USER’S GUIDE
Teacher
Evaluation
Rubric
2013-2014
North Carolina
North Carolina Teacher Evaluation System
Rubric for Evaluating North Carolina Teachers (REQUIRED)
The following rubric was developed to align with & exemplify the North Carolina Professional Teaching Standards approved
by the North Carolina State Board of Education on June 6, 2007. The rubric is designed to be used in conjunction with the
standards descriptions & is accompanied by a form to aid principals in conducting teacher observations as well as a teacher
self-assessment tool & a form to summarize the ratings of the principal & teacher. These materials form the core of the
North Carolina Teacher Evaluation process.
Teachers’ performance will be noted on one of four levels: Developing, Proficient, Accomplished or Distinguished. These
levels are cumulative across the rows of the rubric. The developing teacher may exemplify the skills expected of a teacher
who is new to the profession or an experienced teacher who is working in a new content area or grade level, or who needs
a new skill in order to meet the standard.
A “proficient” teacher must exhibit the skills & knowledge described under the “developing” header as well as those under
“proficient.” Likewise, a “distinguished” teacher exhibits all of the skills & knowledge described for that element, or across
the entire row. Occasionally, a teacher might not demonstrate evidence of proficiency on a particular element. In that case
the column: “ND” would be selected. A principal would use this option if, during an observation, the lesson did not lend itself
to a demonstration of a particular skill or knowledge. This column may also be used to document evidence that a teacher is
performing at a level below expectations or below standard. If that column is chosen, then a comment must be made as to
why it was selected.
The North Carolina Teacher Evaluation System Rubric for Evaluating Teachers standards, elements & descriptors
components of this document are complete. However, it should be noted that the possible Charlotte-Mecklenburg
Schools (CMS) Indicators section is in development & will be modified over time. The CMS Descriptor section is
intended to communicate to teachers & evaluators what elements of the PLC matrix could be used to support a
given performance rating. At the conclusion of each standard are further examples provided by the state that could
also be used to inform performance ratings.
This form should be used for the teacher self-assessment, classroom observation, & summary evaluation.
Standard l: Teacher Demonstrates Leadership
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 & postsecondary education, & are prepared for life in the 21st Century. Teachers communicate this vision to their students. Using
a variety of data sources, they organize, plan, & set goals that meet the needs of the individual student & the class. Teachers use various types of assessment data during
the school year to evaluate student progress & to make adjustments to the teaching & learning process. They establish a safe, orderly environment, & create a culture that
empowers students to collaborate & become lifelong learners.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ 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.
□ Establishes a safe/orderly classroom.
...and
□ Communicates to students the vision of
being prepared for life in 21st century.
□ Evaluates student progress using a
variety of assessment data.
□ Creates a classroom culture that
empowers students to collaborate.
...and
□ Encourages students to take
responsibility for their own learning.
□ Uses classroom assessment data to
inform program planning
□ Empowers and encourages students to
create and maintain a safe and
supportive school and community
environment.
Possible CMS Indicators
o Teacher uses classroom & district data
to plan lessons aligned with the Core
Curriculum state standards &/or
Essential Standards.
o Teacher maintains a data notebook &
uses this data to plan lessons.
o Teacher is developing procedures that
are establishing a safe & orderly
classroom environment.
o Teacher is beginning to implement
collaborative groups in class activities.
o Teacher is working to promote
students’ interests & excitement for
learning.
o Teacher demonstrates resiliency in
adapting to his/her role in the
classroom.
o Teacher follows all safe school
procedures.
o Teacher monitors student growth
toward individual goals & provides
supportive feedback to encourage
continued progress.
o Teacher uses student work to motivate
students’ highest level of performance.
o Teacher communicates with parents &
staff to encourage student success &
motivates students to perform at high
levels.
o Teacher uses data to address
individual student needs & to monitor
each sub group within the classroom.
o Teacher regularly uses collaborative
teaching methods.
o Teacher creates a classroom
environment focused on high levels of
student engagement.
o Teacher creates a classroom
environment that supports students’
focus on future goals.
o Teacher provides opportunities for
students to analyze data & use their
findings to set & monitor personal
learning goals.
o Teacher regularly embeds 21
st
century
skills, technology, service learning,
global awareness, etc., in his/her
instruction.
o Teacher regularly uses rubrics to set
high standards for student work.
o Teacher regularly references current
events to bring relevancy to instruction.
o Teacher continuously monitors &
adjusts lessons to differentiate learning
& add appropriate interventions &
extensions.
o Teacher maintains an environment that
is student-centered; engagement is
regularly at the highest levels.
o Teacher takes the initiative to pilot new
strategies or activities that increase
student achievement
o Teacher has empowered students to
take ownership of their own learning.
o Teacher effectively creates & uses a
variety of authentic assessments to
determine student progress.
o Teacher achieves high growth with all
diverse learners.
o Teacher has created an environment
consistently focused on real-world
learning.
o Teacher has established a climate where
students continuously reflect on their
own learning & support classmates as
they also work toward achieving future
goals.
o Teacher guides students to extend
learning based on their interests & career
goals.
o Teacher has detailed, & strategic plans
to address learning styles, strengths &
weaknesses for each student’s growth.
o Teacher initiates collaboration with staff
to support students through interventions
& extension.
o Teacher’s piloted initiative has a
significant, positive impact on student
achievement.
b. Teacher demonstrates leadership in the school. Teachers work collaboratively with school personnel to create a professional learning community.
They analyze & use local, state, & national data to develop goals & strategies in the school improvement plan that enhances student learning & teacher
working conditions. Teachers provide input in determining the school budget & in the selection of professional development that meets the needs of students
& their own professional growth. They participate in the hiring process & collaborate with their colleagues to mentor & support teachers to improve the
effectiveness of their departments or grade levels.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Attends professional learning
community meetings.
□ Displays awareness of the goals of
the school improvement plan.
…and
□ Participates in professional
learning community.
□ Participates in developing and/or
implementing the school
improvement plan.
…and
□ Assumes a leadership role in
professional learning community.
□ Collaborates with school personnel
on school improvement activities.
…and
□ Collaborates with colleagues to
improve the quality of learning in
the school.
□ Assumes a leadership role in
implementing school improvement
plan throughout the building.
Possible CMS Indicators
o Teacher regularly attends in-
service or meetings related to PLC
initiatives:
PDP planning meetings
Grade level/department Meetings
Intervention teams
Vertical teams
Professional development Meetings
Staff meetings
General PTA meetings
o Teacher is present at meetings
where school budget and
teacher/staff/student/parent
surveys are presented.
o Teacher consistently fulfills duties
and responsibilities as assigned by
the principal (e.g., bus duty).
o Teacher is working to support the
school improvement plan as it
relates to his/her classroom and/or
content area.
o Teacher actively participates in
PLC related meetings.
o Teacher successfully applies new
learning from workshops or PLC
initiatives in his/her classroom.
o Teacher volunteers for additional
duties beyond those assigned
(e.g., job fair, campus
beautification, PTA special events,
club sponsor), promoting school
goals.
o Teacher consistently attends
School Leadership Team meetings
and opens communication with
other team members.
o Teacher seeks outside
opportunities to grow professionally
(e.g., conferences, workshops,
observing other teachers).
o Teacher fully supports the school
improvement plan as it relates to
his/her classroom and/or content
area.
o Teacher effectively serves in
leadership roles:
o Grade level/department meetings
o Vertical teams
o school committees
o PLC teams.
o Teacher provides effective school-
wide professional development as
needed.
o Teacher serves on a school-based
team to attend district training, and
then implements district initiatives
in the school (e.g., Data Wise
team).
o Teacher is a positive, professional
role model for colleagues.
o Teacher is an effective mentor and
conducts peer observations as
needed.
o Teacher participates in the
interview selection process and/or
the budget process as requested
by the principal.
o Teacher effectively serves on
district-level training teams and/or
committees (e.g., Data Wise).
o Teacher plays a key role in leading
instructional and organizational
change within the school (i.e.,
selection of staff development
needs).
o Teacher collaborates with
administrators to develop and
evaluate school initiatives.
o Teacher is a lifelong learner and
embraces change that positively
impacts the school and student
achievement.
o Teacher collaborates with
administration in the staff hiring
process.
c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working
relationships in the school. They actively participate in & advocate for the decision-making structures in education & government that take advantage of the
expertise of teachers. Teachers promote professional growth for all educators & collaborate with their colleagues to improve the profession.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ 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 decision-making
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.
