Microsoft Word - Teacher Candidate Evaluation Rubric - Rollins

2
noLes for CbservaLlon # 1:

10:30 - S1 revlewlng Lhe requlremenLs for Lhe Ss Lo compleLe once dlsmlssed Lo maLh spoLs" - 10:31 - S1 dlsmlssed Ss Lo maLh spoLs - 10:33 - S1
monlLorlng Ss around room - 10:33 - S1 asks Ss Lo look aL several numbers and check - 10:40 - S1 lnsLrucLs Ss Lo color on Lhe nexL page of Lhelr worksheeLs
- 10:41 - S1 clrculaLlng Lo make sure all Ss on Lask. 10:42 - S1 dlsmlsses Ss back Lo Lhelr maLh spoLs and Lells Ss Lo walL on furLher lnsLrucLlons - 10:32 - S1
calls Lhe Ss back Lo a whole group seLLlng 10:33 - belng revlewlng lnformaLlon, randomly calls on varlous Ss Lo help compleLe SMA81 board acLlvlLy - 10:37 -
S1 asks Ss Lo predlcL a fuLure number ln Lhe paLLern - Ss wroLe responses on Lhelr whlLe boards and dlsplayed answers Lo S1

SuggesLlons/leedback:
Cood uLlllzaLlon of Lhe verbal cue Lo call Ss back Lo aLLenLlon
Cood uLlllzaLlon of Lurn and Lalk"
Cood [ob of relaLlng Loday's lesson Lo yesLerday's lesson
Cnce Ss were back ln small groups, you had Lhe Ss reclLe Lhelr answers chorally, how could Lhls formaLlve assessmenL sLraLegy have been furLhered
sLrengLhened
Awesome [ob wlLh bulldlng curloslLy wlLh Lhe hand slgnals Lo lnLroduce Lhe counLlng by 4's
1hank you for belng exLremely clear wlLh your expecLaLlons for Lhe Ss
Awesome [ob aL end wlLh Lhe lapboards - greaL formaLlve assessmenL - you lnsLanLly gave feedback!
uon'L be so nervous when l am ln Lhe room!
Cne sLudenL wroLe on lapboard l love maLh."
3

9:02 - S1 worklng wlLh small group on a flcLlon LexL - S1 quesLlonlng Ss on varlous feaLures of Lhe LexL - 9:03 - S1 sLarLed uslng Lhe lapboard Lo revlew Lhe
lmporLanL words from Lhe LexL - 9:13 - S1 sLops readlng and allows some dlalogue regardlng space and Lhe oLher lnformaLlon from Lhe book - 9:13 - S1
dlsmlssed Ss back Lo whole group - 9:17 - S1 announces LhaL lf Ss have a snack, Lhey may eaL or lf Lhey need Lo go Lo Lhe baLhroom - 9:30 - S1 brlng class
back LogeLher for a word sorL - S1 gave deLalled lnsLrucLlons regardlng Lhe word sorL - 9:33 - Ss were dlsmlssed Lo groups - 9:33 - S1 clrculaLed Lo each
group Lo make sure Ss were on Lask

SuggesLlons / leedback:
1hank you for conLlnually lnvolvlng Lhe Ss as you were readlng -frequenL quesLlonlng durlng pre-readlng -
uurlng small group Llme, Lhe Ss remalned focused and lnLeresLed ln Lhe LexL
ueLalled lnsLrucLlons durlng LranslLlon back Lo whole group - LranslLlon wenL smooLhly
CreaL [ob wlLh uslng Lhe onllne books Lo fully uLlllze Lhe smack Llme wlLh Lhe 1umble 8ooks resource
!"#$%#&' $" )"*+ "# $,' -$'./,'* 0"%/'1 2 3.+' 4&*' 5"& /.# 6' /7'.*75 ,'.*8 .77 $,' ).5 $" $,' 6./+ "9 $,' /7.44*""3
Pave wroLe"
Should/Could Lhe headlngs for Lhe word sorL have already been developed?

