard I: Teachers Demonstrate Leadership
Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students
Standard III: Teachers Know the Content They Teach
Standard IV: Teachers Facilitate Learning for Their Students
Standard V: Teachers Reflect on Their Practice
Goal:
Revised Plan/Comment:
Goal:
Revised Plan/Comment
Goal:
Revised Plan/Comment
Teacher Signature_____________________________________ Date__________________________________
Evaluator Signature_ __________________________________ Date__________________________________
102
Draft as of August 2008
38
North Carolina Teacher Evaluation Process
Teacher Summary Rating Form (Required)
This form is to be jointly completed by the teacher and evaluator or designee during the summary Evaluation
Conference conducted at the end of the year.
Name:_ __________________________________________________________________________________
School: _ ___________________________________________________ School Year:_ ___________________
Evaluator: __________________________________________________ District:________________________
Date Completed:_ _____________________________________ Evaluator’s Title:________________________
________ Beginning Teacher_________ Career Teacher (Please check one)
Standard I: Teachers Demonstrate Leadership
Elements
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
A. Teachers lead in their classrooms.
B. Teachers demonstrate leadership in the school.
C. Teachers lead the teaching profession.
D. Teachers advocate for schools and students.
E. Teachers demonstrate high ethical standards.
Overall rating for Standard I
Comments:
Evidence or documentation to support rating:
___ Lesson Plans
___ School Improvement Planning
___ Teacher Working Conditions
___ Surveys
Recommended actions for improvement:
___ Journals
___ Service on Committees
___ Professional Learning Communities
___ National Board Certification
___ Student Handbooks
___ Relevant Data
___ Membership in Professional Organizations
Resources needed to complete these actions:
___ Discipline Records
___ Student Work
___ Class Rules and Procedures
___ Formal and Informal Mentoring
_________________________________________________
_________________________________________________
_________________________________________________
39
103
Standard II: Teachers Establish a Respectful Environment for
a Diverse Population of Students
Elements
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
A. Teachers provide an environment in which each child has a positive, nurturing
relationship with caring adults.
B. Teachers embrace diversity in the school community and in the world.
C. Teachers treat students as individuals.
D. Teachers adapt their teaching for the benefit of students with special needs.
E. Teachers work collaboratively with the families and significant adults in the lives
of their students.
Overall rating for Standard II
Comments:
Evidence or documentation to support rating:
___ Student Profiles
___ Documentation of Referral Data and Use of IEPs
___ Student Surveys
___ Communications with Parents/Community
___ Cooperate with ESL Teachers
___ Professional Development on Cultural Attitudes and
Awareness
Recommended actions for improvement:
___ Lessons that Integrate International Content
___ Use of Technology to incorporate cultural awareness into
Lessons
_________________________________________________
_________________________________________________
_________________________________________________
Resources needed to complete these actions:
104
Draft as of August 2008
40
North Carolina Teacher Evaluation Process
Standard III: Teachers Know the Content They Teach
Elements
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
A. Teachers align their instruction with the North Carolina Standard Course of
Study.
B. Teachers know the content appropriate to their teaching specialty.
C. Teachers recognize the interconnectedness of content areas/disciplines.
D. Teachers make instruction relevant to students.
Overall rating for Standard III
Comments:
Evidence or documentation to support rating:
___ Display of Creative Student Work
___ Use of Standard Course of Study
___ Lesson Plans
___ Content Standards
_________________________________________________
_________________________________________________
Recommended actions for improvement:
_________________________________________________
Resources needed to complete these actions:
41
105
Standard IV: Teachers Facilitate Learning for Their Students
Elements
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
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.
B. Teachers plan instruction appropriate for their students.
C. Teachers use a variety of instructional methods.
D. Teachers integrate and utilize technology in their instruction.
E. Teachers help students develop critical thinking and problem-solving skills.
F. Teachers help students work in teams and develop leadership qualities.
G. Teachers communicate effectively.
H. Teachers use a variety of methods to assess what each student has learned.
Overall Rating for Standard IV
Comments:
Evidence or documentation to support rating:
___ Lesson Plans
___ Documentation of Differentiated Instruction
___ Display of Technology Used
___ Materials Used to Promote Critical Thinking and Problem
Solving
Recommended actions for improvement:
___ Professional Development
___ Collaborative Lesson Planning
___ Use of student learning teams
_________________________________________________
_________________________________________________
Resources needed to complete these actions:
_________________________________________________
106
Draft as of August 2008
42
North Carolina Teacher Evaluation Process
Standard V: Teachers Reflect on Their Practice
Elements
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
A. Teachers analyze student learning.
B. Teachers link professional growth to their professional goals.
C. Teachers function effectively in a complex, dynamic environment.
Overall rating for Standard V
Comments:
Evidence or documentation to support rating:
___ Lesson Plans
___ Completion of Professional Development
___ Formative Assessments
Recommended actions for improvement:
___ Participation in Professional Learning Community
___ Student Work
___ Formative and Summative Assessment Data
___ Professional Growth Plan
_________________________________________________
_________________________________________________
Resources needed to complete these actions:
_________________________________________________
_________________________________________________
Teacher Signature
_____________
Date
_________________________________________________
Principal/Evaluator Signature
_____________
Date
Comments Attached: ____Yes ____No
_________________________________________________
Supervisor or Evaluator Signature
_____________
Date
Note: The teacher’s signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that the
teacher has reviewed the report with the evaluator and may reply in writing. The signature of the principal or evaluator verifies that the
report has been reviewed and that the proper process has been followed according to North Carolina State Board of Education Policy for
the Teacher Evaluation Process.
43
107
108
Mid-continent Research for Education and Learning
4601 DTC Boulevard, Suite 500
Denver, CO 80237-2596
303.337.0990
Fax 303.337.3005
www.mcrel.org
info@mcrel.org
109