Archive
New Teacher Evaluation Instrument: Standard 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.
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.
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.
Examples of Artifacts
| Lesson Plans
Professional Growth Plan Formative and Summative Assessment Data |
Formative Assessments
Completion of Professional Development |
Student Work
Participation in professional learning community |
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 #4
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.
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.
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.
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.
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.
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.
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.
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.
Examples of Artifacts
|
Lesson Plans
Use of Student Learning Teams
Collaborative Lesson Planning |
Display of Technology Used to Facilitate InstructionDocumentation of Differentiated Instruction | Professional Development
Materials Used to Promote Critical Thinking and Problem Solving |
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/
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.
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
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/
New Teacher Evaluation Instrument: Standard I
Next year will mark the third and final phase of implementation for the remaining North Carolina school districts to adopt the new Teacher Evaluation Process based on the North Carolina Professional Teaching Standards and the Framework for 21st Century Learning. 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.
Over the course of the next several months, we will explore each of the five standards of the new NC teacher evaluation instrument and the implications of this new process on teachers. There will be an opportunity at each faculty meeting for you to ask questions regarding each standard.
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.
. 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
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.
. 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.
. 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.
. Advocate for positive change in policies and practices affecting student learning
. 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) .
. Demonstrate ethical principles
. Uphold the Code of Ethics and Standards for the Professional Conduct
Examples of Artifacts
| Lesson Plans
Journals Student Handbooks Student Work School Improvement Planning |
Service on Committees
Relevant Data Class Rules and Procedures Participation in the Teacher Working Conditions Survey Professional Learning Communities |
Membership in Professional Organizations
Formal and Informal Mentoring Surveys National Board Certification Discipline Records |
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/
References
“North Carolina teacher evaluation process.” Public schools of North Carolina. North Carolina department of public instruction, n.d. Web. 7 Feb. 2010. <www.ncpublicschools.org/docs/profdev/training/teacher/teacher-eval.pdf>.
The Principal's Office 