Table of Contents How to Use This Book 1 Induction and Mentoring in North Carolina 2 Which Beginning Teacher is Assigned a Mentor 3 Providing Leadership 4 Characteristics of Effective Mentors 4 The Role of the Mentor 5 The Mentoring Relationship 6 Phases of First Year Teachers 8 Beginning Teachers Need 10 Mentoring in Challenging Situations 11 Leadership Style 13 Mentor Beliefs Inventory 14 Different Leadership Styles: Mentors Responses to New Teachers 18 Building Supportive Relationships 19 Guidelines for a Getting-to-Know-You Conference 20 Getting-to-Know-You Preparation 21 Getting to Know Your Beginning Teacher 22 School Orientation Plan 23 After the First 10 Days 25 Motivation and Celebration 26 Mentor Timeline and Checklist for the Year 27 Standards for Growth and Professional Development * 31 NC Professional Teaching Standards and Elements 32 Professional Development Plans (PDPs) 34 Sample PDP 38 Coaching with a Focus 43 Collaborative Coaching Cycle 44 Step 1: Collaborative Planning Conference 45 Collaborative planning Conference Directions 46 Planning Conference Form 48 Beginning Teacher Observation Checklist 49 Step 2: Data Collection 50 Data Collection Directions 51 Step 3: Reflective Conference 52 Reflective Conference Form 53 Step 4: Collaborative Coaching Plan 54 Collaborative Coaching Plan Format 55 * These sections revised i
Methods to Master 57 Lesson Planning 58 Developing Effective Unit Plans 59 Unit Planning Guide 60 Sample Unit Plan Overview 62 Unit Planning: Self-Assessment 63 Developing Effective Lesson Plans 64 Eight Steps to Building an Effective Lesson Plan from Madeline Hunter 64 Form 1 Lesson Plan 65 Form 1 Lesson Plan (Sample) 66 Observation Form for Madeline Hunter Style Lesson Plan 67 Form 2 Lesson Plan 68 Form 2 Lesson Plan (Sample) 69 Observation of Form 2 Lesson Plan 70 Form 3 Integrated lesson Plan 71 Form 3 Integrated Lesson Plan (Sample) 72 Effective Questioning 73 Levels of Thinking and Reasoning 74 Key Words for Questioning at Each Level of Thinking and Reasoning 75 Tips for Asking the Right Questions 76 Observation Form for Levels of Questions and Questioning Strategies 77 Positive Reinforcement 78 Observation Form for Positive Reinforcement 79 99 Ways to Say Very Good 80 Multiple Intelligences 83 Multiple Intelligences Lesson Plan Form 87 Multiple Intelligences Lesson Plan Form (Sample) 88 Multiple Intelligences Observation Tool 89 Management of Student Behavior 90 Suggestions for Creating Classroom Procedures 91 Rubric for Classroom Management 92 Managing Student Behavior 94 Handling Disciplinary Matters 95 Off Task Behaviors 1 96 Off Task Behaviors 2 97 Identifying Warning Signs of Potential Violence 98 Safety Strategies 99 Parent Communication 100 Means of Communicating with Parents 101 Principles of Human Interaction Related to Communication 102 * These sections revised ii
Parent Conferences 103 Preparing for the Conference Suggestions for the Beginning Teacher 103 Sample Conference Agendas 105 Sample Summary Conference Form 106 Documenting all Parent Contacts 107 What to do if Parents are Not Responsive 107 Parent Contact Log 108 Individual Contact Log 109 Tips for Handling a Volatile Parent Conference 110 Time Management 111 Personal Planning Time 112 Tips from Veteran Teachers for Maximizing Your Planning Time 113 Maximizing Your Classroom Time 114 Time Management Self-Assessment 116 The Reflective Practitioner 119 Reflection Cycle 120 Activities 1 and 2: Activities for Reflective Writing Practice 121 Activity 3: Videotaping for Self-Assessment 122 Practice Reflection Questions on the Videotaped Lesson 123 Activity 4: Daily Reflection Log 124 Activity 5: Weekly Reflection Outline 125 Activity 6: Journal Topics 126 Activity 7: The Story of Allen 127 Mentor Reflection Response Sample 129 Documenting Your Work 131 Mentor s Log of Activities 132 Mentor and Beginning Teacher Conference Documentation 133 Evaluation * 135 Rubric for Evaluating North Carolina Teachers 138 Teacher Summary Rating Form 149 Definitions 154 Sample Evidences and Artifacts 157 Bibliography 158 * These sections revised iii
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NC Professional Teaching Standards The Support Coach Handbook focuses on the five standards articulated by the North Carolina Professional Teaching Standards Commission. These standards reflect the professional consensus of what North Carolina teachers should know and be able to do. The standards and the elements associated with them can be found on the following pages. They provide the framework for the support coach to plan and conduct monthly meeting sessions for the beginning teachers. North Carolina began a transition to a new set of standards for all teachers during the 2008-09 school year. The Collaborative will provide support services to assist with this transition. See the new professional teaching standards at the end of this section. The NC Professional Teaching Standards are also a part of the beginning teacher evaluation process. They are the criteria for the Professional Development Plan (PDP), and the Teacher Evaluation Rubric. 