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:ObservationStandard I: Teachers demonstrate leadershipa. Teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students toensure that they graduate from high school, are globally competitive for work and postsecondary education, and are prepared for life inthe 21st century. Teachers communicate this vision to their students. Using a variety of data sources, they organize, plan, and set goalsthat meet the needs of the individual student and the class. Teachers use various types of assessment data during the school year toevaluate 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.DevelopingProficientAccomplishedNot Demonstrated(CommentRequired)Distinguished. . . and. . . and. . . and Understands howthey contribute tostudents graduatingfrom high school. Takes responsibilityfor the progress ofstudents to ensurethat they graduatefrom high school. Communicates tostudents the visionof being preparedfor life in the 21stcentury. Encourages studentsto take responsibilityfor their own learning. Uses data tounderstand theskills and abilities ofstudents. Provides evidenceof data driveninstructionthroughout allclassroom activities. Evaluates studentprogress usinga variety ofassessment data. Uses classroomassessment datato inform programplanning. Establishes asafe and orderlyclassroom. Creates a classroomculture thatempowers studentsto collaborate. Empowers andencourages studentsto create and maintaina safe and supportiveschool and communityenvironment.3b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professionallearning community. They analyze and use local, state, and national data to develop goals and strategies in the school improvementplan that enhances student learning and teacher working conditions. Teachers provide input in determining the school budget and inthe selection of professional development that meets the needs of students and their own professional growth. They participate in thehiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departmentsor grade levels. . . and. . . and. . . and Attends professionallearning communitymeetings. Participates inprofessional learningcommunity. Assumes aleadership role inprofessional learningcommunity. Collaborates withcolleagues to improvethe quality of learningin the school. Displays awarenessof the goals of theschool improvementplan. Participates indeveloping and/orimplementing theschool improvementplan. Collaborates withschool personnel onschool improvementactivities. Assumes a leadershiprole in implementingschool improvementplan throughout thebuilding.Approved as of August 200820

ObservationNorth Carolina Teacher Evaluation Processc. Teachers lead the teaching profession.Teachers strive to improve the teaching profession. They contribute to the establishmentof positive working conditions in their school. They actively participate in and advocate for decision-making structures in education andgovernment that take advantage of the expertise of teachers. Teachers promote professional growth for all educators and collaboratewith their colleagues to improve the profession.Developing Has knowledge ofopportunities and theneed for professionalgrowth and beginsto establishrelationships . . . and. . . and. . . andContributes to the: Promotes positiveworking relationshipsthrough professionalgrowth activities andcollaboration. Seeks opportunitiesto lead professionalgrowth activitiesand decision-makingprocesses. improvement of theprofession throughprofessional growth.Not Demonstrated(CommentRequired) establishment ofpositive workingrelationships school’s decisionmaking processes asrequired.d. Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting studentlearning. They participate in the implementation of initiatives to improve the education of students. Knows about thepolicies and practicesaffecting studentlearning. . . and. . . and. . . and Supports positivechange in policiesand practicesaffecting studentlearning. Participates indeveloping policiesand practices toimprove studentlearning. Actively participates,promotes, andprovides strongsupporting evidencefor implementation ofinitiatives to improveeducation.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 forProfessional Conduct adopted April 1, 1998. ( Understands theimportance ofethical behavior asoutlined in the Codeof Ethics for NorthCarolina Educatorsand the Standardsfor ProfessionalConduct. . . and. . . and. . . and Demonstratesethical behaviorthrough adherenceto the Code ofEthics for NorthCarolina Educatorsand the Standardsfor ProfessionalConduct. Knows and upholdsthe Code of Ethicsfor North CarolinaEducators andthe Standardsfor ProfessionalConduct. Models the tenets ofthe Code of Ethicsfor North CarolinaEducators andthe Standards forProfessional Conductand encourages othersto do the same.CommentsExamples of Artifacts: 21Lesson plansJournalsStudent handbooksStudent workSchool improvement planningService on committees Relevant data Class rules and procedures Participation in The Teacher WorkingCondition Survey Professional Learning Communities Membership in professional organizations Formal and informal mentoringSurveysNational Board CertificationDiscipline records

