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Posts Tagged ‘collaboration’

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/


 

New Teacher Evaluation Instrument: Standard II

February 14, 2010 1 comment

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 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.

  • 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.

  • 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.

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.

  • Collaborate with specialists.
  • 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.

  • 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.

Examples of Artifacts

Student Profiles Student Surveys
Cooperation with ESL Teachers Lessons that Integrate International Content
Documentation and Referral Data / Use of IEPs Communication with Parents/Community
Professional Development on Cultural Attitudes and Awareness Use of Technology to Incorporate Cultural Awareness into Lessons

 

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/