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. These standards provide the framework for the development of the beginning teacher as an independent practitioner. The elements listed under each standard are sub-categories of performance embedded within the performance standard. Descriptors are specific performance responsibilities embedded within the components of each performance standard. The support coach should help beginning teachers start now to integrate the elements and descriptors into their teaching practice. One way the beginning teacher might learn the standards is by trying to summarize each one in their own words. Another way they might learn the standards is by selecting one standard each month to focus on as part of their daily practice. As the beginning teacher writes his/her daily lesson plans during that month, they can apply the elements for the chosen standard to their 31 of 159
lesson plans. Doing these activities with your beginning teachers will help insure that they are interpreting and applying the standards properly. Support coaches are to use the following standards and indicators to plan and monitor the Teacher Talk sessions for the year. The Teacher Talk Group Meeting Plan / Reporting form has been revised to reflect the emphasis on the NC Professional Teaching Standards. For each session the coach is to check all Standards and elements impacted during the session along with other items on the report form. STANDARD ELEMENT 1 Teachers demonstrate leadership A. Leads in the classroom. B. Leads in the school. C. Leads the teaching profession. D. Advocates for the school and students. E. Demonstrates high ethical standards. 2 Teachers establish a respectful environment for a diverse population. A. Provides an environment that is inviting, respectful, supportive, inclusive and flexible. B. Embraces diversity in the school community and in the world. C. Treats students as individuals. D. Adapts teaching for the benefit of students with special needs. E. Works collaboratively with families and significant adults in the lives of their students. 32 of 159
STANDARD ELEMENT 3 Teachers know the content they teach. A. Aligns instruction with the North Carolina Standard Course of Study. B. Knows the content appropriate to the teaching specialty. C. Recognizes the interconnectedness of content areas/disciplines. D. Makes instruction relevant to students. 4 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. B. Plans instruction appropriate for students. C. Uses a variety of instructional methods. D. Integrates and utilizes technology in instruction. E. Helps students develop critical-thinking and problem-solving skills. F. Helps students work in teams and develop leadership qualities. G. Communicates effectively. H. Uses a variety of methods to assess what each student has learned. 5 Teachers reflect on their own practice. A. Analyzes student learning. B. Links professional growth to professional goals. C. Functions effectively in a complex, dynamic environment. 33 of 159
Professional Development Plans (PDPs) As a part of the New Evaluation System, Individual Growth Plans have been revised and expanded and will now be known as Professional Development Plans (PDPs) and will be for all teachers, both Beginning and Career Status. There are now three levels of growth plans that can be addressed through the PDPs Individual, Monitored and Directed. The new PDPs will reflect the teacher s self assessment using the Rubric for Evaluating North Carolina Teachers based on the North Carolina Professional Teaching Standards adopted by our State Board of Education in June, 2007. The process is the same for Beginning and Career Status teachers and the goals should be tied directly to the classroom and individualized for each teacher. Forms can be found at WWW.ncpublicschools.org/profdev/teacher/training. The process: 1. Complete the identifying data at the top of the form, including school year, teaching experience, position/subject area and pertinent school information and mentor information if a Beginning Teacher. Also indicate if this is an Individual, Monitored or Directed Growth Plan. 2. Review the self assessment of the Rubric for Evaluating North Carolina Teachers. 3. Identify the standard(s) that will be the focus of the PDP. 4. Identify the element(s) within the focus standard(s) that will be addressed. 5. Identify the two goals for the focus element(s). 6. Identify the activities/actions that the teacher will use to address/meet the identified goals. 7. Identify both expected outcomes and evidences of completion that the teacher will show by the end of the school year. 8. Identify the resources that will be needed to accomplish the activities/actions for each goal. 9. Establish a timeline for the entire process. Note ongoing is no longer acceptable - there must be a target completion date for each goal. 10. Three conferences Initial, Mid-Year Review and End of Year Review are required throughout the school year. 34 of 159