4

11:37 - S1 lnsLrucLs Ss Lo geL ouL [ournal.11:38 - S1 lnsLrucLs Ss Lo counL by 3's x Lhe # of people ln Lhe room and Lhen wrlLe Lhe number Lhey landed" on ln
Lhelr [ournals - S1 gave Ss some walL Llme and Lhen uLlllzed Lhe SMA81 board Lo reveal numbers counLlng by 3 - 12:01 - S1 lnsLrucLs Ss Lo puL maLh [ournals
Lo Lhe slde - 12:02 - S1 re-lnLroduclng Lhe unrolllng of a square" - Lhls acLlvlLy was sLarLed yesLerday - 12:06 - maLerlals sLarLlng Lo be passes ouL - 12:09 -
dlsmlsslng Ss by rows Lo Lhelr maLh spoLs - 12:12 - S1 clrculaLlng

SuggesLlons/leedback:
l appreclaLe Lhe way you lnLroduced Lhe lesson - LhoughL-provoklng and allowed Lhe Ss Lo uLlllze Lhelr problem solvlng skllls
l appreclaLe Lhe way you lnLroduced and revlewed Lhe acLlvlLy Lhe Ss sLarLed yesLerday - Lhls helped Lo seL Lhe Ss up for success
CreaL quesLlons durlng revlew of yesLerday's acLlvlLy!
Cood [ob wlLh handllng Lhe S who was slck - mlnlmlzed Lhe dlsLracLlon
3

arL Cne:
12:04 - S1 uslng Ss work Lo gulde lnsLrucLlon- recognlzed Ss work wlLhln lnsLrucLlon - 12:07 - wlLhln lesson, Lhe lnvesLlgaLlons maLerlal had flags llsLed -
12:10 - S1 uslng flags Lo gulde classroom dlscusslon on fracLlons -
12:22 - Ss goL workbooks ouL and compleLe pages for lesson plan
12:30 - class dlsmlssed for recess
arL 1wo:

1he flags represenLed on Lhe screen Loday are ln Lhe news a loL rlghL now - good opporLunlLy Lo brlng ln global awareness - could Lhls elemenL have
been sLrengLhened, especlally wlLh Lhe currenL news?
Cood [ob Loday of havlng sLudenLs Lhlnk/vlsuallze flrsL prlor Lo havlng Ss answer
AlLhough you were readlng lesson, you dld a good [ob of maklng class engaglng by frequenLly asklng quesLlons and maklng sure sLudenL
mlsconcepLlons were qulckly answered

6

1:26 - clean up from maLh sLarLed - S1 lnsLrucLed Ss clearly abouL whaL was Lo Lake place - smooLh LranslLlon - 1:30 - As Ss were beglnnlng Lo recelve Lhelr
bookleLs, Lhe S1 lnsLrucLed Ss Lo hlghllghL Lhe LexL feaLures - 1:41 - readlng conLlnulng - 1:47 - S1 lnsLrucLed Ss Lo puL readers away - S1 passed ouL paper
and lnsLrucLed Ss Lo puL Lhelr name on paper -

Cood [ob wlLh llnklng Lhe lnformaLlon from Lhe bookleL Lo Lhe vldeo/book LhaL was waLched/read earller ln Lhe week
Cood [ob wlLh hooklng Lhe Ss 6'9"*' [umplng ln" Lo Lhe LexL! CreaL way Lo ,""+ and bulld lnLeresL!
C8LA1 !C8 wlLh LexL connecLlons and revlewlng Lhe lmporLance of LexL feaLures!
1hank you for noL !uS1 leLLlng Lhe reader read Lhe LexL - l appreclaLe how you frequenLly added Lo Lhe maLerlal!
Cood [ob wlLh lnvolvlng your new sLudenL - Lhlngs seemed Lo be beLLer Loday!
aclng was greaL Loday!
1hank" vs Lhlnk"
Across $1
Cood uLlllzaLlon of Lhlnk Llme and Lurn and Lalk
1hrough your lnsLrucLlon, you are lnsLllllng Lhe lmporLance of belng proacLlve, noL reacLlve Lo sLudenLs! lmpressed! ?our organlzaLlon and ablllLles Lo
see connecLlons across sub[ecL areas are vlLal!!! Llfe long skllls LhaL are cruclal Lo conLlnue Lo develop for 2
nd
graders!

