10-11 New Teacher Handbook - Guilford County Schools teacher... · 2010. 6. 22. · All teachers...

Office of Induction & Success

New Teacher Handbook 2010-2011

Office of Induction and Success New Teacher Handbook

Table of Contents GCS Right Start Program for New Teachers …………………………………...… Page 1 NC Beginning Teacher Induction Program …………………………..…………… Page 3 Beginning Teacher Licensure Requirement Overview ……………………………………..….… Page 4

BT Year 1 Documentation



Mentor/BT Contact Log ……………………………..………………………….… Page 9 Professional/Staff Development Log ……………………………………..……… Page 10 Education Acronyms ………………………………………….……………..…… Page 11 Overview of NC Teacher Evaluation Process for Beginning Teachers…………. Page 13 Suggestions for Evaluation Pre-Observation Conference ………………………. Page 14 NC Teacher Evaluation Process Sample Evidences and Artifacts …….……….. Page 15 NC Professional Teaching Standards …………………………………………… Page 22

Professional Development Plan ………………………………………………..… Page 23 Rubric for Evaluating NC Teachers ……………………………………………… Page 27

GCS Right Start for New Teachers Guilford County Schools

501 West Washington Street Greensboro, N.C. 27401

Telephone: (336)370‐8098 Fax: (336)370‐4084

Executive Director: Martha Snavely [email protected] Office Support: Debby Bryant [email protected]

Welcome to Guilford County Schools! A GCS Induction Support Coach will support you during your first year of teaching in a variety of areas:

-Classroom Management -Lesson Planning -Instructional Strategies -Professional Development

Any communication that you have with the Right Start staff is confidential. Our office is not part of your evaluation process. An Induction Support Coach is assigned to your school and will make visits to your classroom during the school year. Please contact the Office of Induction and Success at 370-8098, and we will provide the name of your Induction Support Coach. We look forward to working with you this year.

Please complete the following information to have for reference this year. Your Induction Coach will ask to see this page

and help you find any information that you were unable to obtain.

BT Support Team Mentor Name:

Phone: Email:

Buddy Name: Phone: Email

Induction Coordinator

Name: Phone: Email:

Office of Induction & Success

Coach: Cell: Email: Office Phone: 370-8098

New Teachers

GCS Right Start New TeacherInduction

GCS New Teacher Orientation

Induction Coaches and Mentor

Buddy

Administrators

InductionCoordinator

Grade LevelDepartment

District Support Site‐Based Support

Curriculum ResourcesProfessionalDevelopment

Right Start Seminars

Right Start Seminars

Lateral Entry Specialists

NORTH CAROLINA BEGINNING TEACHER INDUCTION PROGRAM (Information from North Carolina State Board of Education Policy Manual)

All teachers who hold initial (Standard Professional 1) licenses after January 1, 1998, are required to participate in a three-year induction period with a formal orientation, mentor support, and additional observations and evaluation prior to the recommendation for continuing licensure. Beginning teachers, first-time employed in North Carolina after January 1, 1998, must satisfactorily complete the performance-based licensure process to receive continuing licensure.

BEGINNING TEACHER SUPPORT PROGRAM

The Beginning Teacher Support Program is a three-year period of support and assessment for beginning

teachers. The initial (Standard Professional 1) license, which is valid for three years, allows the teacher to begin practicing the profession on an independent basis. At the end of the three-year period, the teacher is either granted or denied a continuing license. Beginning teachers employed prior to January 1, 1998, are eligible for continuing license on the recommendation of the employing Local Education Agency (LEA) based on three years of successful teaching as evidenced by the current State Board of Education approved evaluation instrument/processes. Beginning teachers employed after January 1, 1998, are eligible for continuing license based on three years of teaching experience and successful completion of Performance-Based Licensure requirements, provided the designated official in the employing LEA, charter school, or non-public institution has no knowledge of any reason related to conduct or character to deny an individual teacher a continuing license.

All teachers who have not attained career status shall be observed at least three times annually by a

qualified school administrator or a designee and at least once annually by a career teacher and shall be evaluated at least once annually by a qualified school administrator.

The Beginning Teacher Support Program is a three-year program that extends professional education

preparation and offers the assessment and support necessary for an individual’s professional growth. Who is required to participate? All beginning teachers are required to participate in the Beginning Teacher Support Program. Initial (Standard Professional 1) licenses are issued to teachers with fewer than three years of appropriate teaching experience (normally considered to be public school experience) in their teaching licensure area. Teachers from states not included in North Carolina reciprocity agreements who have not completed an NCATE-approved teacher education program must participate in the Beginning Teacher Support Program, regardless of their length of experience.

