Professional Documents
Culture Documents
Teach Eval Manual
Teach Eval Manual
Teach Eval Manual
TEACHER
EVALUATION PROCESS
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
MAY 2015
BECKY TAYLOR
Greenville
WAYNE MCDEVITT
Asheville
A.L. COLLINS
Vice Chair :: Kernersville
REGINALD KENAN
Rose Hill
ERIC DAVIS
Charlotte
DAN FOREST
Lieutenant Governor :: Raleigh
KEVIN D. HOWELL
Raleigh
PATRICIA N. WILLOUGHBY
Raleigh
JANET COWELL
State Treasurer :: Raleigh
GREG ALCORN
Salisbury
OLIVIA OXENDINE
Lumberton
Additional
Forms
Professional Development Plan .................................................................................................................................. 44-46
Record of Teacher Evaluation Activities ........................................................................................................................ 47
Appendix A:
Appendix B:
Appendix C:
Appendix D:
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
Introduction
The mission of the North Carolina State Board of Education is that every public school student will graduate from high school
globally competitive for work and postsecondary education and prepared for life in the 21st century. This mission requires a new
vision of school leadership and a new set of skills that teachers must use daily in order to help their students learn 21st century
content and master skills they will need when they graduate from high school and enroll in higher education or enter the workforce
or the military.
According to the North Carolina Professional Teaching Standards Commission, the different demands on 21st century education
dictate new roles for teachers in their classrooms and schools. The following define what teachers need to know and do to teach
students in the 21st century:
Leadership among the staff and with the administration is shared in order to bring consensus and common, shared
ownership of the vision and purpose of the work of the school. Teachers are valued for the contributions they make
to their classroom and the school.
Teachers make the content they teach engaging, relevant, and meaningful to students lives.
Teachers can no longer cover material; they, along with their students, uncover solutions. They teach existing core
content that is revised to include skills like critical thinking, problem solving, and information and communications
technology (ICT) literacy.
In their classrooms, teachers facilitate instruction encouraging all students to use 21st century skills so they discover
how to learn, innovate, collaborate, and communicate their ideas.
The 21st century content (global awareness, civic literacy, financial literacy, and health awareness) is included in the
core content areas.
Subjects and related projects are integrated among disciplines and involve relationships with the home and community.
Teachers are reflective about their practice and include assessments that are authentic and structured and demonstrate
student understanding.
Teachers demonstrate the value of lifelong learning and encourage their students to learn and grow.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
Glossary
For purposes of this evaluation process, the following terms are defined below:
1.
Abbreviated Evaluation The annual evaluation requirement for teachers employed more than three years can be met
by the evaluator conducting two informal (minimum twenty-minute) observations and rating the teacher only on
Standards One, Four, and Six of the Teacher Evaluation Process. (See Teacher Evaluation Process.)
2.
Artifact A product resulting from a teachers work. Artifacts are natural by-products of a teachers work and are not
created for the purpose of satisfying evaluation requirements. Artifacts can be presented by the teacher to the
evaluator to provide evidence of descriptors in the rubric.
3.
Beginning Teachers Teachers who are in the first three years of teaching and who hold a Standard Professional 1
License.
4.
Comprehensive Evaluation Cycleis required for new teachers and includes a pre-observation conference which must
precede the first of 3 formal observations, 1 peer observation, and Summative Evaluation.
5.
Data Factual information used as the basis for reasoning, discussion, or planning.
6.
Experienced TeachersTeachers (including those with career status) who have been employed for three or more years.
7.
Evaluation-Annual assessment of a teachers performance based on standards, captured on the completed Summary
Rating Form.
8.
Evaluator The person responsible for overseeing and completing the teacher evaluation process. This is usually the
school principal, but it may be someone who is designated by the principal to assume these responsibilities.
9.
Evidence Documents and events that demonstrate or confirm the work of the person being evaluated and
support the rating on a given element.
10. New TeacherA teacher who has not been employed for at least three consecutive years.
11. ObservationWhen an evaluator checks descriptors of the rubric while watching a lesson.
i.
Formal ObservationA formal observation shall last 45 minutes or an entire class period.
ii.
Informal ObservationAn informal observation should last at least 20 minutes each. A post- conference
is not required but can be requested by the teacher.