7
Standard 1: Teachers demonstrate leadership
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1a. Teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from high school, are globally
competitive for work and postsecondary education, and are prepared for life in the 21st century. Teachers communicate this vision to their students. Using a
variety of data sources, they organize, plan, and set goals that meet the needs of the individual student and the class. Teachers use various types of assessment data during the school
year to evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment, and create a culture that empowers students to
collaborate and become lifelong learners.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required) Acknowledges the importance of
high school graduation for
students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Identifies the types of data that
are commonly available to and
used in schools.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates how teachers contribute
to students progress toward high
school graduation by following the
North Carolina Standard Course of
Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Uses data to identify the skills and
abilities of students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Describes the characteristics and
importance of a safe and orderly
classroom environment.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Understands positive management
of student behavior, including
strategies of conflict resolution and
anger management, effective
communication for defusing and
deescalating disruptive or
dangerous behavior, and safe and
appropriate use of seclusion and
restraint.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Evaluates the progress of students toward
high school graduation using a variety of
assessment data measuring goals of the
North Carolina Standard Course of Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Draws on appropriate data to
develop classroom and
instructional plans.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Maintains a safe and orderly
classroom that facilitates student
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Uses positive management of student
behavior, including strategies of conflict
resolution and anger management,
effective communication for defusing
and deescalating disruptive or dangerous
behavior, and safe and appropriate
seclusion and restraint.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Takes responsibility for student
progress toward high school
graduation by aligning instruction and
assessment with the North Carolina
Standard Course of Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Maintains or supports a
classroom culture that
empowers students to
collaborate and become
lifelong learners.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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1b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning community. They analyze and use local, state, and
national data to develop goals and strategies in the school improvement plan that enhances student learning and teacher working conditions. Teachers
provide input in determining the school budget and in the selection of professional development that meets the needs of students and their own professional growth. They participate
in the hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.

Emergent Candidate



Not Demonstrated
(Comment Required)
Recognizes opportunities
for involvement in
professional learning
activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Attends professional learning
activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Engages in collaborative and
collegial professional learning
activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Identifies the characteristics or
critical elements of a school
improvement plan.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Displays the ability to use
appropriate data to identify areas
of need that should be addressed in a
school improvement plan.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Participates in professional
learning community (PLC)
activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Works with others in
developing and/or
implementing school
improvement activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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1c. 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 and advocate for the decision-making structures in education and government that take advantage of the expertise of teachers. Teachers
promote professional growth for all educators and collaborate with their colleagues to improve the profession.

Emergent Candidate



Not Demonstrated
(Comment Required)
Recognizes the
responsibility of teachers for
professional improvement
and support.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Recognizes the need and
identifies opportunities for
professional growth.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Participates in professional
development and growth activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Begins to develop professional
relationships and networks.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Seeks additional opportunities
for professional development and
growth.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Extends professional
relationships and networks.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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1d. Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student learning. They participate in the implementation of initiatives
to improve the education of students.

Emergent Candidate




Not Demonstrated
(Comment Required)

!
Demonstrates awareness of
school practices and
policies.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Identifies the policies and
practices affecting students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Implements and adheres to policies and
practices positively affecting students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Works with others to develop
and/or revise policies and
practices to improve students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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1e. Teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachers uphold the Code of Ethics for
North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998 (www.ncptsc.org).

Emergent Candidate




Not Demonstrated
(Comment Required)
Recognizes the need for
ethical professional
behavior.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Articulates the importance of
ethical behavior as outlined in the
Code of Ethics for North
Carolina Educators and the
Standards for Professional
Conduct.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Upholds the Code of Ethics for
North Carolina Educators and the
Standards for Professional
Conduct.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Comments for Standard One (include dates): 2-4-14: ST has had a strong start to the ST experience. The CT reports that ST is doing well with all classroom
responsibilities.Continue to develop your classroom leadership skills
2-11-14: ST continues to be a leader in the classroom - make sure you are being assertive and use the "teacher voice" when needed
3-5-14: Classroom environment remains strong - collaborative atmosphere exhibited today remained calm and productive
ST maintains a growth mindset and has attended several staff development opportunities - continue be assertive when needed to ensure Ss are promptly following your
instruction

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Standard 2: Teachers establish a respectful environment for a diverse population of students

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2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers provide an environment for student learning that is inviting,
respectful, supportive, inclusive, and flexible.

Emergent Candidate




Not Demonstrated
(Comment Required)

!
Articulates the importance
of appropriate and caring learning
environments for
children.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Recognizes and can explain
aspects of a respectful and effective
learning environment.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Maintains a positive and nurturing
learning environment.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Enhances an inviting,
respectful, inclusive, flexible, and
supportive learning
environment.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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2b. Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse cultures and their role in shaping global issues. They actively select
materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Teachers
recognize the influence of race, ethnicity, gender, religion, and other aspects of culture on a students development and personality. Teachers strive to understand how a students culture and background may
influence his or her school performance. Teachers consider and incorporate different points of view in their instruction.