Possible CMS Indicators
o Teacher has a professional
relationship with administration,
staff, students & parents.
o Teacher attends required PD
workshops.
o Teacher has developed an
appropriate PDP.
o Teacher is accepting of
performance feedback.
o Teacher adheres to school
protocols & handbook regulations.
o Teacher is aware of & abides by
state & local laws & policies.
o Teacher supports & regularly
attends out-of-school activities
(PTA events, sporting events, etc.)
o Teacher works collaboratively with
administration, staff, students, &
parents and enthusiastically
promotes school-wide initiatives to
promote student achievement.
o Teacher actively serves on
decision-making structures within
the school.
o Teacher voluntarily attends local,
state, &/or national professional
development opportunities.
o Teacher effectively implements
new learning from professional
development in classroom.
o Teacher effectively responds to
performance feedback to improve
student achievement.
o Teacher goes through proper
channels to solve problems within
the classroom &/or the school, &
is solution oriented.
o Teacher participates in initiatives to
improve teacher preparation
process as an effective teacher
mentor, supervisor for an intern,
etc.
o Teacher engages in processes for
reflection & enhancement of
growth in the teaching & learning
process (i.e. NBCT, advanced degrees,
additional certification).
o Teacher seeks performance
feedback to enhance teaching
skills & strategies.
o Teacher helps plan & implement
professional development for the
school.
o Teacher is a positive influence on
staff morale & school climate.
o Teachers successfully leads
school activities, programs, or
events (i.e., career day, tutoring
program, etc)
o Teacher conducts effective
professional development for district
(PDMT’S, SIOP, etc.).
o Teacher serves as a leader in state
organizations or on district-level
committees.
o Teacher effectively presents at
local, state or national workshops
&/or conferences.
o Teacher is results oriented, offering
new & innovative ideas, including
writing grants & developing
curriculum resources that positively
affect student achievement.
o Teacher is skilled in handling
crucial conversations with
administration, staff, & parents.
o Teacher initiates, organizes, plans
& leads an effective PLC that results
in positive student achievement
gains.
d. Teachers advocate for schools & students. Teachers advocate for positive change in policies & practices affecting student learning.
They participate in the implementation of initiatives to improve the education of students.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ 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.
Possible CMS Indicators
o Teacher participates in faculty &
PLC meetings where
policies/procedures are discussed
that effect student learning.
o Teacher demonstrates an
awareness of issues & situations
that impact student learning.
o Teacher attends training related to
policies & practices effecting
student learning.
o Teacher’s knowledge of McKinney
Vento, 504, EC, LEP policies is
demonstrated in practice.
o Teacher appropriately implements
PEP’s for students.
o Teacher observes peers to gain
performance skills & techniques.
o Teacher accurately adheres to &
implements school policies &
procedures that positively impact
student learning:
adheres to schedules
maintains attendance
records/procedures
follows guidelines-staff absences
appropriately completes discipline referrals
adheres to classroom discipline expectations
follows school character education guidelines
completes progress monitoring logs
promptly communicates with parents
o Teacher actively & effectively
participates in the work of a
PLC & SLT.
o Teacher positively & effectively
supports new district/school
initiatives such as new
curriculum & assessments.
o Teacher consistently collects &
uses data to make informed
decisions related to individual
student’s physical, social, &
emotional needs to positively
impact learning.
o Teacher consistently &
effectively implements the RtI
process
o Teacher effectively takes
responsibility for implementing,
& monitoring an activity of the
School Improvement Plan.
o Teacher works with
administration to develop
implement, & evaluate school-
wide RtI process.
o Teacher is an active member of
a district, regional or state level
committee that supports
implementation of reform.
o Teacher effectively represents
school at district &/or alliance
meetings.
o Teacher is an active member
of a professional organization.
o Teacher holds a leadership role
at district, regional, or state
level that supports
implementation of reform
initiatives.
o Teacher works within the
school framework to identify
needed changes in school
policies/procedures.
o Teacher collaborates with
administrators to develop &
implement new initiatives
where improvement is needed.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Understands the importance of
ethical behavior as outlined in the
Code of Ethics for North Carolina
Educators & the Standards for
Professional Conduct.
…and
□ Demonstrates ethical behavior
through adherence to the Code of
Ethics for North Carolina
Educators and the Standards for
Professional Conduct.
…and
□ Knows and upholds the Code of
Ethics for North Carolina Educators
and the Standards for Professional
Conduct.
…and
□ 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.
Possible CMS Indicators
o Teacher adheres to Code of
Ethics & Code of Professional
Practice & Conduct for NC
Educators.
o Teacher shows respect for
authority & for school rules &
protocols.
o Teacher treats students,
colleagues, & parents with
honesty, respect, avoiding
sarcasm, “put downs,” or
inappropriate comments.
o Teacher gives grades that are
fair, equitable & supported by
sufficient, accurate
documentation.
o Teacher uses face-to-face
communication to address
emotionally charged issues with
colleagues and administration
o Teacher consistently adheres to
Code of Ethics & Code of
Professional Practice & Conduct
for NC Educators
o Teacher disciplines students with
thorough & fair investigation of all
sides & issues in misbehavior
incidents.
o Teacher maintains confidentiality
in matters related to performance
evaluations, school business &
reporting.
o Teacher handles staff &/or
administrative concern/issues
appropriately, openly, directly and
with civility.
o Teacher demonstrates leadership
among peers with regard to ethical
practices, and reports violations
when appropriate.
o Teacher appropriately supports
administrators in handling of
discipline with students in his/her
classroom.
o Teacher identifies potential
problems in areas of ethical issues
& suggests positive resolutions.
o Teacher does not rely on
administrators to resolve moral
and/or ethical issues that need to
be resolved with colleagues
o Teacher models the highest
standards of ethical behavior
& appropriately holds
colleagues accountable for
doing so as well.
o Teacher is recognized &
identified by peers &
administration as a leader in
ethical practices.
o Teacher advocates for ethical
practice across the district &
through professional
organizations.
.
e. Teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, &
respect for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) & the Standards for Professional
Conduct adopted April 1, 1998. (www.ncptsc.org)
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ 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.