12. Orientation Second component of the Teacher Evaluation Process to provide teachers with required documents.
While a formal meeting is not required, supervisors may choose to hold this orientation as a group meeting at the
beginning of the school year and/or individually as staff is added throughout the year.
13. Peer A teacher who has been trained on the North Carolina Teacher Evaluation Process.
14. Performance Rating Scale (There are different rating scales for standards 1-5 and standard 6.) The ratings for
standards 1-6 will determine a teachers overall status for a school year. (See the definition of status below.)
Performance Rating Scale For Standards 1-5: A teachers overall ratings for standards 1-5 are determined at the end of
the year during the Summary Evaluation Conference. The overall ratings for standards 1-5 are as follows:
Developing: Teacher demonstrated adequate growth toward achieving standard(s) during the
period of performance, but did not demonstrate competence on standard(s) of performance.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
Accomplished: Teacher exceeded basic competence on standard(s) of performance most of the time.
Not Demonstrated: Teacher did not demonstrate competence on or adequate growth toward
achieving standard(s) of performance. (Note: If the Not Demonstrated rating is used, the
Principal/Evaluator must comment about why it was used.)
Performance Rating For Standard 6: A teachers rating on the sixth standard is determined by a student growth
value as calculated by the statewide growth model for educator effectiveness. The student growth value places a
teacher into one of three rating categories:
Does not meet expected growth: The student growth value for the teacher is lower than what was
expected per the statewide growth model.
Meets expected growth: The student growth value for the teacher is what was expected per the statewide
growth model.
Exceeds expected growth: The student growth value for the teacher exceeds what was expected
per the statewide growth model.
15. Pre-Observation Conference The third component of the Teacher Evaluation Process. The goal of the conference is to
prepare the principal for the first observation by discussing the teachers self-assessment, professional growth plan
and a written description of the lesson to be observed.
16. Professional Development Plan Component eight of the Teacher Evaluation Process. One of three professional growth
plans is required for all teachers: individual, monitored, or directed.
17. Rubric for Evaluating North Carolina Teachers A composite matrix of the standards, elements, and descriptors of the
North Carolina Professional Teaching Standards:
a.
Performance Standard The distinct aspect of teaching or realm of activities that form the basis for the
evaluation of a teacher.
b.
Performance Elements The sub-categories of performance embedded within the performance standard.
c.
Performance Descriptors The specific performance responsibilities embedded within the components of a
performance element.
18. School Executives Principals and assistant principals licensed to work in North Carolina.
19. Self-assessment Personal reflection about ones professional practice to identify strengths and areas for improvement
conducted without input from others. Purposes of the self-assessment are to clarify performance expectations,
guide discussions about goal- setting and professional development and program needs, and provide input to the
final ratings.
20. Standard Evaluation Cycleis an option for experienced teachers and includes a formal observation with a preconference, 2 formal or informal observations, and a Summative Evaluation.
21. Status An overall status for a teacher is determined once the teacher has a three-year rolling average of student
growth values to populate Standard 6. There are three categories for status:
In Need of Improvement: A teacher who fails to receive a rating of at least proficient on each of the
Teacher Evaluation Standards 1-5 or receives a rating of does not meet expected growth on Standard 6
of the Teacher Evaluation Instrument.
Effective: A teacher who receives a rating of at least proficient on each of the Teacher Evaluation
Standards 1-5 and receives a rating of at least meets expected growth on Standard 6 of the Teacher
Evaluation Instrument.
Highly Effective: A teacher who receives a rating of at least accomplished on each of the Teacher
Evaluation Standards 1-5 and receives a rating of exceeds expected growth on Standard 6 of the
Teacher Evaluation Instrument.
22. Teacher A person who holds a valid North Carolina teaching certificate and is employed to instruct, direct or
supervise the instructional program.
23. Training State-approved and sponsored training on the teacher rubric and evaluation process required of all teachers
and individuals responsible for their evaluation.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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.
Work collaboratively with all school personnel to create a professional learning community
Analyze data
Develop goals and strategies through the school improvement plan
Assist in determining school budget and professional development
Participate in hiring process
Collaborate with colleagues to mentor and support teachers to improve effectiveness
Teachers lead the teaching profession.
Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their
school. They actively participate in and advocate for 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.
