NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS

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NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and
PROCESS
Standard III Teacher Handout

• North Carolina
• Department of Public Instruction

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Standard II Review
Teachers establish a respectful environment for a
diverse population of students.

• Teachers provide an environment in which each
  child has a positive, nurturing relationship with
  caring adults.
• Teachers embrace diversity in the school
  community and in the world.
• Teachers treat students as individuals.
• 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.

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Get over the idea that only children should spend
their time in study. Be a student so long as you
have something to learn, and this will mean all
of your life.Henry L. Doherty
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• Standard III Teachers know
  the content they teach.
• Teachers align their instruction with the North
  Carolina Standard Course of Study
• Teach the North Carolina Standard Course of Study
• Develop and apply strategies to make the
  curriculum rigorous and relevant
• Develop literacy skills appropriate to specialty
  area

Share the examples from the Standard III
Pre-Activity sheet.
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Standard III Teachers know the content they
teach.
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Points to Ponder about Element AUsing Literacy
Strategies

• There is a difference between KNOWING literacy
  strategies and USING them effectively as tools
  for rigorous learning
• Some observed uses of these literacy tools are
  like watching someone use a rake to dig a hole.
  The point is to use the tool for its intended
  purpose use a shovel to dig a hole and use
  Turn and talk to elicit specific responses
• Explain to your partner how to bisect an angle
• Tell your partner three words that you could use
  to describe the main character in the story.
• NOT Turn and talk for two minutes.

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• Standard III Teachers know
• the content they teach.
• B. Teachers know the content appropriate to
  their teaching specialty
• Know subject beyond the content they teach
• Direct students curiosity into an interest in
  learning

Share the examples from the Standard III
Pre-Activity sheet.
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Standard III Teachers know the content they
teach.
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Points to Ponder about Element B

• Teachers should be able to design activities that
  enhance learning the NCSCOS goals (not just a fun
  activity that has no relevance to a goal).
• It should be obvious to those in the classroom
  that the teacher knows the content and can
  explain the content at the students level.
• Facilitating effective project-based learning
  demonstrates that the teachers is at the
  accomplished or distinguished level

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• Standard III Teacher know the content
  they teach.
• Teachers recognize the interconnectedness of
  content areas/disciplines
• Know links between grade/subject and the North
  Carolina Standard Course of Study
• Relate content to other disciplines
• Promote global awareness and its relevance

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What is Global Awareness?

• Global awareness includes
• Using 21st century skills to understand and
  address global issues. See pages 12-16 in the
  North Carolina Teacher Evaluation Process Manual
  for a detailed explanation of 21st century
  skills.
• Learning from and working collaboratively with
  individuals representing diverse cultures,
  religions, and lifestyles in a spirit of mutual
  respect and open dialogue in personal, work, and
  community contexts.
• Having the ability to utilize non-English
  languages as a tool for understanding other
  nations and cultures.

Share the examples from the Standard III
Pre-Activity sheet.
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Standard III Teachers know the content they
teach.
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Points to Ponder about Element C

• Teachers should participate in PLCs
• Teachers are going to need to have productive
  dialogue on how to implement the 21st Century
  Skills and Global Awareness in their lesson plans
  for their content areas.
• It is very possible that a lot of teachers may be
  at the Developing level in regard to
  implementation of 21st Century Skills
• Students should be working collaboratively in
  class.

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• Standard III Teachers know the
  content they teach.
• D. Teachers make instruction relevant to
  students
• Incorporate life skills which include leadership,
  ethics, accountability, adaptability, personal
  productivity, personal responsibility, people
  skills, self-direction, and social responsibility
• Demonstrate the relationship between the core
  content and 21st Century content that includes
  global awareness financial, economic, business
  and entrepreneurial literacy civic literacy
• and health and wellness awareness

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What are the 21st Century Life Skills?

• 21st Century Life and Career Skills include
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility

Share the examples from the Standard III
Pre-Activity sheet.
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Standard III Teachers know the content they
teach.
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Points to Ponder about Element D

• Teachers who establish a respectful learning
  environment will be teaching the 21st Century
  Life Skills as they model for students how to
  work productively in the classroom.
• Teachers will need to be able to connect their
  content to Global Awareness.

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Reminders

• To maintain consistency throughout the county,
  teachers are being trained in the same format for
  each session of the training
• Complete the Pre-Activity for Standard IV before
  returning to the next training session