Emergent Candidate



Not Demonstrated
(Comment Required)
12
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Acknowledges that diverse
cultures impact the world.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Identifies the range and aspects of
diversity of students in the
classroom.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Displays knowledge of diverse
cultures, their histories, and
their roles in shaping global
issues.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Acknowledges the influence of all
aspects of diversity on students
development and attitudes.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Appropriately uses materials or
lessons that counteract stereotypes and
acknowledges the contributions of all
cultures.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Incorporates different points of view
in instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Understands the influence of
diversity and plans instruction
accordingly.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Consistently integrates
culturally relevant and/or
sensitive materials and ideas
throughout the curriculum.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Builds on diversity as an asset in
the classroom.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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2c. Teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachers appreciate the differences and
value the contribution of each student in the learning environment by building positive, appropriate relationships.

Emergent Candidate




Not Demonstrated
(Comment Required)

Articulates the need to treat
students as individuals.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Encourages and values
individual student
contributions, regardless of
background or ability.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Maintains a learning environment
that conveys high expectations of
every student.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Enhances a learning
environment that meets the
needs of individual students.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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2d. Teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through
inclusion and other models of effective practice, teachers engage students to ensure that their needs are met.

Emergent Candidate




Not Demonstrated
(Comment Required)

!

!
Recognizes that students
have individual learning
needs.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Understands resources and
strategies that can provide
assistance in meeting the
special learning needs of
individual students.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Cooperates with specialists and
uses resources to support the
special learning needs of all
students.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Uses research-verified strategies to
provide effective learning
activities for students with special
needs.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Coordinates and collaborates
with the full range of support
specialists and resources to
help meet the special needs of
all students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Effectively engages special needs
students in learning activities and
ensures their unique learning
needs are met.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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Comments for Standard II (include dates): 2-4-14: Today's observation demonstrated that the ST has developed a strong rapport with her Ss. The classroom
environment was positive and each Ss was an active participant in the lesson.
2-11-14: Classroom environment continues to be strong - make sure you continue to develop your understanding of the teaching of exceptional children
3-5-14: ST explains instructions in a clear manner; continue to incorporate different points of view in your instruction; ST has utilized a variety of instructional
strategies to help her Ss succeed (Ss are publishing via KidBlog); continue to communicate with parents

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2e. Teachers work collaboratively with the families and significant adults in the lives of their students. Teachers recognize that educating children is a shared responsibility involving the school,
parents or guardians, and the community. Teachers improve communication and collaboration between the school, the home, and the
community in order to promote trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and
economic obstacles that may stand in the way of effective family and community involvement in the education of their students.

Emergent Candidate



Not Demonstrated
(Comment Required)
Recognizes factors that can
diminish or enhance
involvement by parents,
guardians, and the
community in schools.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Understands strategies for
enhancing communication
between home and school and
for engaging parents,
guardians, and community
members in schools.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Communicates and collaborates
with the home and community for the
benefit of students.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Seeks and implements
solutions to overcome obstacles to
participation of families and
communities.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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Standard 3: Teachers know the content they teach

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3a. Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North Carolina Standard Course of Study, teachers investigate the content standards
developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and
relevant for all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle
and high school teachers incorporate literacy instruction within the content area or discipline.

Emergent Candidate



Not Demonstrated
(Comment Required)

!

!
Demonstrates awareness of the
North Carolina Standard
Course of Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Understands the importance of
literacy instruction across all
subjects, grades and ages.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates knowledge of the
Study by referencing it in the
preparation of lesson plans.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Integrates literacy instruction in
individual lessons and in particular
subject areas.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Develops and applies lessons
based on the North Carolina
Standard Course of Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Integrates effective literacy
instruction throughout the
curriculum and across content
areas to enhance students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Develops and applies strategies
reflecting the North Carolina
Standard Course of Study and
standards developed by professional
organizations to make the curriculum
balanced, rigorous, and relevant.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Evaluates and reflects upon the
effectiveness of literacy instruction
within and across content areas.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

16
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3b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond the content they are
expected to teach and by directing students natural curiosity into an interest in learning. Elementary teachers have broad knowledge across
disciplines. Middle school and high school teachers have depth in one or more specific content areas or disciplines.

Emergent Candidate




Not Demonstrated
(Comment Required)

!

!
Successfully completes
general education
coursework across the
required range of
disciplines.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
A
N
D

Demonstrates a basic level of
content knowledge in the
teaching specialty.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates an appropriate level
of content knowledge in the
teaching specialty.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Encourages students to investigate the
content area to expand their knowledge
and satisfy their natural curiosity.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates extensive
knowledge of content in the
teaching specialty.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Prompts students curiosity for
learning beyond the required
coursework.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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3c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade or subject they teach and the North Carolina Standard Course of
Study. Teachers understand how the content they teach relates to other disciplines in order to deepen understanding and connect learning for
students. Teachers promote global awareness and its relevance to subjects they teach.