Three Years of Beginning Teacher Induction in North Carolina

BT Requirements for Year 1

Participate in a GCS New Teacher Orientation Participate in the GCS Right Start Seminars at your school (a minimum of 10 hours required) Show Continuous Professional Growth documented in one of 3 ways:

1. On the GCS Professional Development transcript 2. Professional Development Log 3. Combination of GCS Professional Development transcript and Professional Development Log

Have a mentor Develop a Professional Development Plan (PDP) Be formally observed by your administrator(s) a minimum of 3 times culminating with a summative

evaluation Be formally observed by a career teacher at least once annually (not your mentor) Retain copies of all observations, the summative evaluation, PDP, mentor log, and documentation

of professional growth activities

Teaching is a licensed profession. As a professional, you are required to take responsibility for your licensure requirements. You should keep a professional file with all documents and letters related to your Standard Professional 1 license. Your Induction Coach will go over this file with you in May to make sure you have the required documentation. The document on the following pages should help you organize your professional folder. For questions regarding licensure, please contact your staffing specialist.


Continue to have a mentor teacher Update the Professional Development Plan (PDP) Show Continuous Professional Growth documented one of 3 ways:


Be formally observed by your administrator(s) a minimum of 3 times culminating with a summative evaluation

Be formally observed by a career teacher at least once annually (not your mentor) Retain copies of all observations, the summative evaluation, PDP, mentor log, and documentation


Teaching is a licensed profession. As a professional, you are required to take responsibility for your licensure requirements. You should keep a professional file with all documents and letters related to your Standard Professional 1 license. Your Induction Coach will go over this file with you in May to make sure you have the required documentation. The document on the following pages should help you organize your professional folder. For questions regarding licensure, please contact your staffing specialist.


Continue to have a mentor teacher Update the Professional Development Plan (PDP) Show Continuous Professional Growth documented in one of 3 ways:


Be formally observed by your administrator(s) a minimum of 3 times culminating with a summative evaluation

Be formally observed by a career teacher at least once annually (not your mentor) Retain copies of all observations, the summative evaluation, PDP, mentor log, and documentation


The Standard Professional 2 license will be granted when the BT has successfully completed all state requirements, has completed three years of teaching in a licensure area, and the designated local official has notified the Department of Public Instruction that there is no reason due to character or conduct that the BT should not receive licensure to teach in North Carolina.

BT Year 1 ____ I participated in the GCS New Teacher Orientation. Dates: ___________________________________ ____ I participated in the GCS Right Start Seminars (a minimum of 10 hrs. required).

_________________________Date you began teaching

_________________________School and Teaching Assignment

BT Year 1 Document Date Placed in Folder

Has been signed by mentor and you

Administrator Observation 1 by Oct. 31

Administrator Observation 2 by Jan. 31

Administrator Observation 3 by March 31

Peer Observation

Summative Evaluation by April 15

PDP Professional

Development Log or PD Transcript (to document continuous growth)

Mentor Log

Notes from BT1 year:

GCS Professional Folder Documentation

BT Year 2 _________________________ Date you began teaching _________________________ School and Teaching Assignment




Administrator Observation 2 by Jan. 31


Peer Observation

Summative Evaluation by April l5

PDP Professional


Mentor Log Notes from BT2 year:


BT Year 3 _________________________ Date you began teaching _________________________ School and Teaching Assignment




Administrator Observation 2 by Jan.31


Peer Observation

Summative Evaluation by April l5

PDP Professional


Mentor Log Notes from BT3 year:


Page Left Blank Intentionally BT/Mentor Contact Log can be found on the Induction and Success website under Mentor Resources.

Education Acronyms

ABCs- The ABCs of Public Education. The ABCs, North Carolina’s comprehensive plan to improve public schools, is based on three goals: strong local accountability, an emphasis on student mastery of basic skills, and as much local control as possible. Schools receive recognition based on the percentage of students’ scores at or above grade level. ADM- Average Daily Membership. The number of days a student is enrolled in school divided by the number of days in that school year. AL- Accelerated Learner. AL students learn at a higher stage of development than others. The AL program targets the students’ current levels of achievement and ability while challenging the students to perform at their highest levels possible. AP- Advanced Placement. The AP program enables high school students to complete college-level courses for college placement and/or credit.

AYP - Adequate Yearly Progress. Required under the federal No Child Left Behind law, AYP provides another way to measure school performance. To meet AYP, a school must meet target goals for each group of students that numbers 40 or more. Target goals are set annually by the state for reading and mathematics at grades 3-8 and 10 and for attendance rates or graduation rates, as well. AYP is an all-or-nothing model. If a school misses one target, it does not make AYP. The long-term goal of AYP is to have every school at 100 percent student proficiency by 2013-14. EC - Exceptional Children. Children who have been evaluated in accordance with NC 1503-2 through NC 1503-3 as having autism, deaf-blindness, developmental delay (applicable only to children ages three to seven), hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, serious emotional disability, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment (including blindness), and who, by reason of the disability, need special education and related services. EOC- End-of-Course. EOC tests are designed to assess the competencies defined by the North Carolina Standard Course of Study for each of the following courses: Algebra I, Algebra II, English I, Biology, Chemistry, Geometry, Physical Science, Physics, Civics and Economics, and US History. Tests are taken during the last 10 days of school or the equivalent for alternative schedules. EOG- End-of-Grade. EOG tests in reading and mathematics are taken by students in grades 3–8 during the last three weeks of the school year. ESL- English as a Second Language. ESL is a program model that delivers specialized instruction to students who are learning English as a new language. IDEA- Individuals with Disabilities Education Act. This federal act requires all states to develop alternate assessments for students with disabilities for whom the standard statewide assessment program is not appropriate. IEP- Individualized Education Program. The IEP is a written statement that is developed, at least annually, by a team of professionals knowledgeable about the student and the parent for a student with a disability. The plan describes the strengths of the child and the concerns of the parents for enhancing the education of their child, and when, where, and how often services will be provided. The IEP is required by federal law for all exceptional

children and must include specific information about how the student will be served and what goals he/she should be meeting. LEA- Local Education Agency. Synonymous with local school system and indicating that a public board of education or other public authority maintains administrative control of the public schools in a city or county.

