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Standard III: Teachers know the content they teach

March 14, 2010 Leave a comment

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.

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.

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
  • understand how the content they teach relates to other disciplines in order to deepen understanding and connect learning for students
  • promote global awareness and its relevance to subjects they teach

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.

Examples of Artifacts

Display of creative student work aligned with the NCSCoSProducts that allow student choice in demonstrating understanding of the NCSCoSProducts that require 21st century learning skills that align with the NCSCoS Documentation of working collaboratively with colleagues at the school and district levels to gain a greater understanding of vertical and horizontal alignmentDocumentation of working collaboratively with colleagues at the school and district levels to create and implement system-wide formative assessments Documentation of adolescent literacy and vocabulary strategies to improve achievementLinks to prior knowledge and interdisciplinary connections are apparent in lesson plans and in daily practiceReal-world connections are observed in formal and informal observations

To access the full North Carolina Teacher Evaluation Process Document, click here:  http://www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf   (Pages 5-9 of this document will provide you with background information, definitions, and a rationale for the changes in the teacher evaluation process and instrument.)

To access all documents, videos, forms, PowerPoints, and charts related to the New Teacher Evaluation Process, click here:  http://www.ncpublicschools.org/profdev/training/teacher/