Emergent Candidate



Not Demonstrated
(Comment Required)
!

!
Recognizes the importance of
interdisciplinary learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Understands the importance of
global awareness for students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Articulates the links between
grade/subject and the North
Carolina Standard Course of
Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Displays global awareness.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates knowledge of links
between grade/subject and the
Study by relating content to other
disciplines.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Relates global awareness to the
subject.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Integrates the links and the
vertical alignment of the grade or
subject area and the North
Carolina Standard Course of
Study. Effectively and broadly
relates content to other disciplines.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Integrates global awareness
activities throughout lesson plans
and classroom instructional
practices.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

18

Comments for Standard III (include dates): 2-4-14: Continue to make sure Ss are seeing how the instruction you are providing is relevant to their world. Always try to
bring in real-world examples so Ss can better see the connection to real-world and other subject areas. Good job with relating patterns to buildings!
2-11-14: Thank you for continuing to develop lesson plans that are detailed and strong. Continue to integrate literacy in all areas and provide global awareness
opportunities for students.
3-5-14: Continue to integrate literacy instruction across all subject areas; How can you continue to expand student curiosity so they will explore content outside the
classroom? Continue to integrate. How are you students increasing their knowledge of global awareness? Good integration of 21st century skills by having Ss use critical
thinking and problem-solving skills during today's lesson.

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3d. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills include leadership, ethics,
accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility. Teachers help their students
understand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business and
entrepreneurial literacy; civic literacy; and health awareness.

Emergent Candidate




Not Demonstrated
(Comment Required)

!
Recognizes the relationship
between the North Carolina
Standard Course of Study and life
in the 21st century.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Identifies 21
st
century skills and
content as specified in the
Framework for 21
st
Century
Learning and Critical Elements for
21
st
Century Skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Identifies relationships between the
Study and life in the 21st century.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Demonstrates understanding of
21
st
century skills and content as
specified in the Framework
for 21
st
Century Learning and
Critical Elements for 21
st

Century Skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Integrates 21st century skills and
content in instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Consistently integrates 21st
century skills and content
throughout classroom
instruction and assessment.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

19

Standard 4: Teachers facilitate learning for their students

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4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers know how
students think and learn. Teachers understand the influences that affect individual student learning (development, culture,
language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the
strengths and weaknesses of their students.

Emergent Candidate



Not Demonstrated
(Comment Required)
!

!
Understands the developmental
levels of students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

influence of developmental
levels on students learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Demonstrates an understanding of
methods for differentiating
instruction to accommodate
developmental differences in
students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Identifies developmental levels of
individual students and plans instruction
accordingly.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Assesses and uses resources needed
to address strengths and
weaknesses of students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Appropriately differentiates
instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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4b. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for short
and long range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand
that instructional plans must be consistently monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural differences and individual learning needs.

Emergent Candidate



Not Demonstrated
(Comment Required)

!
Recognizes data sources
important to planning
instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses a variety of data for short- and
long-range planning of instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Monitors and modifies
instructional plans to enhance
student learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Collaborates with colleagues to
monitor student performance and
make instruction responsive to cultural
differences and individual learning
needs.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Works collaboratively with
other school staff to develop or
maintain a culturally and
developmentally supportive school
environment.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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4c. Teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps.
Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.

Emergent Candidate



Not Demonstrated
(Comment Required)

!
Understands a range of methods
and materials that can be
applied in the classroom.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

variety of methods and materials
necessary to meet the
needs of all students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses a variety of appropriate
methods and materials to meet the
needs of all students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Consistently enables the
success of all students through the
selection and use of
appropriate methods and
materials.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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4d. Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn
content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.

Emergent Candidate




Not Demonstrated
(Comment Required)

!
Demonstrates knowledge of
methods for utilizing
technology in instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Assesses effective types of
technology to use for
instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Integrates technology with
instruction to maximize students
learning..
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Engages students in higher
level thinking through the
integration of technology.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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4e. Teachers help students develop critical-thinking and problem-solving skills. Teachers encourage students to ask questions; think creatively; develop and test innovative ideas; synthesize knowledge
and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and
frame, analyze, and solve problems.