LEP- Limited English Proficient students are students whose first language is one other than English and who need language assistance to participate fully in the regular curriculum. NC DPI- The North Carolina Department of Public Instruction. The N.C. Department of Public Instruction administers the policies adopted by the State Board of Education and offers instructional, financial, technological, and personnel support to all public school systems in the state. NC WISE- North Carolina Window of Information on Student Education. This secure web-based tool provides educators with direct and immediate access to a full spectrum of data on a student's entire career in the North Carolina public school system. NCLB- No Child Left Behind. NCLB is the more recent reauthorization of the Elementary and Secondary Authorization Act and represents a sweeping change in the federal government’s role in local public education. NCLB has a variety of goals, but the most dominate ones are for every school to be at 100 percent proficiency by 2013-14 as measured by student achievement on state tests and for every child to be taught by a “highly qualified” teacher. The new law emphasizes new standards for teachers and new consequences for Title I schools that do not meet student achievement standards for two or more consecutive years. For more information on NCLB, please go to www.ncpublicschools/nclb. PBIS- Positive Behavior Intervention Support. A framework for behavioral best practices used in participating schools. PDP- Professional Development Plan. Yearly plan based on individual self-assessment. PEP- Personalized Education Plan. Plans specifically designed to improve a student’s performance to grade-level proficiency. SAT-Scholastic Assessment Test. The SAT, which is often taken by high school juniors and seniors as a precursor to college/university admission, assesses a student’s verbal and mathematical skills. SCS or SCOS - Standard Course of Study. The North Carolina Standard Course of Study is the guiding document to the content that should be taught in North Carolina public school classrooms. SIP-School Improvement Plan. A plan that includes strategies for improving student performance, how and when improvements will be implemented, use of state funds, requests for waivers, etc. Plans are in effect for no more than three years.

Overview of North Carolina Teacher Evaluation Process for Beginning Teachers

Orientation Within two weeks of a teacher’s first day. Must be delivered each year. Must include rubric, policy and schedule of evaluation.

The teacher self-assessment:

Uses the teacher rubric. Is done by individual (without input from others, including the administrator). Used in developing PDP (year 1, the self-assessment is the sole basis of PDP). Used in pre and post conference discussions. Should be brought to each conference with administrator.

Professional Development Plan

2-3 goals established. SMART Goals. Goals should be accomplished in 1 year.

Pre-Observation Conference

Must occur before any announced observation. Discuss: self-assessment, PDP and lesson(s) to be observed (required). Teacher will have written description of lesson for first observation. Subsequent observations do not require a pre-observation conference. First observation is announced.

Observation(s)

Formal observations occur over one complete lesson (a minimum of 45 minutes). Beginning Teachers are required to have 4 formal observations: 3 administrative, l peer. First observation must be a formal, announced observation. Subsequent observations may be unannounced. Evaluator uses the rubric as a recording tool.

Post Observation Conferences

Must occur after each observation. Must occur no later than ten school days after the observation. Designed for the purpose of identifying areas of strength and those in need of improvement. Required review and signature of rubric. Self-assessment and PDP should be brought to each conference. Standards not checked as observable should be addressed in post-observation conference.

Summary Evaluation Conference

Teacher should bring self-assessment and PDP. Review observations. Discuss additional artifacts. Sign Summary Rating Form and Record of Teacher Evaluation Activities. Begin discussion for future goals (PDP).

Summary Rating Form

Every element for every standard is marked (not demonstrated requires comment). Ratings are based on formal and informal observations throughout the year. Overall rating for each standard is chosen by the evaluator after reviewing all of the elements within a standard (This is not an

average). Comments can be added from evaluator or the teacher. Signatures required on the final page.

Additional Beginning Teacher Requirements

Must be “proficient” or higher on all 5 standards by the end of the third year (BT3) to be recommended for Standard Professional License II.

SUGGESTIONS FOR PRE-OBSERVATION CONFERENCE

Preparation is the key to success in the observation process. Announced observations should be preceded by a pre-observation conference. The following steps will help you to prepare.

1. Ask your observer when he/she plans to observe your class. If the observer has not selected a date, suggest at least two dates and times for classes in which you feel most comfortable. The observer is not obligated to come on the suggested dates or times and may choose to pick a different date or time.

2. Find out if your observer has any specific practice or priority for observation (e.g., the use of a new

technique taught in a recent staff development activity).