Professional Development Plan School Year: Year: 1 2 3 4 Career Status Lateral Entry: 1 2 3 Name: Position/Subject Area: School: Mentor: Position/Subject Area: School: (Required in the first three years for all beginning teachers) Standard(s) to be addressed: Elements(s) to be addressed: A. NC Professional Teaching Standards 1. Teachers Demonstrate Leadership 2. Teachers Establish a Respectful Environment for a Diverse Population of Students 3. Teachers Know the Content They Teach 4. Teachers Facilitate Learning for Their Students 5. Teachers Reflect on Their Practice B. Teacher s Strategies Resources Needed Timeline Expected Outcomes and Evidence of Completion Goals for Elements Activities/Actions Goal 1: 35 of 159 Goal 2: Teacher s Signature: Mentor s Signature: Administrator s Signature: Date: Date: Date: Plan: Individual Monitored Directed
Professional Development Plan Mid-Year Review to be completed by (date) Teacher: Academic Year: C. Evidence of Progress Toward Specific Standards or Elements to be Addressed/Enhanced D. Narrative Teacher s Comments: Mentor s Comments: Administrator s Comments: Teacher s Signature: Mentor s Signature: Administrator s Signature: Date: Date: Date: 36 of 159
Professional Development Plan End-of-Year Review to be completed by (date) Teacher: Academic Year: E. Evidence of Progress toward Specific Standards or Elements to be Addressed/Enhanced F. Goal 1 was successfully completed YES NO Goal 2 was successfully completed YES NO G. Narrative Teacher s Comments: Mentor s Comments: Administrator s Comments: Teacher s Signature: Mentor s Signature: Administrator s Signature: Date: Date: Date: 37 of 159
Professional Development Plan (SAMPLE) School Year: 2009-2010 Year: 1 2 3 4 Career Status Lateral Entry: 1 2 3 Name: Max New Position/Subject Area: 7 th Grade Social Studies School: GS Middle School Mentor: Mavis Mentor Position/Subject Area: 8 th Grade Social Studies School: GS Middle School (Required in the first three years for all beginning teachers) Standard(s) to be addressed: Standard 1 Teachers Demonstrate Leadership Standard 3 Teachers Know the Content they Teach Elements(s) to be addressed: Standard 1 Establishes a safe and orderly classroom. Standard 3 Incorporates a wide variety of literacy skills within content areas to enhance learning. A. NC Professional Teaching Standards 6. Teachers Demonstrate Leadership 7. Teachers Establish a Respectful Environment for a Diverse Population of Students 8. Teachers Know the Content They Teach 9. Teachers Facilitate Learning for Their Students 10. Teachers Reflect on Their Practice B. Teacher s Strategies Resources Needed Timeline Expected Outcomes and Evidence of Completion Goals for Elements Activities/Actions Within 1 st month of school Mentor teacher, grade level and content area chairs More time on task for learning Research developmental needs of students. Fewer discipline referrals Observe experienced teachers to see what works with this age group. Goal 1: Create and implement a classroom management plan that includes procedures and consequences that are doable and measurable. 38 of 159 Time to observe master level teachers May 1, 2010 before EOGs Increase in EOG test scores reading comprehension and writing Reading across curriculum workshop and writing in content workshop Create lesson plans that show reading and writing strategies for various levels of students, appropriate for students in my classes. Goal 2: Research and incorporate various literacy skills into content lesson plans. Higher rate of success on class work and assessments Assessment data and previous year s EOG data More detailed lesson plans Teacher s Signature: Mentor s Signature: Administrator s Signature: Date: September 30, 2009 Date: September 30, 2009 Date: September 30, 2009 Plan: Individual Monitored Directed
Professional Development Plan Mid-Year Review to be completed by (date) January 30, 2010 Teacher: Max New Academic Year: 2009-2010 C. Evidence of Progress Toward Specific Standards or Elements to be Addressed/Enhanced Goal 1: Discipline referrals have dropped by 30% since implementation of the classroom management plan that focused on teaching procedures and expectations. Procedures are more appropriate for the age of the students as evidenced by a higher rate of success and more time on task. Goal 2: Attended a workshop on reading in the content and incorporated strategies learned into lesson plans. The strategies and changes in lesson plans have resulted in an increase in the reading skills and retention of students. D. Narrative Teacher s Comments: Mentor s Comments: Administrator s Comments: I have seen the results of teaching and reinforcing procedures in my classroom. The discipline referrals