Possible CMS Indicators
o Teacher is working to
establish classroom rules &
procedures to facilitate an
orderly & nurturing learning
classroom environment.
o Teacher/student interactions
are respectful, positive, &
appropriate.
o Teacher’s strategies for
affirming positive student
behavior are observed in
student/teacher interactions.
o Teacher is working to use all
available time for student
learning.
o Students are generally
compliant in paying attention
to the teacher and to
assigned tasks.
o Teacher does not give up on
any student and encourages
each one to persevere.
o Classroom rules &
procedures facilitate an
orderly learning environment
& are well established.
o Discipline concerns & issues
are handled promptly,
appropriately & effectively.
o Students are supported &
protected from harm, abuse,
bullying & neglect.
o Teacher generally creates a
classroom environment
focused on high levels of
student engagement (i.e.
cooperative learning, PEAK
strategies, SIOP strategies,
etc.)
o Teacher consistently expects
students to successfully
complete challenging work.
o Teacher encourages all
students to take risks and to
persevere in difficult
assignments.
o Student-to-student relationships
are consistently positive.
o Classroom rules & procedures
have become internalized.
o Classroom is student-centered,
interactive & highly engaging.
o Teacher consistently maintains an
environment that is student-
centered; engagement is regularly
at the highest levels.
o Teacher solicits & incorporates
student feedback to enhance the
classroom environment.
o Students are encouraged to take
leadership roles in the classroom.
o Students & teacher work together
as a classroom “PLC,” creating
positive synergy.
o Student leadership is
consistently evident, well
established & supports a
student-centered classroom
environment.
o Teacher is a role model for other
staff in the area of classroom
management & authentic
student engagement.
o Teacher initiates support and
assistance to colleagues
regarding classroom
management and/or authentic
engagement.
Standard II: Teachers establish a respectful environment for a diverse population of students
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, & flexible.
b. Teachers embrace diversity in the school community & in the world. Teachers demonstrate their knowledge of the history of diverse cultures & their
role in shaping global issues. They actively select materials & develop lessons that counteract stereotypes & incorporate histories & contributions of all
cultures. Teachers recognize the influence of race, ethnicity, religion & other aspects of culture on a student’s development & personality. Teachers strive
to understand how a student’s culture & background may influence his/her school performance. Teachers consider & incorporate different points of view in
their instruction.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
Acknowledges that diverse
cultures impact the world.
Demonstrates awareness of the
diversity of students in the
classroom.
…and
□ Displays knowledge of diverse cultures,
their histories, and their roles in shaping
global issues.
□ Acknowledges the influence of race,
ethnicity, gender, religion, socio-
economics, and culture on a student’s
development and attitudes.
…and
□ Uses materials or lessons that
counteract stereotypes and
acknowledges the contributions of all
cultures.
□ Consistently incorporates different points
of view in instruction.
…and
□ 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.
Possible CMS Indicators
o Teacher’s actions embrace
diversity through honesty,
integrity & respect for the
dignity of each student.
o The learning environment
indicates the teacher’s
sensitivity to all cultures.
o The teacher has work from
all students displayed to
create an environment
where all feel work is
valued.
o The teacher is beginning to
recognize diversity as more
than race or ethnicity, but
inclusive of gender, sexual
orientation, socio-economic
or religious differences etc.
o Teacher addresses issues
of diversity in a positive way.
o The classroom is inclusive,
cohesive & inviting to all students.
o Teacher ensures equality of
opportunity for all students to
participate & feel that their work and
ideas are valued.
o The teacher is effective in
developing students’ problem-
solving skills & respect for differing
opinions in the class.
o Teacher regularly uses collaborative
teaching methods where students
are fluidly grouped to ensure
opportunities to work with diverse
populations.
o Teacher regularly selects resources
& designs lessons that help
students develop an understanding
& appreciation for cultures &
communities beyond their own.
o Teacher makes necessary
accommodations to address
specialized needs of all subgroups in
the classroom, including sensitivity to
social skills & disability awareness.
o Teacher provides consultation to staff
on strategies related to all areas of
student diversity.
o Teacher has created a classroom
environment where emotionally
charged & provocative issues are
handled in an open, honest &
respectful way.
o The teacher emphasizes activities
where students justify their thinking
through the incorporation of various
points of view.
o Teacher consistently & intentionally
selects materials & develops lessons
that broaden cultural awareness (ie.
debates, composition of small groups,
addressing individual situations).
o Development of student
leadership demonstrates the
teacher’s ability to capitalize
on diversity as an asset in
the classroom.
o Teacher effectively assists
the school in implementation
of diversity training &
diversity awareness.
o Students are empowered to
select/ research topics &
issues that broaden their
understanding of other
cultures.
o Teacher provides
opportunities for students to
participate in service learning
experiences that exemplify &
demonstrate cultural
awareness.
c. Teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all
backgrounds. Teachers appreciate the differences & value the contribution of each student in the learning environment by building positive,
appropriate relationships.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ 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.
Possible CMS Indicators
Other data sources, beyond one formal
observation, are needed to document
teacher attention to individual students
and their growth/success.
o Teacher encourages success
& growth
o Teacher shows a personal
interest for each student.
o Teacher demonstrates
quality work standards by
sharing examples, clearly
introducing assignments, &
holding students accountable
for turning work in on time.
o Teacher demonstrates high
expectations by working to
provide a variety of behavior
&/or academic supports.
o Teacher to student
interactions are positive &
communicate a “can do”
attitude.
Other data sources, beyond one formal
observation, are needed to document
teacher attention to individual students
and their growth/success.
o Teacher shares with the class
that all students can & will
learn & has systems in place
that support high expectations,
resulting in student growth &
positive outcomes
o Teacher expectations are
communicated both verbally &
non-verbally, including specific
instructional feedback to
students.
o Teacher directs and monitors
students in goal setting, & has
them periodically analyze their
work against these goals.
Other data sources, beyond one formal
observation, are needed to document
teacher attention to individual students
and their growth/success.
o Teacher has empowered
students to set their own goals &
supports them in achieving
these goals.
o Students consistently persist
with difficult tasks & encourage
each other to solve difficult,
complex problems, without need
for teacher prompting.
o The teacher expects students to
reflect on their work & determine
whether the products meet
expected standards.
o The teacher can articulate
needs, ability, interests of
students. showing genuine
concern for the individual child.
Other data sources, beyond one formal
observation, are needed to document
teacher attention to individual students
and their growth/success.
o Students are consistently
setting & achieving high goals,
with peer monitoring &
feedback a part of this process.
o Students are empowered to
take risks to reach higher levels
of accomplishment.
o The classroom environment is
a model of respectful &
supportive student engagement
& interaction.
o Students work with each other
to set goals, monitor their
progress, & explain & polish
rubrics for assignments.
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 & other models of effective practice, teachers engage students to ensure that their
needs are met.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Recognizes that students have a
variety of learning needs.
□ Is knowledgeable of effective
practices for students with special
needs.
…and
□ Collaborates with specialists who
can support the special learning
needs of students.
□ Provides unique learning
opportunities such as inclusion and
research based effective practices
for students with special needs.
…and
□ Understands the roles of and
collaborates with the full range of
support specialists to help meet the
special needs of all students.
□ Effectively engages special needs
students in learning activities and
ensures their unique learning needs
are met.
…and
□ Anticipates the unique learning
needs of students and solicits
assistance from within and outside
the school to address those needs.
□ Adapts instruction for the benefit of
students with special needs and
helps colleagues do the same for
their students.