3. Plan your lesson as you would any lesson of the year.

4. Invite the observer to your room for a pre-observation conference. You both can then visualize what occurs in your room with the children when the observer is present.

5. Tell your observer about any special problems or strengths of the children in your classroom when

filling out your pre-observation form (included in this booklet) and during your conference. Also, indicate to the observer any particular areas you wish him/her to observe.

6. Prepare a data sheet for each class or group you teach. The data sheet may include a seating chart or

class roll with diagnostic information about each child (e.g., students with particular learning problems). Explain your rules and expectations of your children either verbally or in writing. (This is also helpful information to place in the substitute teacher’s folder when you are out of the class.) CAUTION: This data is often confidential. Do not leave it where students, volunteers, or other unauthorized personnel can gain access to your notes!

7. Make a list of questions or comments if there is any doubt that you can remember everything you want

to discuss. NOW THAT YOU ARE PREPARED, JUST TEACH AS THOUGH YOU AND YOUR STUDENTS ARE THE ONLY ONES IN THE CLASSROOM!

NC Teacher Evaluation Process Sample Evidences and Artifacts

STANDARD I: Teachers demonstrate leadership ELEMENT A: Teachers lead in their classroom

Developing ‐ Has assessment data available and refers to it to understand the skills and abilities of students ‐ Accesses data, if available, in Achievement Series ‐ Has written classroom management plan available and posted ‐ Has vision posted in classroom

Proficient ‐ Uses a variety of assessments to evaluate student progress ‐ Includes evidence of data analysis in lesson plans, activities, and group assignments ‐ Communicates vision to students ‐ Enforces the written classroom management plans ‐ Reshapes instruction to fit needs of individual child

Accomplished ‐ Uses portfolios, rubrics, and other types of assessments to evaluate progress ‐ Uses protocols and forms for collaborative activities ‐ Includes real-life situations and 21st century skills in lesson plans ‐ Provides leadership opportunities in classroom ‐ Vision is communicated/modeled to produce student leaders in the classroom ‐ Differentiates instruction and assignments based on data

Distinguished ‐ Analyzes data with colleagues to make decisions about student needs and instructional planning ‐ Facilitates workshops at the school level to ensure all students succeed by the use of best practices

connected to student data ‐ Leads school wide workshops on how to differentiate instruction and assignments based on data and/or

how to create a safe and orderly learning environment ELEMENT B: Teachers demonstrate leadership in the school Developing ‐ Attends Professional Learning Community meetings (department, faculty, grade level, team, other)

‐ Has a copy of the School Improvement Plan Proficient ‐ Actively participates in Professional Learning Community meetings (department, faculty, grade level,

team, other) ‐ Analyzes data with colleagues to make instructional decisions ‐ Provides suggestions and feedback to School Improvement Team members

Accomplished ‐ Facilitates Professional Learning Community meetings and/ or serves as a grade level, department, or School Improvement Team representative

‐ Assists in developing plans to foster academic growth ‐ Observes peer teachers to learn new strategies ‐ Shares plans, strategies, etc with new teachers ‐ Serves as an advisor or coach for a student extracurricular club/team or other activities

Distinguished ‐ Serves as a leader in implementing or advocating the creation of goals in the School Improvement Plan ‐ Serves as a mentor or induction coordinator for new teachers ‐ Invites other teachers into classroom to share strategies

ELEMENT C: Teachers lead the teaching profession Developing ‐ Can access the GCS professional development web site and locate professional development opportunities

‐ Attends required professional development sessions ‐ Collaborates formally and informally during meetings Has a written professional development plan

Proficient ‐ Provides research on best practices and/or documentation of required professional development activities or readings completed

‐ Communicates professionally with the leadership team representative, grade level and/or department chair ‐ Reflects upon past experiences and communication practices with parents, students, colleagues, and

administrators ‐ Collaborates formally and informally during meetings and dialogue ‐ Establishes a positive line of communication with administration team

Accomplished ‐ Actively seeks and attends non-required professional growth activities ‐ Lesson plans show implementation of content and best practices learned in professional development

Distinguished ‐ Leads professional development to address areas of need at the school level ‐ Models professionalism with a positive attitude and strong work ethic ‐ Observes and gives feedback to colleagues in lesson planning and delivery ‐ Establishes collegial classroom walk-throughs for the purpose of garnering best practices to share with

departments

ELEMENT D: Teachers advocate for schools and students Developing ‐ Has copies of GCS and school (faculty and student) handbooks

‐ Attends meetings as required ‐ Can communicate testing and portfolio process/procedures ‐ Uses approved lesson plan format ‐ Collaborates with colleagues to improve student learning

Proficient ‐ Develops written lesson plans for student learning ‐ Shares ideas for positive change at school meetings ‐ Uses formative data to improve student learning ‐ Is a member of the school’s Parent-Teacher Association (PTA) ‐ Attends IEP meetings ‐ Sends interim progress reports as scheduled ‐ Communicates with school personnel regarding student needs