Strive to improve the profession
Contribute to the establishment of positive working conditions
Participate in decision-making structures
Promote professional growth
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.
Advocate for positive change in policies and practices affecting student learning
Participate in the implementation of initiatives to improve education
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).
Demonstrate ethical principles
Uphold the Code of Ethics and Standards for the Professional Conduct
Standard
II:
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 encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.
Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible
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.
Select materials and develop lessons that counteract stereotypes and incorporate contributions
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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.
Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice
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 and the home and 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.
Improve communication and collaboration between the school and the home and community
Promote trust and understanding and build partnerships with school community
Seek solutions to overcome obstacles that prevent family and community involvement
Develop and apply strategies to make the curriculum rigorous and relevant
Know links between grade/subject and the North Carolina Standard Course of Study
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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
Employ a wide range of techniques using information and communication technology, learning styles, and
differentiated instruction
Help students use technology to learn content, think critically, solve problems, discern reliability, use information,
communicate, innovate, and collaborate
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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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
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.
Use multiple indicators, both formative and summative, to evaluate student progress
Use assessment systems to inform instruction and demonstrate evidence of students 21st century knowledge, skills,
performance, and dispositions
Think systematically and critically about learning in their classroom: why learning happens and what can be done to
improve student achievement
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Actively investigate and consider new ideas that improve teaching and learning
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Global Awareness
Civic Literacy
Health Literacy
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Information Literacy
Media Literacy
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Global Awareness
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.
Understanding the role of the economy and the role of business in the economy.
Civic Literacy
Exercising the rights and obligations of citizenship at local, state, national and global levels.
Health Literacy
Having the ability to access health information and services, navigate health institutions and act as an effective
advocate to improve health for self, family and/or community.
Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk
avoidance and stress reduction.
Communication
Understanding, managing and creating effective oral, written and/or multimedia communication in a variety of forms
and contexts.
Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Collaboration Skills
Being willing to be helpful and make necessary compromises to accomplish a common goal.
Having the ability to take advantage of education in a variety of contexts both inside and outside the classroom;
understanding that knowledge is acquired within a context.
ICT literacy
Using technology in the course of attaining and utilizing 21st century skills.
Life
Skills
Leadership
Using interpersonal and problem-solving skills to influence more than one person toward a goal.
Demonstrating integrity and ethical behavior in personal, workplace and community contexts.
Ethics
Accountability
Setting and meeting high standards and goals for ones self and others.
Adaptability
Personal Productivity
Personal Responsibility
Exercising personal responsibility and flexibility in personal, workplace and community contexts.
People Skills
Self-Direction
Having the ability to define, prioritize and complete tasks without direct oversight.
Social Responsibility
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Evaluation
Requirements
All teachers who are licensed by the North Carolina Department of Public Instruction are required to adhere to the annual
evaluation requirements outlined in GS 115c-333.1(a).
The Evaluation Process shall be conducted annually, according to one of the following cycle types:
Teacher Self-Assessment
Professional Development Plan
Formal Observation (with pre- and post-conference)
Formal Observation (with post-conference)
Formal Observation (with post-conference)
Peer Observation (with post-conference)
Summative Evaluation Conference
Summary Rating Form
Teacher Self-Assessment
Professional Development Plan
Formal Observation (with pre- and post-conference)
Observation (Formal or Informal)
Observation (Formal or Informal)
Summative Evaluation Conference
Summary Rating Form
Teacher Self-Assessment
Professional Development Plan
Observation on Standards 1 and 4 (Formal or Informal)
Observation on Standards 1 and 4 (Formal or Informal)
Summative Evaluation Conference on Standards 1, 4 and 6
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Process
The North Carolina Teacher Evaluation Process shall include the following components:
Component
1:
Training
Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation
process.
Component
2:
Orientation
Within two weeks of a teachers first day of work in any school year, the principal will provide the teacher with a copy of or
directions for obtaining access to a copy of:
A. The Rubric for Evaluating North Carolina Teachers;
B. North Carolina State Board Policy TCP-C-004; and
C. A schedule for completing all the components of the evaluation process.
Copies may be provided by electronic means.
Component
3:
Self-Assessment
Using the Rubric for Evaluating North Carolina Teachers, the teacher shall rate his or her own performance at the beginning of the
year and reflect on his or her performance throughout the year.