Possible CMS Indicators
o Teacher is working to incorporate
instructional strategies that
support students with special
needs.
o Teacher can identify special
needs students in the classroom.
o Teacher is knowledgeable of the
certifications & accommodations
of special need students & their
impact on learning.
o Teacher complies with all
student assisted plans (IEP,
DEP, PEP, 504, etc.).
o Teacher effectively uses a variety
of best teaching practices to
address special needs of students.
o Teacher can articulate & provide
evidence of successful
intervention plans, for students
with academic or behavioral
needs.
o The teacher appropriately refers
students who are not successful
academically or behaviorally to the
school intervention team.
o The teacher follows through with
school intervention team
recommendations & systematically
collects & monitors appropriate
student data & reports progress.
o Teacher works effectively with
staff to identify/address the special
needs of students, including
collaborative planning with support
staff.
o Teacher provides specific
feedback in IEP meetings &
provides appropriate input in
developing or revising plans.
o Teacher makes appropriate
adjustments during instruction
based on students’ progress &
understanding.
o Teacher effectively implements a
variety of inclusive classroom
practices for the benefit of all
students (EC, LEP, gifted, etc.).
o Teacher regularly &
appropriately differentiates
instruction for all students.
o Teacher’s classroom is a model
for inclusive classroom practices.
o Teacher is highly successful in
meeting the needs of the full range
of students with special needs,
providing them with rigorous,
relevant & highly engaging
classroom activities.
o The teacher actively supports the
Intervention Team Process &
helps to develop & support
colleagues in the implementation
of research-based academic &
behavioral interventions.
e. Teachers work collaboratively with the families & significant adults in the lives of their students Teachers recognize that educating
children is a shared responsibility involving the school, parents or guardians, & the community. Teachers improve communication &
collaboration between the school, the home, & the community in order to promote trust & understanding & build partnerships with all segments
of the school community. Teachers seek solutions to overcome cultural & economic obstacles that may stand in the way of effective family &
community involvement in the education of their students.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Responds to family and
community concerns.
…and
□ Communicates and collaborates with
the home, and community for the
benefit of students.
…and
□ Recognizes obstacles to family
and community participation and
conscientiously seeks solutions to
overcome them.
…and
□ Promotes trust and understanding
throughout the school community.
Possible CMS Indicators
Generally not observable in
classroom observations.
o Teacher promptly responds to
student/ family concerns,
within a 24-hour timeframe.
o Teacher maintains
communication through
PowerSchool.
o Teacher adheres to school
expectations for updating
communication tools
(PowerSchool, wiki spaces).
o The teacher uses face-to-
face and phone conferences
to communicate high stakes
situations and issues.
Generally not observable in
classroom observations.
o Teacher exercises flexibility in
scheduling conferences with parents
& guardians to accommodate their
needs.
.
o Teacher maintains detailed
communication log with various
stakeholders (parents, agencies,
support staff, etc.).
o Teacher values parent
communication & listens openly to
their input & concerns.
o Teacher initiates frequent
communication with
parents/guardians to address
student needs & provide information
regarding classroom instructional
focus using a variety of multi-media.
Generally not observable in
classroom observations.
o Teacher initiates collaborative
meetings with school
personnel to seek broad based
support for students.
o Teacher connects families to
the guidance department,
community agencies, & other
related services as needed.
o Teacher seeks out &
implements innovative
strategies to build home/school
collaboration &
communication.
Generally not observable in
classroom observations.
o Teacher serves as an ambassador
for the school & works
collaboratively with community
partners to enhance the school’s
vision & mission.
o Teacher effectively builds
community partnerships to secure
resources that support the school.
o Teacher consistently & effectively
seeks solutions to overcome
obstacles that stand in the way of
meaningful family & community
involvement to support students’
success.
o Teacher takes the initiative to
involve others in activities with
families to support student
learning and understanding
through the school community.
Standard III: Teachers know the content they teach
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 & apply strategies to make
the curriculum rigorous & relevant for all students & provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit &
thorough preparation in literacy instruction. Middle & high school teachers incorporate literacy instruction within the content area or discipline.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Demonstrates an awareness of the
NCSCOS and references it in the
preparation of lesson plans.
Elementary:
Begins to integrate literacy instruction in
selected lessons.
Secondary: Recognizes the importance of
integrating literacy strategies within the content
areas.
…and
□ Understands the NCSCOS; 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.
Secondary Incorporates a wide variety of
literacy skills within content areas to enhance
learning.
…and
□ Develops and applies strategies
based on the NCSCOS and
standards developed by professional
organizations to make the curriculum
balanced, rigorous and relevant.
Elementary
Evaluates and reflects upon the effectiveness
of literacy instruction.
Secondary
Evaluates and reflects upon the effectiveness
of literacy instruction within content areas.
…and
□ Assists colleagues in applying such
strategies in their classrooms.
Elementary
Makes necessary changes to instructional
practice to improve student learning.
Secondary
Makes necessary changes to instructional
practice to improve student learning.
Possible CMS Indicators
o Daily learning objectives are
related to the Common Core
StateStandards/Essential
Standards/ extensions of
NCSCOS
o Teacher’s lessons
demonstrate the appropriate
use of curriculum guides.
o Teacher’s lessons provide
evidence of team planning.
o The teacher is working to
expand his/her understanding
of research-based literacy
strategies & has begun to
implement specific literacy
strategies appropriate to their
content & grade level.
o Daily learning objectives are
consistently aligned with the
Common Core State
Standards/Essential
Standards/extensions of NCSOS.
o All parts of teacher’s lessons are
aligned with the lesson’s learning
objectives, including the review,
input, guided practice, &
assessment.
o Teacher intentionally incorporates
21
st
century skills in teaching the
Common Core standards.
o The teacher has a systematic
plan, including the use of student
data, & evidence of
implementation to incorporate
research-based literacy strategies
appropriate to their content &
grade level.
o Teacher uses high yield
instructional strategies that are
appropriate for their content area.
o Teacher works to improve &
enhance students’ literacy skills in
all content areas.
o The teacher’s knowledge of
vertical alignment provides
opportunities to make learning
more challenging.
o The teacher supports the school in
developing a process for
evaluating & reflecting upon the
effectiveness of literacy instruction
within content areas.
o Lessons provide strong evidence
of differentiation, flexible grouping,
tiered lessons, compacting, 21st
century skills
o Lessons consistently provide
evidence of re-teaching &/or
enrichment strategies &
activities.
o The teacher provides school-
wide &/or district leadership in
developing a systematic plan,
including the use of student
data & evidence of
implementation to incorporate
research-based literacy
strategies appropriate to the
content & grade level.
o The teacher serves as a
resource to other teachers,
modeling & collaborating with
them, to implement a
systemic, research-based
literacy plan.
b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness & depth of understanding to their
classrooms by knowing their subjects beyond the content they are expected to teach & by directing students’ natural curiosity into an interest
in learning. Elementary teachers have broad knowledge across disciplines. Middle school & high school teachers have depth in one or more
specific content areas or disciplines.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Demonstrates a basic level
of content knowledge in the
teaching specialty to which
assigned.
…and
□ Demonstrates an appropriate level of
content knowledge in the teaching
specialty to which assigned.
…and
□ 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.
…and
□ Extends knowledge of subject
beyond content in their teaching
specialty and sparks students’
curiosity for learning beyond the
required course work.