Accomplished ‐ Leads small group meetings ‐ Organizes events and/or programs at the school or ‐ Encourages parent/guardian participation in school activities ‐ Communicates with parents/guardians beyond required interim reports and open house sessions to show

and discuss student work and / or progress ‐ Actively seeks solutions to challenges students must overcome and helps remove barriers for success ‐ Participates in sub-committee work ‐ Is a member of an organization that advocates for schools and/or students

Distinguished ‐ Serves as a leader or chairperson of a group that advocates for schools and/or students ‐ Leads staff development on ways to assist students and overcome challenges

ELEMENT E: Teachers demonstrate high ethical standards Developing ‐ Has a copy of the NC Code of Ethics and Standards for Professional Conduct

‐ Completes lesson plans for daily instruction ‐ Has fair and equitable classroom rules and procedures to protect student learning conditions ‐ Keeps accurate student discipline log, communication log, and gradebook ‐ Keeps records confidential

Proficient ‐ Keeps accurate financial records for school materials, trips, etc ‐ Maintains an accurate and equitable grading policy and management plan ‐ Consistently exhibits professional behavior in the classroom, meetings, and school functions ‐ Protects the learning environment to maximize instructional time for student learning ‐ Participates in professional development activities as required

Accomplished ‐ Participates in professional development to improve performance ‐ Seeks additional resources to provide a classroom climate conducive to learning and to promote learning

to the maximum possible extent ‐ Collaborates with others to shape educational goals, policies, and decisions ‐ Consistently follows all school, system, and classroom policies

Distinguished ‐ Conducts school/district trainings on professionalism ‐ Holds National Board Certification and conducts professional development to share best practices learned

through NBC process ‐ Effectively uses data to make recommendations for school improvement

STANDARD II: Teachers Establish a Respectful Environment for a Diverse Population of Students

ELEMENT A: Teachers establish a respectful environment for a diverse population of students.

Developing ‐ Identifies the types of diversity within the student population

Proficient ‐ Respects the diversity within the student population‐ Establishes a classroom environments reflects cultural diversity

Accomplished ‐ Encourages students to be supportive of diversity‐ Creates a safe and orderly environment that allows students to take risks

Distinguished ‐ Creates learning opportunities which celebrates students’ diversity‐ Understands that human variability is normal and beneficial

ELEMENT B: Teachers embrace diversity in the school community and in the world.

Developing ‐ Identifies the types of diversity within the school community

Proficient ‐ Displays knowledge of diverse cultures, their histories, and their roles in shaping global issues.

Accomplished ‐ Understands the influence of diversity and plans instruction appropriately‐ Uses a variety of materials that reflect a broad range of cultures and interests

Distinguished ‐ Invites a variety of community members into the classroom to strengthen diversity appreciation

ELEMENT C: Teachers treat students as individuals.

Developing ‐ Communicates districts vision and mission ‐ Communicates the schools vision and mission ‐ Rarely differentiates instruction

Proficient ‐ Articulates the need to treat students as individuals ‐ Attends proactively to student differences ‐ Creates classroom opportunities that allows the teacher to actively know and connect with their

students ‐ Uses students interests and concerns to develop course content

Accomplished ‐ Values individual student contributions ‐ Creates activities/lessons that provides students with choices about how to express their learning

Distinguished ‐ Maintains a learning environment that has high expectations of every students‐ Consistently differentiates student work activities

ELEMENT D: Teachers adapt their teaching for the benefit of students with special needs.

Developing ‐ Identifies that students in you building have special needs‐ Possesses a copy of student IEP accommodations ‐ Has an awareness of available student modifications ‐ Has a knowledge of multiple intelligence strategies ‐ Can identify subgroups that exist within the classroom/school ‐ Frequently monitors student performance ‐ Administers an interest/learning styles survey to students ‐ Maintains student portfolios ‐ Rarely differentiates instruction

Proficient ‐ Meets with student case manager(s) quarterly to seek assistance to meet the needs of the students ‐ Collaborates with specialists that can provide support to the special learning needs of students ‐ Periodically seeks assistance to meet the needs of students ‐ Directions are given to students in a variety of ways ‐ Participates in professional development activities to improve teaching strategies ‐ Differentiates student activities occasionally ‐ Makes adjustments in the lessons based on the needs of the students ‐ Lesson plans include differentiated plans for advanced and struggling students ‐ Follows the IEP accommodations of the students ‐ Provides opportunities that allow

Accomplished ‐ Provides collaborative learning opportunities for students based on learning needs ‐ Frequently uses various assessments to modify some activities ‐ Differentiates student activities on a regular basis ‐ Frequently acts as a resource person for peers

Distinguished ‐ Consistently differentiates lesson based on students needs ‐ Utilizes diagnostic, formative and summative data and other available resources to adapt instruction ‐ Systematically differentiates lessons based on students needs ‐ Utilizes data and other available resources to adapt instruction ‐ Lessons are infused with technology in order to deepen student understanding ‐ Acts as a resource to peers and the school community

ELEMENT E: Teachers work collaboratively with the families and significant adults in the lives of their students.