are fewer and the students are responding in a positive manner to having clear procedures consistently in place. Mr. New s classroom management plan has had a definite positive effect on his students. There is more learning going on in the classroom, less confusion and the students have more time on task. He needs to continue to follow through with established procedures and not let up the 2 nd half of the school year. Mr. New s referral rate has dropped significantly since the first month of the school year. During walkthroughs and his second formal observation, I observed several strategies being used that were part of a recent reading in the content area workshop that he attended with me. Students were engaged during the lessons. Teacher s Signature: Mentor s Signature: Administrator s Signature: Date: January 14, 2010 Date: January 14, 2010 Date: January 14, 2010 39 of 159
Professional Development Plan End-of-Year Review to be completed by (date) _May 15, 2010 Teacher: Max New Academic Year: 2009-2010 E. Evidence of Progress toward Specific Standards or Elements to be Addressed/Enhanced Goal 1: Mr. New s discipline referrals have dropped by 60% since the implementation of his classroom management plan. He was able to maintain the focus of the plan s expectations throughout the school year and should start out in the Fall more confident and in control. Additionally, through observations, it is evident that students are spending more time on task than at the beginning of the school year. Goal 2: Mr. New attended three workshops during the school year on reading and writing in the content area. He has incorporated at least four of the strategies he learned at the workshops into his lesson plans. Through observations of experienced master teachers and reflection of practice, he has been able to adjust what he is learning in the workshops for more positive impact on his students. His lesson plans are more detailed and the objectives for each lesson are more concise and measurable. His student grades on benchmark tests here at the school have improved on average by 6%. F. Goal 1 was successfully completed YES NO Goal 2 was successfully completed YES NO G. Narrative Teacher s Comments: I feel like it is finally coming together! The classroom management plan that I put together based on suggestions from my mentor and the observations of master teachers, made a huge difference in what I was able to do with my students and instruction. Learning new strategies for writing and reading helped me with lesson planning and instruction. I can see the improvement in my students. Mentor s Comments: Mr. New has been receptive to suggestions and has used the opportunities to observe master teachers to improve his classroom management and lesson plans. His students have more time on task and have clear expectations of what is expected of them. His confidence is much improved and he ended the year in a positive manner. He is already looking to the fall and is planning based on what he learned this year. Administrator s Comments: I have seen much improvement in Mr. New s classroom the management plan has resulted in fewer referrals and calls to the office. His lesson plans and instruction reflects an increase in use of strategies to improve writing and reading in his content and student benchmark scores have increased. Teacher s Signature: Mentor s Signature: Administrator s Signature: Date: May 1, 2010 Date: May 1, 2010 Date: May 1, 2010 40 of 159
Professional Development Plans (PDPs) First Year Individual PDP All Teachers *Or Principal may move teacher to Monitored or Directed Plan as necessary Year 2 and Beyond Individual (Teacher) Proficient Rating on all Standards on Summary Evaluation Monitored (Principal and Teacher) 1 Developing Rating on any Standard on Summary Evaluation Directed (Principal) 1 Not Demonstrated Rating on any Standard on Summary Evaluation NOTE: A PDP should not be adjusted or changed with the teacher at the end of the year by Principal if a decision about non-renewal or dismissal has been made. 41 of 159 Principal s discretion at any time deemed necessary. *Plan can be reviewed after 90-days or 1 year. Developing Rating on any Standard for two sequential years on Summary Evaluation Principal s discretion at any time deemed necessary. *Plan can be reviewed after 90-days or 1 year.
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Rubric for Evaluating North Carolina Teachers Research has shown that the quality of teaching impacts student achievement. An essential element in promoting good teaching is the evaluation of staff. An evaluation system should serve to assess competence of the employee in order to assure quality. Evaluation processes also function as tools to improve employee skills and knowledge by identifying strengths and weaknesses. In this role, the evaluation guides the professional development and growth of the employee. Finally, evaluations provide specific information for employment decisions. For the public schools, employee evaluation provides a means to improve student performance by helping teachers and other staff to assess and improve their skills. 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. A copy of the rubric for Evaluating North Carolina Teachers can be found on the following site: http://www.necollaborative.org/support.htm. 135 of 159