Component
5:
Observations
A. A formal observation shall last at least forty-five minutes or an entire class period. An informal observation shall be at least
20 minutes in duration.
B. New teachers who have not been employed for at least three consecutive years
1. The principal shall conduct a Comprehensive Evaluation Cycle which includes at least three formal observations
of all new teachers.
2. A peer shall conduct one formal observation of a new teacher.
C. Experienced teachers (including those with career status) who have been employed for three or more years
1. The principal shall conduct observations in accordance with one of the evaluation cycle types above for all teachers
with greater than three years of experience.
During observations, the principal and peer (in the case of a new teacher) shall note the teachers performance in relationship to
the applicable Standards on the Rubric for Evaluating North Carolina Teachers. Additional observations may occur at the
discretion of the principal consistent with local board of education policy.
Component
7:
Summary
Evaluation
Conference
and
Scoring
the
Teacher
Summary
Rating
Form
Prior to the end of the school year and in accordance with LEA timelines, the principal shall conduct a summary evaluation
conference with the teacher. During the summary evaluation conference, the principal and teacher shall discuss the teachers selfassessment, the teachers most recent Professional Growth Plan, the components of the North Carolina Teacher Evaluation Process
completed during the year, classroom observations, artifacts submitted or collected during the evaluation process and other evidence
of the teachers performance on the Rubric.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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At the conclusion of the North Carolina Teacher Evaluation Process, the principal shall:
A.
B.
C.
D.
E.
F.
Beginning
Teachers
Effective 2013-2014, beginning teachers must be rated Proficient on all five North Carolina Professional Teaching Standards on
the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License.
19
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
21
Date: ________________________
School: ______________________________________________________
District: _______________________
Evaluator: ____________________________________________________
Title: _________________________
Observation
Proficient
Accomplished
Distinguished
and
and
and
q Communicates to
students the vision of
being prepared for life
in the 21st century.
q Encourages students
to take responsibility
for their own learning.
q Uses data to
understand the skills
and abilities of
students.
q Provides evidence of
data-driven instruction
throughout all
classroom activities.
q Evaluates student
progress using a
variety of assessment
data.
q Uses classroom
assessment data to
inform program
planning.
q Creates a classroom
culture that empowers
students to
collaborate.
q Empowers and
encourages students
to create and maintain
a safe and supportive
school and community
environment.
Not Demonstrated
(Comment Required)
Element Ib. 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.
. . . and
. . . and
. . . and
q Attends professional
learning community
meetings.
q Participates in
professional learning
community.
q Assumes a leadership
role in professional
learning community.
q Collaborates with
colleagues to improve
the quality of learning in
the school.
q Displays awareness of
the goals of the school
improvement plan.
q Participates in
developing and/or
implementing the
school improvement
plan.
q Collaborates with
school personnel on
school improvement
activities.
q Assumes a leadership
role in implementing
school improvement
plan throughout the
building.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Element Ic. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of
positive working conditions in their school. They actively participate in and advocate for 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.
observation
Observation
Developing
q Has knowledge of
opportunities and the
need for professional
growth and begins to
establish relationships
with colleagues.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
Contributes to the:
q Promotes positive
working relationships
through professional
growth activities and
collaboration.
q Seeks opportunities to
lead professional
growth activities and
decision-making
processes.
q improvement of the
profession through
professional growth.
q establishment of
positive working
relationships.
Not Demonstrated
(Comment Required)
. . . and
. . . and
. . . and
q Supports positive
change in policies and
practices affecting
student learning.
q Participates in
developing policies
and practices to
improve student
learning.
q Actively participates,
promotes, and
provides strong
supporting evidence
for implementation of
initiatives to improve
education.
Element Ie.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)
q Understands the
importance of ethical
behavior as outlined in
the Code of Ethics for
North Carolina
Educators and the
Standards for
Professional Conduct.
. . . and
. . . and
. . . and
q Demonstrates ethical
behavior through
adherence to the Code
of Ethics for North
Carolina Educators
and the Standards for
Professional Conduct.
Comments:
Examples of Artifacts:
q Lesson plans
q Journals
q Student handbooks
q Student work
q School improvement planning
q Service on committees
q Relevant data
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
23
Observation
Standard
II:
Teachers
Establish
a
Respectful
Environment
for
a
Diverse
Population
of
Students
Element IIa. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers
encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.