Developing ‐ Recognizes factors that can diminish or enhance involvement by parents, guardians, and the community in schools

‐ Distributes communications to parents ‐ Forwards all school related communications ‐ Establishes a class website ‐ Identifies obstacles that prevent students from being successful ‐ Participates in student‐led conferences

Proficient ‐ Maintains a communication log ‐ Forwards all school related communications ‐ Maintains a classroom website with current assignments/projects/announcements ‐ Maintains a communication log ‐ Teacher advocates for school community ‐ Establishes a website

Accomplished ‐ Maintains a classroom website/class newsletter‐ Identifies obstacles that prevent students from being successful ‐ Documents responsiveness to parent needs via the communication log ‐ Makes appropriate referrals to available resources ‐ Frequently attends events that are hosted in the school community

Distinguished ‐ Documents responsiveness to parent needs via the communication log‐ Makes appropriate referrals to available resources ‐ Advocates for school community ‐ Seeks grant opportunities in order to provide students with needed ‐ Routinely does home visits as needed

STANDARD III: Teachers know the content they teach

ELEMENT A: Teachers align their instruction with the North Carolina Standard Course of Study

Developing ‐ Teacher has a copy of NCSCOS in lesson plan notebook‐ Teacher has a copy of NC State Board Goals for 21

st Century Students in lesson plan notebook

‐ Lessons plans show evidence of the inclusion of literacy across content areas

Proficient ‐ NCSCOS objectives are clearly articulated in lesson plans‐ Lessons show evidence of the use of strategies that make the curriculum rigorous and relevant ‐ Teacher uses the language of the NCSCOS objectives when planning in grade or subject level meetings ‐ Elementary lesson plans show evidence that all grade level objectives are taught ‐ Secondary lesson plans show evidence that all course objectives are taught

Accomplished ‐ Teacher incorporates strategies and resources in lessons that were obtained from professional organizations, meetings, professional development

‐ Teacher reflects upon the rigor and relevance of the taught curriculum via grade level meetings, conversations with administrators, peers and parents

Distinguished ‐ Teacher models strategies for colleagues‐ Teacher develops and leads training to help colleagues align their instruction with the NCSCOS ‐ Teachers sits on curriculum advisory committee, focus group, project team ‐ Teacher uses student data to make appropriate adjustments to lesson content and the pacing of the

curriculum

ELEMENT B: Teachers know the content appropriate to their teaching specialty

Developing ‐ Lessons are delivered without content errors‐ Teacher uses professional resources related to their content when planning and delivering instruction

Proficient ‐ Teacher attends professional development, graduate courses, conferences, designed to increase content knowledge

‐ Teacher has a working knowledge of the technologies available to increase student understanding of content curriculum

Accomplished ‐ Teacher sponsors clubs, fieldtrips, after school activities related to content area‐ Teacher involves students in learning more about the content area outside of the required curriculum ‐ Teacher engaged in sharing content area resources with colleagues ‐ Teacher engages in the use of technology to enhance the delivery and student understanding of the

content area

Distinguished ‐ Teacher develops and delivers content area workshops to colleagues‐ Teacher develops resources and tools that aid self and colleagues to increase the rigor and relevance of

the content area for students

ELEMENT C: Teachers recognize the interconnectedness of content areas/disciplines

Developing ‐ Teachers have knowledge of the curriculum content below and above their grade level/course ‐ Teachers have a global understanding of the interconnectedness of all curriculum areas as evidenced by

their lesson plans, student work, and classroom displays ‐ Teacher attends vertical and horizontal curriculum planning meetings

Proficient ‐ Teacher’s lesson plans demonstrate linkages between grade level/course content‐ Teacher promotes global awareness by integrating global content into lesson plans and lesson delivery ‐ Teacher links concepts, content, beliefs and perspectives to global concepts, content, beliefs and

perspectives

Accomplished ‐ Teacher relates his/her content to other disciplines as evidenced by lesson plans, lesson delivery, student work, out of class activities

‐ Teacher consistently uses technologies to facilitate the linkages between content areas both vertically and horizontally

‐ Teacher leads vertical and horizontal content planning meetings

Distinguished ‐ Teacher develops tools that help to articulate vertical and horizontal content linkages ‐ Teacher collaborates with peers, community, universities and organizations to insure the

interconnectedness of content areas/disciplines ‐ Teacher develops and delivers professional development designed to help colleagues understand global

connections embedded within content areas

ELEMENT D: Teachers make instruction relevant to students

Developing ‐ Lesson plans reflect that the teacher is aware that there is a connection between the NCSCOS and life in the 21

st century.

‐ Teacher is able to verbalize the relationships between the NCSCOS and life in the 21st century in team

planning sessions, parent meetings, and with students.

Proficient ‐ Lesson plans reflect that the teacher is able to connect their curriculum to life in the 21st century

‐ Teacher knows how to access resources, artifacts, and examples to help students connect their learning to life in the 21

st century

Accomplished ‐ Instructional delivery includes activities that enable students to connect the curriculum with life and 21st

century skills ‐ Teacher regularly uses outside resources, artifacts and examples that facilitate students making

connections between the classroom and life in the 21st century

‐ Teachers are able to help students make global connections across the curriculum as evidenced by student work

Distinguished ‐ Teacher employs Problem‐Based Learning to help students make the connection between core content and life in the 21

st century.