Possible CMS Indicators
o Teacher’s knowledge of
content is evident in
accuracy & correctness of
lessons presented &
information provided.
o Teacher is working to use
a variety of resources in
lessons.
o Teacher uses the
vocabulary & problem
solving strategies unique
to the content.
o Teacher’s knowledge of content
allows him/her to go beyond
“textbook instruction.”
o Teacher’s content knowledge
provides the impetus for lessons
that move students from
knowledge-level information to
analysis, evaluation, & synthesis
of concepts.
o The teacher’s depth of
understanding of content is able
to support significant &
measurable student growth in
learning.
o The teacher’s instruction supports
students’ understanding of the
interconnectedness of their
content with other areas of study.
o The teacher regularly presents
content from multiple
perspectives.
o Students are motivated to
investigate the content area &
expand their knowledge & satisfy
their natural curiosity, such as
inquiry-based learning, projects,
or student-centered activities.
o Community experts are regularly
incorporated into student learning
opportunities.
o Teacher’s knowledge of content
results in consistent, high quality
assignments, a high level of
integration, and content specific
feedback.
o Community involvement around
the curricular standards is
evidenced by student activities
such as community projects, or
internships.
o The teacher is recognized
across the state or nation as an
expert in their content area.
o Teacher is recognized for &
frequently requested to provide
content expertise across the
school & district.
c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links & vertical alignment of the grade
or subject they teach & the North Carolina Standard Course of Study.. Teachers understand how the content they teach relates to other
disciplines in order to deepen understanding & connect learning for students. Teachers promote global awareness & its relevance to subjects
they teach.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Understand the links between
grade/subject and the NCSCOS.
□ Displays global awareness.
…and
□ Demonstrates knowledge of
links between grade/subject and
the NCSCOS.
□ 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 NCSCOS. 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 school-
wide curriculum and teaching
practice.
□ Promotes global awareness and
its relevance to all faculty
members, influencing curriculum
and teaching practices
throughout the school.
Possible CMS Indicators
o There is some evidence of
integration of instruction with
other content areas.
o Teacher’s lesson objectives
are appropriate for the grade
level content.
o Teacher is working to include
community & global
connections in classroom
instruction.
o Teacher regularly makes
learning connections for
students between concepts,
content areas, & from
concrete to abstract.
o Teacher effectively includes
community & world
connections in classroom
instruction.
o Teacher intentionally plans to
include a worldview as it is
appropriate to the content
taught.
o Teacher makes content
meaningful through extensive
use of relevant examples,
artifacts, charts, props, etc.
o Teacher frequently integrates
instruction with other content
areas that adds depth,
complexity & rigor to the
instruction.
o Teacher consistently uses
real world examples to make
global connections in content
teaching when applicable.
o Teacher provides students
with opportunities to
demonstrate responsible
citizenry in the global
community, positively
impacting stakeholders’
awareness & understanding
of global issues.
o Teacher is an exemplar to
colleagues for curriculum
integration & problem-based
learning.
d. Teachers make instruction relevant to students. Teachers incorporate 21
st
century life skills into their teaching deliberately, strategically,
& broadly. These skills include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-
direction, & social responsibility. Teachers help their students understand the relationship between the NCSCOS & the 21
st
Century content,
which includes global awareness; financial, economic, business, & entrepreneurial literacy, civic literacy; & health awareness.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Identifies relationships between
the NCSCOS and life in the 21st
century.
…and
□ Identifies relationships between
the core content and 21
st
century
content.
…and
□ Integrates core content and 21st
century content throughout
lesson plans and classroom
instructional practices.
…and
□ Deepens students’
understandings of 21st century
skills and helps them make their
own connections and develop
new skills.
Possible CMS Indicators
o Teacher is working to make
connections between school
learning & the real world.
o Teacher is learning to focus
lessons on basic skills & their
connection to success in the
real world.
o The teacher has begun to
deliberately incorporate 21
st
century life skills & 21
st
century
content into their procedural
processes, planning &
instruction.
o Teacher stresses the value of
students working appropriately
& productively with other
students.
o Teacher regularly connects
learning to real life to give added
meaning & purpose to student
learning.
o Teacher connects instruction to
EOG/EOC expectations &
format, as appropriate.
o The teacher has intentionally
incorporated 21st century life
skills & 21
st
century content into
their procedural processes,
planning & instruction.
o Teacher uses strategies that
facilitate learning for the
millennial child.
o Teacher extends & builds on
student experiences & interests
to make learning relevant.
o Teacher consistently
incorporates 21
st
century life
skills into their teaching (e.g.,
ethics, people skills,
accountability, personal
productivity, & self-direction).
o Teacher consistently models &
fosters a sense of resiliency &
flexibility for students.
o Teacher empowers students to
take ownership, initiate learning
opportunities, & reflect on their
own learning.
o Teacher has designed
assessments/feedback
mechanisms to include students’
evaluation & input on activities.
o The teacher has become a
school/ district/state resource
through modeling &/or
collaboration with teachers in
systematically incorporating 21st
century life skills & 21
st
century
content into their procedural
processes, planning &
instruction.
Standard IV: Teachers facilitate learning for their students
a. Teachers know the ways in which learning takes place, & they know the appropriate levels of intellectual, physical, social, & emotional development of
their students. Teachers know how students think & learn. Teachers understand the influences that affect individual student learning (development, culture,
language proficiency, etc.) & differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to
address the strengths & weaknesses of their students.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Understands developmental levels
of students and recognizes the
need to differentiate instruction.
…and
□ Understands developmental levels
of students and appropriately
differentiates instruction.
□ Assesses resources needed to
address strengths and weakness
of students.
…and
□ Identifies appropriate
developmental levels of students
and consistently and appropriately
differentiates instruction.
□ Reviews and uses alternative
resources or adapts existing
resources to take advantage of
student strengths or address
weaknesses.
…and
□ Encourages and guides colleagues
to adapt instruction to align with
students’ developmental levels.
□ 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.
Possible CMS Indicators
o The teacher is beginning to
include differentiated learning in
his/her classroom.
o Teacher is working to use pre-
assessment and assessment data
to drive instruction.
o Teacher is working to implement
strategies that address students’
learning styles.
o The teacher is beginning to
include differentiated learning in
his/her classroom.
o The teacher can articulate the
influences that affect students’
learning & begin to identify
appropriate resources to promote
students’ growth.
o Teacher regularly uses
appropriate data to differentiate
instruction to meet all learner
needs.
o Daily lessons consistently provide
students with opportunities for
new learning &/or increased skill
development.
o The teacher reads & utilizes
current educational research to
inform their teaching practice.
o Teacher is proactive in securing
alternative resources & materials
to meet individual student needs.
o Teacher consistently uses
appropriate data to differentiate
instruction to meet all learner
needs
o Teacher ensures that learning is
challenging, rigorous, & relevant
for all students in all sub groups.
o Teacher is aware of the classroom
sub groups & intentionally &
effectively uses alternative
strategies & resources to address
individual learner’s needs.
o During the school year, all sub
groups in the classroom are
making progress in meeting
Common Core/Essential
Standards’ goals.
o Teacher takes risks to incorporate
new learning into his/her
instruction that is effective in
meeting the needs of all students.
o Teacher’s passion for education is
communicated to students,
providing them the impetus to
become lifelong learners.
o Teacher is a role model
influencing other staff to
effectively use data to
differentiate instruction and to
monitor the impact on student
growth.
b. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues & use a variety of data
sources for short & 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 & modified to enhance learning. Teachers make the curriculum responsive to cultural differences & individual learning needs.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Recognizes data sources
important to planning instruction.
...and
□ Uses a variety of data for short and
long-range planning of instruction.
Monitors and modifies instructional
plans to enhance student learning.
…and
□ Monitors student performance and
responds to individual learning
needs in order to engage students
in learning.
…and
□ Monitors student performance and
responds to cultural diversity and
learning needs through the school
improvement process.