What Begins The Formal Evaluation Process? BEGINNING OF YEAR EVERY YEAR FOR ALL TEACHERS 1. Principal/School-Level Orientation Can be done electronically, written or face-toface Must be done within 2 weeks of teacher s first day. (This includes teachers who are hired during the year). 2. Complete individual Self- Assessment 3. Develop PDP 136 of 159 Can be done at end of previous year in Summary Evaluation Conference
Guidelines for Observations In Year of Formal Evaluation Cycle Three Observations (1 Formal, 2 OTHER) are conducted in the year of formal evaluation. Individual LEAs determine requirements for Career Status Teachers in their off years, beyond the three required steps (Orientation, Self- Assessment, PDP). Have not been granted career status by the district Four Formal Observations are conducted every year until career status is granted Pre-Observation Conference with Administrator (must be done before any observations are conducted) to discuss: Self-Assessment, PDP and Written Lesson Plan Formal Observation by Administrator, Announced Post-Observation Conference required within 10 school days Pre-Observation Conference with Administrator (must be done before any observations are conducted) to discuss: Self- Assessment, PDP and Written Lesson Plan Formal Observation by Administrator, Announced Post-Observation Conference required within 10 school days 1 st Observation 1 st Observation Formal Observation by Administrator. Can be completed anytime after Pre-Observation Conference, Announced or Unannounced. Pre-Observation conference not required with this observation Post-Observation Conference required within 10 school days 2 nd Observation Formal (45 min/1 Complete Lesson) or Informal (20 min), Announced or Unannounced by Administrator. Pre-Observation conference not required with this observation Post-Observation Conference required within 10 school days 2 nd Observation Formal Observation by Administrator. Can be completed anytime after Pre-Observation Conference, Announced or Unannounced. Pre-Observation conference not required with this observation Post-Observation Conference required within 10 school days 3 rd Observation Formal or Informal, Announced or Unannounced by Administrator. Pre-Observation conference not required with this observation Post-Observation Conference required within 10 school days 3 rd Observation Can be completed anytime after Pre-Observation Conference, Announced or Unannounced. Peer: Usually not a mentor. Observer does not give teacher a rating or observe entire rubric. Uses separate rubric from administrator. Pre-Observation conference not required with this observation Post-Observation Conference required within 10 school days Peer Observation Held In Teacher s Classroom with Administrator Discuss Self-Assessment, PDP, All Observations Review and sign Summary Rating Form Determine level of PDP for upcoming year Can conduct Goal Setting Conference to set goals for next year SUMMARY EVALUATION Held In Teacher s Classroom with Administrator Discuss Self-Assessment, PDP, All Observations Review and sign Summary Rating Form Determine level of PDP for upcoming year Can conduct Goal Setting Conference to set goals for next year SUMMARY EVALUATION 137 of 159
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: Standard I: Teachers demonstrate leadership Observation 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 Understands how they contribute to students graduating from high school. Uses data to understand the skills and abilities of students.... and Takes responsibility for the progress of students to ensure that they graduate from high school. Provides evidence of data driven instruction throughout all classroom activities.... and Communicates to students the vision of being prepared for life in the 21st century. Evaluates student progress using a variety of assessment data.... and Encourages students to take responsibility for their own learning. Uses classroom assessment data to inform program planning. Not Demonstrated (Comment Required) 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. 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. 138 of 159 Approved as of August 2008 20