ObservationStandard II: Teachers establish a respectful environment for a diversepopulation of students3a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachersencourage an environment that is inviting, respectful, supportive, inclusive, and flexible.Developing Appreciates andunderstandsthe need toestablish nurturingrelationships.ProficientAccomplishedNot Demonstrated(CommentRequired)Distinguished. . . and. . . and. . . and Establishes an inviting,respectful, inclusive,flexible, and supportivelearning environment. Maintains apositive andnurturing learningenvironment. Encourages andadvises others toprovide a nurturingand positive learningenvironment for allstudents.b. Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history ofdiverse cultures and their role in shaping global issues. They actively select materials and develop lessons that counteract stereotypesand incorporate histories and contributions of all cultures. Teachers recognize the influence of race, ethnicity, gender, religion, and otheraspects of culture on a student’s development and personality. Teachers strive to understand how a student’s culture and backgroundmay influence his or her school performance. Teachers consider and incorporate different points of view in their instruction. . . and. . . and. . . and3 Acknowledges thatdiverse culturesimpact the world. Displays knowledge ofdiverse cultures, theirhistories, and theirroles in shaping globalissues. Uses materialsor lessons thatcounteractstereotypes andacknowledges thecontributions of allcultures. Promotes a deepunderstanding ofcultures through theintegration of culturallysensitive materials andideas throughout thecurriculum.3 Demonstratesawareness of thediversity of studentsin the classroom. Acknowledges theinfluence of race,ethnicity, gender,religion, socioeconomics, andculture on a student’sdevelopment andattitudes. Consistentlyincorporates differentpoints of view ininstruction. Capitalizes on diversityas an asset in theclassroom.c. Teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students ofall backgrounds. Teachers appreciate the differences and value the contributions of each student in the learning environment by buildingpositive, appropriate relationships.3 Holds highexpectations ofstudents. . . and. . . and. . . and Communicates highexpectations for allstudents. Encourages andvalues contributionsof students,regardless ofbackground or ability. Helps students holdhigh expectations forthemselves and theirpeers.Approved as of August 200822

ObservationNorth Carolina Teacher Evaluation Processd. Teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of supportspecialists to help meet the special needs of all students. Through inclusion and other models of effective practice, teachers engagestudents to ensure that their needs are met.DevelopingProficientAccomplishedDistinguished. . . and. . . and Understands Anticipates the uniquethe roles of andlearning needs ofcollaborates with thestudents and solicitsfull range of supportassistance from withinspecialists to helpand outside the school tomeet the specialaddress those needs.needs of all students.3 Recognizes thatstudents have avariety of learningneeds. Collaborates withspecialists who cansupport the speciallearning needs ofstudents.3 Is knowledgeable ofeffective practices forstudents with specialneeds. Provides unique Effectively engageslearning opportunitiesspecial needssuch as inclusionstudents in learningand research basedactivities andeffective practices forensures their uniquestudents with speciallearning needs areneeds.met.Not Demonstrated(CommentRequired). . . and Adapts instruction forthe benefit of studentswith special needsand helps colleaguesdo the same for theirstudents.e. Teachers work collaboratively with the families and significant adults in the lives of their students. Teachers recognizethat educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers improvecommunication and collaboration between the school and the home and community in order to promote trust and understanding andbuild partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstaclesthat may stand in the way of effective family and community involvement in the education of their students. Responds to familyand communityconcerns. . . and. . . and. . . and Communicates andcollaborates with thehome and communityfor the benefit ofstudents. Recognizesobstacles to familyand communityparticipation andconscientiouslyseeks solutions toovercome them. Promotes trustand understandingthroughout the schoolcommunity.CommentsExamples of Artifacts: 23Student profilesStudent surveysCooperation with ESL teachersLessons that integrate international contentDocumentation of referral data and useof IEPs Communications with parents/ community Professional development on culturalattitudes and awareness Use of technology to incorporate culturalawareness into lessons

ObservationStandard III: Teachers know the content they teacha. Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North CarolinaStandard 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 curriculumthat enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle and high schoolteachers incorporate literacy instruction within the content area or discipline.DevelopingProficientAccomplishedNot Demonstrated(CommentRequired)Distinguished. . . and. . . and. . . and3 Demonstrates anawareness of theNorth CarolinaStandard Courseof Study andreferences it in thepreparation of lessonplans. Understands theNorth CarolinaStandard Courseof Study, uses itin preparation oflesson plans, andapplies strategies tomake the curriculumrigorous and relevant. Develops andapplies strategiesbased on the NorthCarolina StandardCourse of Study andstandards developedby professionalorganizations tomake the curriculumbalanced, rigorousand relevant. Assists colleaguesin applying suchstrategies in theirclassrooms.3 Elementary: Beginsto integrate literacyinstruction inselected lessons. Elementary:Integrates effectiveliteracy instructionthroughout thecurriculum. Elementary:Evaluates andreflects upon theeffectiveness ofliteracy instruction. Elementary: Makesnecessary changes toinstructional practiceto improve studentlearning.3 Secondary:Recognizes theimportance ofintegrating literacystrategies within thecontent areas. Secondary:Incorporates a widevariety of literacyskills within contentareas to enhancelearning. Secondary:Evaluates andreflects upon theeffectiveness ofliteracy instructionwithin content areas. Secondary: Makesnecessary changes toinstructional practiceto improve studentlearning.b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to theirclassrooms by knowing their subjects beyond the content they are expected to teach and by directing students’ natural curiosity intoan interest in learning. E