Standard III: Teachers know the content they Observation a. Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. They develop and 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 Not Demonstrated (Comment Required) . . . and . . . and . . . and  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.  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.  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. 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. . . . and . . . and . . . and  Demonstrates a basic level of content knowledge in the teaching specialty to which assigned. 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 knowledge and satisfy their natural curiosity. Extends knowledge of subject beyond content in teaching specialty and sparks students’ curiosity for learning beyond the required course work. Approved as of August 2008 24
students articulate thoughts and ideas clearly and effectively. Developing Proficient Accomplished Distinguished Not Demonstrated (Comment Required) . . . and . . . and . . .  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.  Provides opportunities for students to articulate thoughts and ideas Consistently encourages and supports students to articulate thoughts and clearly and effectively. Establishes classroom practices, which encourage all students to develop effective communication skills. Establishes school- wide and appropriate vehicles to encourage students throughout the school to develop effective communication skills. 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  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 self- assessment feedback to assess their own learning.  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: ■ Lesson plans ■ Documentation of differentiated ■ Collaborative lesson planning ■ Display of technology used instruction ■ Professional development ■ Materials used to promote critical thinking ■ Use of student learning teams and problem solving Approved as of August 2008 28
Teacher Evaluation Process Standard V: Teachers reflect on practice Observation 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 Proficient Accomplished Distinguished Not Demonstrated (Comment Required) . . . and . . . and . . . and Recognizes the need to improve student learning in the classroom. Provides ideas about what can be done to improve student learning in their classroom. Thinks systematically and critically 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. b. Teachers link professional growth to 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. . . . and . . . and . . . and Understands the importance of professional development. 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. . . . and . . . and . . . and Is knowledgeable of current research- based approaches to teaching and learning. Considers and uses a variety of research- based approaches to improve teaching and learning. Actively investigates and considers alternative research- 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: ▪▪ Lesson plans ▪▪ Completion of professional development ▪▪ Formative assessments ▪▪ Participation in professional learning ▪▪ Student work community ▪▪ Professional growth plan ▪▪ Formative and summative assessment data 29