‐ Instructional activities require that students utilize skills and knowledge necessary for life in the 21st

century. ‐ Student work reflects that students are making their own connections and developing new skills.

STANDARD IV: Teachers facilitate learning for their students

ELEMENT A: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Developing ‐ Teacher articulates the need to differentiate instruction when conferencing with parents, planning in team meetings, and working with colleagues.

‐ Teacher understands and is able to describe the developmental levels of students

Proficient ‐ Lesson plans are written to activate multiple learning modalities/styles‐ Instructional delivery is differentiated for students ‐ Resources in the classroom reflect that the teacher addresses the strengths and weaknesses of all

students

Accomplished ‐ Lesson plans and observations indicate that the teacher consistently differentiates instruction for students.

‐ Teacher can produce resources that s/he has developed for use in teaching to students’ strengths ‐ Teacher shares accessed and developed resources for differentiation with colleagues informally and/or

in team planning sessions

Distinguished ‐ Teaches workshops to colleagues to encourage and guide them in reaching students’ at their developmental levels

‐ Helps colleagues to produce resources to aid in reaching each student at his or her developmental level ‐ Reads and applies research related to innovative practices for reaching all students ‐ Tries out new resources with the potential to benefit students

ELEMENT B: Teachers plan instruction appropriate for their students

Developing ‐ Creates lesson plans using NCSCOS‐ Uses pacing guides and curriculum maps ‐ Attends meetings

Proficient ‐ Uses formative and summative assessments to guide instruction and lesson planning

Accomplished ‐ Continually modifies instruction based on informal and formal assessment data ‐ Monitors all student responses during whole class, small group and seatwork activities

Distinguished ‐ Incorporates teaching strategies that meet the needs of all students‐ Responds to cultural differences through lesson planning and lesson implementation

ELEMENT C: Teachers use a variety of instructional methods

Developing ‐ Teacher is aware of different teaching strategies and learning styles

Proficient ‐ Teacher differentiates instruction occasionally to meet the different learning styles in the classroom

Accomplished ‐ Teacher differentiates instruction on a routine basis incorporating visual, auditory, and kinesthetic learning opportunities to meet the learning needs of all students

Distinguished ‐ Teacher consistently incorporates current ideas from in‐service training and self generated research on a daily basis

ELEMENT D: Teachers integrate and utilize technology in their instruction

Developing ‐ Teacher is aware of technology that is accessible for instructional purposes

Proficient ‐ Teacher uses technology occasionally in the classroom

Accomplished ‐ Teacher uses technology as a teaching tool on a regular basis

Distinguished ‐ Teacher leads students to produce work products using technology based tools

ELEMENT E: Teachers help students develop critical thinking and problem solving skills

Developing ‐ Teacher is aware of importance of higher order thinking skills and the various levels of higher order questioning

Proficient ‐ Teacher poses higher order questions occasionally to students during lesson delivery

Accomplished ‐ Teacher consistently poses higher order questions to students and models think‐ alouds and problem solving

Distinguished ‐ Teacher shares ideas for integrating higher order thinking and problem solving during grade level meetings and in‐school staff development

ELEMENT F: Teachers help students work in teams and develop leadership qualities

Developing ‐ Teacher understands the need to teach students to work collaboratively

Proficient ‐ Teacher provides frequent opportunities for paired activities and small group work

Accomplished ‐ Teacher consistently provides opportunities for students to work together collaboratively

Distinguished ‐ Teacher creates a learning environment where students create working teams and assign themselves roles and responsibilities depending on the end product desired

ELEMENT G: Teachers communicate effectively

Developing ‐ Utilizing correct grammar in the classroom with parents and peers‐ Speaks clearly in all conversation ‐ Gives clear directions as part of lessons ‐ Uses a positive are tone and voice level in conversations ‐ Utilizes a variety of communication techniques to overcome language barriers ‐ There is evidence that rules and procedures are in place for oral participation and class movement ‐ Teachers use positive language and provides feedback through quarterly conferences with students ‐ Teachers use interims, report cards, and some form of weekly communication to update parents and

students ‐ Students will keep reading logs and journals

Proficient ‐ Provides a variety of teaching styles (tone, visual, ect.)to communicate directions‐ Communicates in verbal and handwritten notes ‐ Utilizes a newsletter and a website to communicate with parents ‐ Lesson presentation demonstrations use of variety of questioning techniques ‐ Lesson include modeling ‐ Teacher assures that all students have equal opportunity for classroom responses ‐ Teachers use positive language and provides feedback through quarterly conferences with students ‐ Students participate in small group discussion and cooperative groups

Accomplished ‐ Asks open‐ended questions and encourages open discussions ‐ Uses cooperative groups effectively ‐ Publishes a biweekly parent newsletter ‐ Updates website consistently

‐ Students actively participate by listening, writing, and verbal participation ‐ Teacher has students use journals and responds to their work ‐ Teacher has students participate in buddy letters

Distinguished ‐ Publishes a weekly parent newsletter on the webpage‐ Conducts student‐led parent conferences ‐ Teacher anticipates communication issues and makes provisions for students with language barriers