Possible CMS Indicators
Generally not observable in
classroom observations.
o Lessons plans generally reflect
effective lesson design & best
practices.
o Teacher collects student data &
collaborates with peers in
reviewing this data.
o Teacher regularly uses student
data in planning & modifying
instruction.
o The teacher is working to
implement a mastery learning
plan/RtIi.
Generally not observable in
classroom observations.
o Lesson plans reflect the teacher’s
skill in capitalizing on the diversity &
learning strengths/weaknesses of
students in the classroom.
o A mastery learning process/RtI is in
place (pre/post tests, spiraling, re-
teaching, retesting), that supports
multiple opportunities for students to
accomplish academic objectives.
o Teacher effectively uses
disaggregated data to develop and
monitor student action plans that
support academic growth..
o The teacher consistently modifies
lessons plans & instructional delivery
in response to student learning
needs.
o The teacher uses a variety of data
sources to develop & refine
instructional plans & to engage
students in the learning process.
Generally not observable in
classroom observations.
o Data is disaggregated & used to
determine the varying levels of
learning needs in classroom sub-
groups.
o Lesson plans reflect the unique
needs of diverse subgroups when
disaggregated data reveals varying
success among these students.
o Implementation of differentiated
lesson plans result in significant &
measurable growth/learning.
o Teacher collaborates with other
staff to determine the appropriate
master learning process and
teaching strategies, with goals from
the Essential Standards as the
foundation for the RtI plan.
Generally not observable in
classroom observations.
o Teacher can document that
he/she has been highly successful
in addressing the social,
emotional, & academic needs of a
diverse student population.
o Teacher supports & promotes
significant school-wide initiatives
in the areas of cultural diversity &
learning needs, resulting in
students’ academic gains.
o The teacher has initiated school-
wide strategies to support staff in
the effective use of data in short &
long range planning.
o The teacher has been proactive,
through the school improvement
process, supporting, monitoring &
revising strategies based upon
student learning outcomes.
o The teacher has become a
resource within the school/district
in the effective use of data for both
short range & long range planning.
c. Teachers use a variety of instructional methods. Teachers choose the methods & techniques that are most effective in meeting the
needs of their students as they strive to eliminate the achievement gaps. Teachers employ a wide range of techniques including information &
communication technology, learning styles, & differentiated instruction.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Demonstrates awareness of the
variety of methods and material
s necessary to meet the needs
of all students.
…and
□ Demonstrates awareness or use
of appropriate methods and
materials necessary to meet the
needs of all students.
…and
□ Ensures the success of all
students through the selection
and utilization of appropriate
methods and materials.
…and
□ Stay abreast of emerging
research areas and new
innovative materials and
incorporate them into lessons
plans and instructional strategies.
Possible CMS Indicators
o Teacher is learning to address
individual student’s needs
through differentiated
instructional resources &
teaching practices.
o Teacher includes appropriate
lesson components when
providing instruction (e.g.,
review, objective, input,
modeling, guided practice,
independent practice).
o Teacher is beginning to use
available technology tools to
enhance instruction.
o Teacher is beginning to include
strategies that address students’
learning styles.
o Teacher appropriately &
effectively implements district
&/or school initiatives.
o Teacher regularly and effectively
implements a variety of
instructional strategies that
address students’ learning styles,
learning needs & mastery levels.
o Teacher regularly integrates
available technology into
instruction & student activities.
o The teacher regularly provides
prompt content-specific feedback
that positively impacts student
learning.
o Teacher consistently utilizes
various instructional strategies
that effectively narrow the
achievement gap for all
students.
o Teacher consistently &
intentionally selects the “best
practices” to match students’
learning needs/styles & lesson
objective.
o Teacher consistently &
effectively includes technology
as an integral & interactive
learning tool.
o The teacher’s feedback is
purposeful and reinforces,
sustains, motivates, and/or
corrects student learning.
o Teacher is a resource for staff,
modeling & supporting the use of
new & creative instructional
strategies that result in student
growth.
o Teacher constantly explores,
researches, & effectively
implements new & innovative
technology into teaching,
whenever feasible.
o Teacher’s success in closing the
achievement gap in his/her
classroom motivates other staff to
replicate these effective
techniques & strategies.
o Teacher gathers current
educational research, explores
the strategies/information &
shares this with colleagues in an
effort to improve instruction
across the school.
d. Teachers integrate & utilize technology in their instruction. Teachers know when & 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, & collaborate.
Obs.
Developing
Proficient
Accomplished
Distinguished
ND
State
□ 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.
Possible CMS Indicators
o Teacher is working to provide
instruction using PowerPoint,
Smartboards, Wikis, blogs, etc.,
as appropriate & accessible.
o Teacher attends relevant
professional development
workshops to improve the use of
technology as a teaching &
learning tool.
o The teacher monitors the
appropriate use of technology in
the classroom.
o Teacher routinely provides
instruction using PowerPoint,
Smart boards, Wikis, blogs, etc.,
as appropriate & accessible.
o Teacher encourages students to
use available technology,
including assistive technology for
students with special needs.
o The teacher intentionally plans
for student use of technology in
a manner which, over time, helps
students learn content, think
critically, solve problems, and
use information
o The teacher consistently creates
assignments that require
students to use technology as a
learning tool, when appropriate
and accessible.
o The teacher encourages and
supports colleagues to integrate
technology in their instruction.
o Students are empowered to
maximize the use of technology
to address higher level thinking
skills & 21
st
century standards
(problem solving, project-based
learning, etc.).
o Teacher seeks funding sources
to secure
technology/instructional
materials to enhance instruction.
o The teacher, over time, supports
colleagues through modeling
&/or collaboration in the
planning for student use of
technology in a manner which
helps students learn content,
think critically, solve problems,
discern reliability, use
information, communicate,
innovate, & collaborate.
o Teacher supports colleagues,
helping them write grants or seek
materials/technology for the
school’s instructional program
e. Teachers help students develop critical-thinking & problem-solving skills. Teachers encourage students to ask questions; think
creatively; develop & test innovative ideas; synthesize knowledge & draw conclusions. They help students exercise & communicate sound
reasoning; understand connections; make complex choices; & frame, analyze, & solve problems.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Understands the importance of
developing students’ critical-
thinking & problem solving
skills.
…and
□ Demonstrates knowledge of
processes needed to support
students in acquiring critical
thinking skills and problem
solving skills.
…and
□ Teacher regularly engages students
in processes needed to:
think creatively and critically
develop and test innovative ideas
synthesize knowledge
draw conclusions
exercise/communicate sound reasoning
understand connections
make complex choices AND
frame analyze and solve problems.
…and
□ Encourages and assists teachers
throughout the school to
integrate critical thinking and
problem solving skills into their
instructional practices.