North Carolina Teacher Evaluation Process Observation 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 Proficient Accomplished Distinguished Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.... and Contributes to the: improvement of the profession through professional growth. establishment of positive working relationships school s decisionmaking processes as required.... and Promotes positive working relationships through professional growth activities and collaboration.... and Seeks opportunities to lead professional growth activities and decision-making processes. Not Demonstrated (Comment 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 Supports positive change in policies and practices affecting student learning.... and Participates in developing policies and practices to improve student learning.... and 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)... and... and... and Understands the importance of ethical behavior as outlined in the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct. 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: Lesson plans 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 Formal and informal mentoring Surveys National Board Certification Discipline records 21 139 of 159
Standard II: Teachers establish a respectful environment for a diverse population of students Observation 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 Proficient Accomplished Distinguished Appreciates and understands the need to establish nurturing relationships.... and Establishes an inviting, respectful, inclusive, flexible, and supportive learning environment.... and Maintains a positive and nurturing learning environment.... and Encourages and advises others to provide a nurturing and positive learning environment for all students. Not Demonstrated (Comment Required) 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 Acknowledges that diverse cultures impact the world. Demonstrates awareness of the diversity of students in the classroom. Displays knowledge of diverse cultures, their histories, and their roles in shaping global issues. Acknowledges the influence of race, ethnicity, gender, religion, socioeconomics, and culture on a student s development and attitudes. Uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures. Consistently incorporates different points of view in instruction. Promotes a deep understanding of cultures through the integration of culturally sensitive materials and ideas throughout the curriculum. 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. Holds high expectations of students.... and Communicates high expectations for all students.... and Encourages and values contributions of students, regardless of background or ability.... and Helps students hold high expectations for themselves and their peers. 140 of 159 Approved as of August 2008 22
North Carolina Teacher Evaluation Process Observation 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 Recognizes that students have a variety of learning needs.... and Collaborates with specialists who can support the special learning needs of students.... and Understands the roles of and collaborates with the full range of support specialists to help meet the special needs of all students.... and Anticipates the unique learning needs of students and solicits assistance from within and outside the school to address those needs. Not Demonstrated (Comment Required) Is knowledgeable of effective practices for students with special needs. Provides unique learning opportunities such as inclusion and research based effective practices for students with special needs. Effectively engages special needs students in learning activities and ensures their unique learning needs are 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.... and... and... and Responds to family and community concerns. 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: Student profiles Student surveys Cooperation with ESL teachers Lessons that integrate international content Documentation of referral data and use of IEPs 23 Communications with parents/ community Professional development on cultural attitudes and awareness Use of technology to incorporate cultural awareness into lessons 141 of 159
Standard III: Teachers know the content they teach Observation 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 Demonstrates an awareness of the North Carolina Standard Course of Study and references it in the preparation of lesson plans. Elementary: Begins to integrate literacy instruction in selected lessons.... and 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. Elementary: Integrates effective literacy instruction throughout the curriculum.... and 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. Elementary: Evaluates and reflects upon the effectiveness of literacy instruction.... and Assists colleagues in applying such strategies in their classrooms. Elementary: Makes necessary changes to instructional practice to improve student learning. Not Demonstrated (Comment Required) 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: 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 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. 142 of 159 Approved as of August 2008 24