Emergent Candidate



Not Demonstrated
(Comment Required)

!
Demonstrates an understanding
of the importance of developing
students critical-thinking and
problem-solving skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

processes needed to support
students in acquiring critical-
thinking and problem-solving
skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Integrates specific instruction that
helps students develop the ability to
apply processes and strategies
for critical thinking and problem
solving.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Creates or maintains instruction
that consistently engages
students in the processes of
critical thinking and problem
solving in meaningful contexts.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

22

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4f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration. They organize learning teams in order to help students
define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities.

Emergent Candidate



Not Demonstrated
(Comment Required)

!
Recognizes the need to
encourage the development of
cooperation, collaboration, and
student leadership.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

multiple approaches or strategies
for developing and supporting
student learning teams.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Organizes student learning teams
for the purpose of developing
cooperation, collaboration, and
student leadership.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Encourages students to create
and manage learning teams.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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4g. Teachers communicate effectively. Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able to communicate with students in
a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively.

Emergent Candidate



Not Demonstrated
(Comment Required)
!

!
Communicates effectively both
orally and in writing.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Recognizes a variety of
methods for communicating
effectively with students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates the ability to
communicate effectively with
students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Provides opportunities for
students to articulate thoughts and
ideas.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses a variety of methods to
communicate effectively with all
students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Consistently encourages and
supports students to articulate
thoughts and ideas clearly and
effectively.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Establishes classroom practices
that encourage all students to
develop effective
communication skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

24

Comments for Standard IV (include dates): 2-4-14: Contine to integrate technology throughout instruction. Continue to integrate critical thinking/problem solving skills
so students' higher order thinking skills are activated. Continue to work on your differentiation skills so all Ss are challenged appropriately.
2-11-14: Good job with continuing to investigate types of technology - very impressed with the way you utilized TumbleBooks during today's lesson. Continue to utilize
multiple teaching strategies.
3-5-14: Continue to collaborate with colleagues to make student learning responsive to individual needs - appreciate your integration of technology - continue this
practice! Again, good job today with critical thinking and problem solving - continue this practice! Continue to monitor student learning teams to ensure all Ss are on
task - continue to use a variety of resources - continue to allow opportunities for Ss to articulate their thoughts clearly and effectively - continue formative assessments to
know the effectiveness of your instruction

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4h. Teachers use a variety of methods to assess what each student has learned. Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as
they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and
each other. Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students 21st century knowledge, skills, performance, and dispositions.

Emergent Candidate



Not Demonstrated
(Comment Required)

!

!
multiple indicators or measures of
student progress.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Interprets data on student
progress accurately and can draw
appropriate conclusions.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses multiple indicators, both
formative and summative, to monitor
and evaluate students progress and to
inform instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Provides evidence that students
attain 21st century knowledge,
skills and dispositions.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses information gained from
assessment activities to improve
teaching practice and students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Provides opportunities for
students to assess themselves
and others.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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Standard 5: Teachers reflect on their practice

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5a. Teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: Why learning happens and what can be done to improve
achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on research
and data to best meet the needs of students.

Emergent Candidate



Not Demonstrated
(Comment Required)
Recognizes multiple sources of
information on students
learning and performance.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Identifies data sources to
improve students learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses data to provide ideas about
what can be done to improve
students learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Based upon data, selects or
develops instructional
approaches that are
intentionally tailored to
students learning needs.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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5b. 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 and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional
growth.

Emergent Candidate



Not Demonstrated
(Comment Required)
Acknowledges the importance
of ongoing professional
development.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Attends required or expected
activities for professional
growth.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Participates in recommended
activities for professional learning and
development.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Seeks out and engages in
opportunities to expand
professional knowledge and
build professional skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

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5c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning.
They adapt their practice based on research and data to best meet the needs of their students.

Emergent Candidate



Not Demonstrated
(Comment Required)
Acknowledges the importance
of using research-verified
approaches to teaching and
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

current research-verified
approaches to teaching and
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses a variety of research-verified
approaches to improve teaching and
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Investigates and implements
innovative, research-verified
approaches to improve teaching
and learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Comments for Standard V (Include dates): 2-4-14: Continually ask yourself - what could I do differently to enhance Ss understanding?
2-11-14: Since the last observation, ST has presented at a conference as well as taken part in a day long professional development.
3-5-14: Thank you for attending staff developments to improve your instructional practices!

Microsoft Word - Teacher Candidate Evaluation Rubric - Rollins

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