Possible CMS Indicators
o Teacher is working to include
critical thinking opportunities in
every lesson.
o The teacher seeks assistance
from school support staff &
teammates to ensure that
critical thinking strategies &
activities are being implement
in his/her classroom.
o Teacher models problem-
solving strategies in the
classroom as appropriate for
the subject area & monitors
students’ implementation of
these techniques.
o Teacher regularly uses
questioning strategies that
engage, motivate & challenge
students.
o Teacher’s planning for the
students’ use of critical thinking
skills is evidenced in written
lesson plans, the instructional
presentation & student work
products.
o Teacher is working with
students to recognize the
different levels of critical
thinking & problem solving
strategies.
o Teacher regularly develops
lesson plans that increase in
complexity of content & critical
thinking levels over time (i.e. in
a week or unit of study).
o Teacher consistently provides
opportunities for students to ask
questions, think creatively,
synthesize knowledge, & draw
conclusions in class discussions,
activities, & work assignments.
o Teacher is consistently attentive
to students as they process how
they learn (metacognition), &
uses this information to effectively
inform instruction.
o Teacher coaches students to use
sound reasoning, make complex
choices, analyze & solve
problems as independent
thinkers.
o Teacher regularly coaches
other teachers to create lesson
plans that move up in
complexity of content & critical
thinking levels over time.
o The teacher’s instructional
program is highly innovative, &
he/she understands the
necessity of innovation in
developing the 21
st
century
learner.
o The teacher supports
colleagues through modeling
&/or collaboration in effective
teaching strategies to promote
students ’use of critical thinking
& problem solving strategies.
f. Teachers help students work in teams & develop leadership qualities. Teachers teach the importance of cooperation & collaboration.
They organize learning teams to help students define roles, strengthen social ties, improve communication & collaboration skills, interact with
people from different cultures & backgrounds, & develop leadership qualities.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Provides opportunities for
cooperation, collaboration, and
leadership through student learning
teams.
…and
□ Organizes student learning teams
for the purpose of developing
cooperation, collaboration, and
student leadership.
…and
□ Encourages students to create and
manage learning teams.
…and
Foster the development of student
leadership and teamwork skills to be
used beyond the classroom.
Possible CMS Indicators
o Teacher is familiar with 21
st
century skills & is developing
student learning team processes
that will support effective student
collaboration.
o Teacher provides activities for
students that require them to
work together, cooperatively &
collaboratively.
o Teacher is working to facilitate
students’ processing of
collaboration skills at the
completion of these activities.
o Teacher regularly uses
collaborative learning teams
that work independently &
interdependently to achieve
learning goals.
o The teacher requires students
to process collaborative skills
at the completion of these
activities.
o Collaborative work is structured
& well organized, & students
are held accountable for group
processes as a team & for
academic learning as
individuals.
o Students regularly have the
opportunity to work
collaboratively with others from
different cultures &
backgrounds.
o Teacher helps students define
roles, strengthen social ties,
improve communication skills, &
interact with people from diverse
backgrounds.
o The teacher has created a
classroom environment that
provides students with
opportunities for leadership within
the classroom.
o Students are regularly engaged
in assessing both their own
contributions as part of a learning
team, as well as the
effectiveness of the team, as a
whole.
o The work of cooperative learning
teams provides students an
opportunity to take leadership
roles & impact the community
outside of the classroom, such
as service learning, senior exit
projects, etc.
o Student teams set specific
project goals that have a school-
wide &/or community-wide
impact & teams are able to meet
these goals effectively.
o Teacher’s empowerment of
collaborative school teams has
resulted in community-wide,
statewide, or national
recognition for student-driven
projects.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ 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.
…and
□ Anticipates possible student
misunderstandings and
proactively develops teaching
techniques to mitigate concerns.
□ Establishes school-wide and
grade appropriate vehicles to
encourage students throughout
the school to develop effective
communication skills.
Possible CMS Indicators
o The teacher models scholarly
language, including appropriate
vocabulary, formal language,
and correct grammar.
o Teacher uses fluent & precise
speech during formal & informal
interactions with students.
o Teacher communicates clear
assignments & work standards
to all students.
o Teacher is a respectful listener
& communicator with students
of all backgrounds & abilities.
o The teacher has begun to
implement lesson structures
that provide opportunities for
students to articulate thoughts
& ideas.
o Teacher facilitates positive
communication through
meaningful feedback given to
students, both verbal and non-
verbal..
o Teacher regularly includes open,
academic discussions within the
classroom, encouraging
students to be responsible for
their own learning.
o Teacher provides instruction &
models effective communication
for students to resolve
classroom concerns or
problems.
o The teacher provides the
opportunity, structures &
feedback which effectively
support students in articulating
thoughts & ideas clearly &
effectively.
o Teacher creates opportunities for
students to articulate ideas
through structured activities,
such as Socratic & Paideia
seminars, document-based
responses, technology, or
response journals.
o Teacher & students work
collaboratively to address
concerns within the classroom
that would negatively impact the
academic climate.
o Teacher consistently &
effectively demonstrates skill in
involving reluctant learners in
classroom activities that foster
communication skills.
o Teacher provides opportunities
for students to develop
communication skills that will
facilitate their success in the
global environment of the 21
st
century.
o Teacher provides students
with a variety of technological
venues to communicate with
others in & outside of their
classroom. (e.g., blogging with
experts, Twitters to community
leaders, & other technology).
o Teacher serves as a role
model for effective
communication with all
stakeholders.
o Teacher provides training in
effective communication skills
at school or district-level (e.g.,
presentation skills, holding
effective parent conferences,
how to make home visits).
g. Teachers communicate effectively. Teachers communicate in ways that are clearly understood by their students. They are perceptive
listeners & are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate
thoughts & ideas clearly & effectively.
h. Teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including formative &
summative assessments, to evaluate student progress & growth as they strive to eliminate achievement gaps. Teachers provide
opportunities, methods, feedback, & tools for students to assess themselves & each other. Teachers use 21st Century assessment systems
to inform instruction & demonstrate evidence of students’ 21st Century knowledge, skills, performance, & dispositions.
obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Teacher collects indicators to
monitor and evaluate student
progress.
□ Assesses students in the
attainment of 21st Century
knowledge, skills, and
dispositions.
…and
□ Uses multiple indicators, both
formative and summative, to
monitor and evaluate student
progress and to inform
instruction.
□ Provides evidence that students
attain 21st century knowledge,
skills and dispositions.
…and
□ Uses the information gained from
the assessment activities to
improve teaching practice and
student learning.
□ Provides opportunities for
students to assess themselves
and others.
…and
□ Teaches students and
encourages them to use peer
and self-assessment feedback to
assess their own learning.
□ Encourages and guides
colleagues to assess 21st
century skills, knowledge, and
dispositions and to use the
assessment information to adjust
their instructional practice.
Possible CMS Indicators
o Teacher systematically gathers
information that shows student
performance is being evaluated
& that students are receiving
content specific feedback on
their progress.
o Teacher is learning to use
varied formative & summative
assessments, which also
include assessment of
students’ 21st Century
knowledge, skills, performance,
& dispositions.
o Assessment occurs daily, is
inclusive of all students, &
occurs throughout all parts of
the lesson.
o Teacher regularly uses a variety
of assessment strategies to
collect data regarding students’
attainment of lesson objective,
& uses the data to inform
instruction.
o Student work products are
routinely used as assessment
tools (teacher & student self-
assessment) & to provide
content-specific feedback.
o Teacher regularly uses rubrics
in assigning & evaluating
student work.
o Teacher uses student
performance data to flexibly
regroup students to re-teach
&/or enrich.
o Assessment data is
consistently used to make
adjustments in instruction to
ensure that students are
appropriately challenged &
making academic progress.
o The teacher collaborates with
students to develop rubrics/
protocols for examining student
work. These tools include
students’ self-assessment &
assessment of students’ 21st
century knowledge, skills,
performance, & dispositions.
o Teacher consistently provides
opportunities for students to
self assess by using data
folders, personal work samples
&/or portfolios.
o Students are regularly provided
with opportunities to network &
give peer feedback that
promotes a collaborative
culture for learning.
o The teacher regularly supports
colleagues through modeling
&/or collaboration in the
effective use of assessment.