North Carolina Teacher Evaluation Process Observation 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 Understand the links between grade/subject and the North Carolina Standard Course of Study. Displays global awareness.... and demonstrates knowledge of links between grade/ subject and the North Carolina Standard Course of Study. Promotes global awareness and its relevance to the subjects.... and 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. Integrates global awareness activities throughout lesson plans and classroom instructional practices.... and Collaborates with teachers from other grades or subject areas to establish links between disciplines and influence schoolwide curriculum and teaching practice. 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.... and... and... and Identifies relationships between the North Carolina Standard Course of Study and life in the 21st century. 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: Display of creative student work Use of NC Standard Course of Study Lesson plans Content standards 25 143 of 159
Standard IV: Teachers facilitate learning for their students Observation 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 Proficient Accomplished Distinguished Understands developmental levels of students and recognizes the need to differentiate instruction.... and Understands developmental levels of students and appropriately differentiates instruction.... and Identifies appropriate developmental levels of students and consistently and appropriately differentiates instruction.... and Encourages and guides colleagues to adapt instruction to align with students developmental levels. Not Demonstrated (Comment Required) 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.... and... and... and Recognizes data sources important to planning instruction. 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.... and... and Demonstrates awareness of the variety of methods and materials necessary to meet the needs of all students. Demonstrates 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. 144 of 159 Approved as of August 2008 26
North Carolina Teacher Evaluation Process Observation 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 Proficient Accomplished Distinguished Assesses effective types of technology to use for instruction.... and Demonstrates knowledge of how to utilize technology in instruction.... and Integrates technology with instruction to maximize student learning.... and 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.... and... and... and Understands the importance of developing students critical-thinking and problem solving skills. Demonstrates knowledge of processes needed to support students in acquiring critical thinking skills and problem solving skills. Teaches students the processes needed to: 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. Encourages and assists teachers throughout the school to integrate critical thinking and problem solving skills into their instructional practices. 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.... and... and... and Provides opportunities for cooperation, collaboration, and leadership through student learning teams. Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership. Encourages students to create and manage learning teams. Fosters the development of student leadership and teamwork skills to be used beyond the classroom. 27 145 of 159
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 Demonstrates the ability to effectively communicate with students. Provides opportunities for students to articulate thoughts and ideas... and Uses a variety of methods for communication with all students. Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively.... and Creates a variety of methods to communicate with all students. Establishes classroom practices, which encourage all students to develop effective communication skills.... Anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns. 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 21 st century assessment systems to inform instruction and demonstrate evidence of students 21 st 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 selfassessment feedback to assess their own learning. Assesses students in the attainment of 21 st century knowledge, skills, and dispositions. Provides evidence that students attain 21 st century knowledge, skills and dispositions. Provides opportunities for students to assess themselves and others. Encourages and guides colleagues to assess 21 st century skills, knowledge, and dispositions and to use the assessment information to adjust their instructional practice. Comments Examples of Artifacts: Lesson plans Display of technology used Professional development Use of student learning teams Documentation of differentiated instruction Materials used to promote critical thinking and problem solving Collaborative lesson planning 146 of 159 Approved as of August 2008 28