(Visuals, translated letters, interpreter for conferences ‐ Host student led conferences with parents about student’s work ‐ Teacher has Interactive website ‐ Teacher conducts literature circles led by students

ELEMENT H: Teachers use a variety of methods to access what each students has learned

Developing ‐ Administers benchmarks and required quarterly assessments ‐ Teacher administer formative and summative assessments and maintains a record for students’ progress ‐ Teacher reviews students’ homework to assess mastery(diagnosis of confusion) ‐ Teacher uses summative test data to group children for instruction

Proficient ‐ Adjust teaching to address and meet students’ needs based on multiple assessments ‐ Uses a variety to methods to assess students including small group interactions ‐ Teacher understands how to interpret the data and uses information to drive instruction ‐ Teacher uses summative test data to group children for instruction

Accomplished ‐ Uses data in order to modify instruction on a consistent basis‐ Teacher consistently uses data to drive instruction and modifies daily instructions accordingly ‐ Teachers uses small group instruction to teach concepts based on data from assessments ‐ Teacher allows students to choose from a variety of ways to demonstrate mastery

Distinguished ‐ Teachers teach students to self‐evaluate and set goals through the use of student owned data notebooks

‐ Regularly conducts pre and post assessments and uses summative, formative, and anecdotal assessments to group students‐ groups are fluid

‐ Teach students to self assess by looking at their strengths and weaknesses as indicated in the data and to set personal improvement goals

‐ Allows peer review and peer feedback to encouraging learning and reflection ‐ Teacher has students set goals to review and reflect on quarterly ‐ Students are allowed to choose the artifacts they are assessed by

STANDARD V: Teachers reflect on their practice

ELEMENT A: Teachers analyze student learning

Developing ‐ Review students’ portfolio, IEP’s, and cumulative records prior to planning lessons‐ Attends workshops focused on improving analysis

Proficient ‐ Routinely shares research based interventions during PLC’s/MGM’s when discussing and analyzing student data

Accomplished ‐ Keeps a student data log or journal showing analysis and reflection about student learning

Distinguished ‐ Keeps a student data log or journal on each student showing evidence of analysis from using research based strategies and shares strategies during grade level discussions

ELEMENT B: Teachers link professional growth to their professional goals

Developing ‐ Attend staff meetings and professional develop sessions at school and with the county ‐ Has knowledge of availability of workshops through GCS ‐ Develops an appropriate professional development plan ‐ Reads and provides input with department or grade level on school improvement plan

Proficient ‐ Participates in professional development that aligns with individual professional development goals ‐ Has a positive rapport with staff ‐ Actively participates in book talks ‐ Conducts group instruction in math and reading

Accomplished ‐ Attend workshops aligned with individual professional development goals that apply to student needs ‐ Takes an active leadership role in leading professional development ‐ Collects and shares outside resources

Distinguished ‐ Uses the strategies learned at professional development workshop in planning with grade level team ‐ Chairs a committee ‐ Helps others to improve quality of learning through National Boards

ELEMENT C: Teachers function effectively in a complex dynamitic environment

Developing ‐ Post strategies in lessons and in the classroom‐ Subscribes and reviews professional material

Proficient ‐ Uses research based intervention practices in lessons and plans‐ Has a membership in a professional organization

Accomplished ‐ Implements research based practices in PEP‐ Mentors a new teacher or supervises interns ‐ Participates in workshop on own initiative and presents to staff

Distinguished ‐ Conducts and shares research from professional materials‐ Participates in National boards and graduate classes ‐ Advocates in community ‐ Active in policy making and change ‐ Presents at county level

North Carolina Professional Teaching Standards

Standard I: Teachers demonstrate leadership. A. Teachers lead in the classroom. B. Teachers demonstrate leadership in the school. C. Teachers lead the teaching profession. D. Teachers advocate for schools and students. E. Teachers demonstrate high ethical standards. 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. B. Teachers embrace diversity in the school community and in the world. C. Teachers treat students as individuals. D. Teachers adapt their teaching for the benefit of students with special needs. E. Teachers work collaboratively with the families and significant adults in the lives of their students. Standard II: Teachers know the content they teach. A. Teachers align their instruction with the North Carolina Standard Course of Study. B. Teachers know the content appropriate to their teaching specialty. C. Teachers recognize the interconnectedness of content areas/disciplines. D. Teachers make instruction relevant to students. Standard IV: Teachers facilitate learning for their students. A. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. B. Teachers collaborate with their colleagues and use a variety of data sources for short- and long-range planning based on the North Carolina Standards Course of Study. C. Teachers use a variety of instructional methods. D. Teachers integrate and utilize technology in their instruction. E. Teachers help students develop critical-thinking and problem-solving skills. F. Teachers help students work in teams and develop leadership qualities. G. Teachers communicate effectively. H. Teachers use a variety of methods to assess what each student has learned. Standard V: Teachers reflect on their practice. A. Teachers analyze student learning. B. Teachers link professional growth to their professional goals. C. Teachers function effectively in a complex, dynamic environment.

Date post:	16-Sep-2020
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