These strategies support
planning, student growth &
teacher/ student reflections.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Recognizes the need to improve
student learning in the classroom.
…and
□ Provides ideas about what can be
done to improve student learning in
their classroom.
…and
□ Thinks systematically and critically
about learning in their classroom:
Why learning happens and what
can be done to improve student
achievement.
…and
□ Provides a detailed analysis about
what can be done to improve student
learning and uses analyses to adapt
instructional practices and materials
within the classroom and at the school
level.
Possible CMS Indicators
o Teacher uses data to identify
when & where students are not
learning.
o Teacher demonstrates an
understanding of the learning
process.
o Teacher actively participates in
reflective practice with mentors,
teammates &/or administrators.
o Teacher willingly makes
adjustments from lessons as
suggested by colleagues &
administrators.
o Teacher is familiar with students’
IEPs & consistently provides
EC/504/gifted students with the
appropriate accommodations.
o Teacher looks at his/her
instruction & curriculum in light of
the success of students & is eager
to make needed modifications.
o Teacher uses current research-
based practices to enhance the
teaching & learning process.
o Teacher is able to accurately
identify his/her own strengths &
weaknesses in regard to
instruction.
o Teacher uses student work
products to evaluate his/her
teaching performance.
o Teacher is able to match
intentional teaching strategies to
student needs & lesson
objectives.
o The teacher collaborates with
other staff concerning student
data and student learning and
uses this feedback to improve
teaching practice.
o Teacher effectively adjusts
instruction during a lesson based
on responses or performance of
students.
o Teacher capitalizes on teachable
moments as they occur during
instruction.
o Teacher plans, analyzes &
shares the success of lessons
with colleagues to determine the
most effective instructional
approaches for significant
student growth.
o Teacher regularly asks for
feedback on his/her performance
from peers through informal
observations, videos, etc.
o Teacher reviews student work to
document student progress & to
determine ways to increase
engagement & rigor.
o Teacher’s passion for the profession
& sense of efficacy positively impacts
students and staff.
o Teacher is adept at implementing
current, research-based instructional
strategies & at analyzing the impact
of these strategies on student
learning, sharing this information
with staff.
o Teacher frequently seeks & uses
feedback from all stakeholders,
including students, to increase
his/her teaching effectiveness.
o Teacher creates a plan for &
effectively facilitates a series of
professional development
opportunities for colleagues beyond
his/ her specialty area/grade, serving
as the school-level expert on these
practices.
o Teacher reflects & collaborates on
school-wide needs (social,
emotional, academic) & takes the
initiative to research possible
solutions & plans for their
implementation.
Standard V: Teachers reflect on their practice
a. Teachers analyze student learning. Teachers think systematically & critically about student learning in their classrooms & schools: why
learning happens & what can be done to improve achievement. Teachers collect & analyze student performance data to improve school &
classroom effectiveness. They adapt their practice based on research & data to best meet the needs of students.
b. 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 & knowledge; aligns with the State Board of
Education priorities; & meets the needs of students & their own professional growth.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Understands the
importance of professional
development.
…and
□ Participates in professional
development aligned with
professional goals.
…and
□ Participates in professional
development activities aligned with
goals and student needs.
…and
□ Applies and implements knowledge
and skills attained from professional
development consistent with its intent.
Possible CMS Indicators
o Teacher accurately
completes a self-
assessment identifying
his or her own strengths
& weaknesses in the
classroom.
o Teacher participates in
professional
development based on
self-assessment &/or
student needs identified
in data.
o Teacher has a positive
attitude in school-based
professional
development.
o Teacher successfully
completes a PDP that
aligns with needed
professional growth.
o Teacher implements & reflects
on practices learned in
professional development.
o Teacher’s reflection leads to
selection of appropriate
professional development that
addresses best practices &
21
st
century skills.
o Teacher effectively participates
in a PLC to identify
instructional problems,
research solutions & work
collaboratively to implement
innovative ideas or programs.
o Teacher’s shared reflections in
collaborative meetings
encourage meaningful
dialogue.
o Teacher‘s reflection on
implemented practices learned
in professional development
leads to improved instruction &
increased student achievement.
o Teacher seeks professional
growth opportunities beyond the
school to foster his/her own
development (e.g., conferences,
advanced degrees, visits to
other schools).
o Teacher is a lead learner in the
school, sharing new learning
with others & making
connections for teachers
between new learning & its
classroom implementation.
o Teacher effectively serves as a
mentor within the school to
support a beginning teacher,
&/or a teacher who is new to the
school.
o Teacher effectively serves as a
model teacher, helping
struggling teachers improve
their practice.
o Teacher’s reflections as a
successful participant in the
National Board process result in a
significant impact in the teacher’s
overall performance within the
classroom & the total school
community.
o Teacher successfully serves as a
Professional Development Master
Teacher for the district.
o Teacher assists the administrators
with needs assessments & planning
to determine appropriate staff
development for the school, &
shares the information with
colleagues.
o Teacher successfully plans &
conducts action research, gathering
& analyzing data throughout the
projects. Results are shared with
staff in an effort to increase student
achievement.
c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate &
consider new ideas that improve teaching & learning. They adapt their practice based on research & data to best meet the needs of their
students.
Obs
Developing
Proficient
Accomplished
Distinguished
ND
State
□ Is knowledgeable of current
research-based approaches to
teaching and learning.
…and
□ Considers and uses a variety of
research-based approaches to
improve teaching and learning.
…and
□ Actively investigates and
considers alternative research-
based approaches to improve
teaching and learning and uses
such approaches as appropriate.
…and
□ Adapts professional practice
based on data and evaluates
impact on student learning.
Possible CMS Indicators
o Teacher is learning to use
“high yield” instructional
strategies.
o Teacher is becoming
knowledgeable of the
technology tools available &
their use as teaching &
learning tools.
o Teacher focuses his/her
professional development on
acquiring information & skill in
the most current approaches to
teaching & learning.
o Teacher is working to
implement research-based,
district programs that have
been put in place to address
students’ academic &
behavioral needs.
o Teacher regularly implements
“high yield” instructional
strategies that result in
academic gains for students.
o Teacher regularly integrates
the most current technology
into classroom instruction &
student activities.
o Teacher appropriately &
effectively implements district
&/or school initiatives.
o Teacher consistently &
intentionally utilizes various
instructional strategies that
effectively narrow the
achievement gap for students.
o Teacher actively & positively
accepts change within the
school setting.
o Teacher seeks professional
development in the effective
implementation of technology.
o Teacher consistently &
intentionally selects “best
practices” to match students’
learning needs, styles, & the
lesson’s objective.
o Teacher is a life-long learner,
always seeking to find additional
approaches to address students’
learning needs (web sites,
educational books, fellow
teachers, etc.)
o Teacher is willing to take risks &
“thinks outside of the box” for
strategies to increase student
achievement.
o Teacher initiates needed change
within the school &/or classroom
& “drives” its success.
o Teacher is a resource for staff,
modeling & supporting the use
of new & creative instructional
strategies that have been
successfully implemented in
his/her classroom.
o Teacher constantly explores &
researches new & innovative
technology & effectively
implements this technology
into teaching.
o Teacher’s success in closing
the achievement gap in his/her
classroom motivates other staff
to replicate these techniques &
strategies.
o Teacher invites change & is
able to lead others to focus on
possibilities & manage the
barriers that accompany
change in the school &/or
district.