Developing
q Appreciates and
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
q Establishes an inviting,
respectful, inclusive,
flexible, and supportive
learning environment.
q Maintains a positive
and nurturing learning
environment.
Not Demonstrated
(Comment Required)
Element IIb. 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.
q Acknowledges that
diverse cultures
impact the world.
q Demonstrates
awareness of the
diversity of students in
the classroom.
. . . and
. . . and
. . . and
q Displays knowledge of
diverse cultures, their
histories, and their
roles in shaping global
issues.
q Uses materials or
lessons that
counteract
stereotypes and
acknowledges the
contributions of all
cultures.
q Promotes a deep
understanding of
cultures through the
integration of culturally
sensitive materials and
ideas throughout the
curriculum.
q Acknowledges the
influence of race,
ethnicity, gender,
religion, socioeconomics, and
culture on a students
development and
attitudes.
q Consistently
incorporates different
points of view in
instruction.
q Capitalizes on diversity
as an asset in the
classroom.
Element IIc. 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 contributions of each student in the learning environment by building positive,
appropriate relationships.
q Holds high
expectations of
students.
. . . and
. . . and
. . . and
q Communicates high
expectations for all
students.
q Encourages and
values contributions of
students, regardless of
background or ability.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Element IId. 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.
observation
Observation
Developing
q Recognizes that
students have a
variety of learning
needs.
q Is knowledgeable of
effective practices for
students with special
needs.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
q Collaborates with
specialists who can
support the special
learning needs of
students.
q Provides unique
learning opportunities
such as inclusion
and research-based,
effective practices
for students with
special needs.
q Effectively engages
special needs
students in learning
activities and ensures
their unique learning
needs are met.
Not Demonstrated
(Comment Required)
Element IIe. 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 and the home and 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.
q Responds to family
and community
concerns.
. . . and
. . . and
. . . and
q Communicates and
collaborates with the
home and community
for the benefit of
students.
q Recognizes obstacles
to family and
community
participation and
conscientiously seeks
solutions to overcome
them.
Comments:
Examples of Artifacts:
q Student profiles
q Student surveys
q Cooperation with ESL teachers
q Lessons that integrate international content
q Documentation of referral data and use of IEPs
q Communications w/parents/community
q Professional development on cultural
attitudes and awareness
q Use of technology to incorporate cultural
awareness into lessons
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
q ________________
q ________________
q ________________
q ________________
q ________________
25
Observation
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
q Demonstrates an
q Understands the
North Carolina
Standard Course of
Study, uses it in
preparation of lesson
plans, and applies
strategies to make the
curriculum rigorous
and relevant.
q Assists colleagues in
applying such strategies
in their classrooms.
q Elementary:
q Elementary:
Integrates effective
literacy instruction
throughout the
curriculum.
q Elementary:
Evaluates and reflects
upon the effectiveness
of literacy instruction.
q Elementary:
Makes necessary
changes to instructional
practice to improve
student learning.
q Secondary:
q Secondary:
Incorporates a wide
variety of literacy skills
within content areas to
enhance learning.
q Secondary:
Evaluates and reflects
upon the effectiveness
of literacy instruction
within content areas.
q Secondary:
Makes necessary
changes to instructional
practice to improve
student learning.
awareness of the
North Carolina
Standard Course of
Study and references it
in the preparation of
lesson plans.
Begins to integrate
literacy instruction in
selected lessons.
Recognizes the
importance of
integrating literacy
strategies within the
content areas.
Not Demonstrated
(Comment Required)
Element IIIb. 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.
q Demonstrates a basic
level of content
knowledge in the
teaching specialty to
which assigned.
. . . and
. . . and
. . . and
q Demonstrates an
appropriate level of
content knowledge in
the teaching specialty
to which assigned.
q Applies knowledge of
subject beyond the
content in assigned
teaching specialty.
Motivates students to
investigate the content
area to expand their
knowledge and satisfy
their natural curiosity.
q Extends knowledge of
subject beyond content
in their teaching
specialty and sparks
students curiosity for
learning beyond the
required course work.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
26
Element IIIc. 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.
observation
Observation
Developing
q Displays global
awareness.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
q Demonstrates
knowledge of links
between grade/subject
and the North Carolina
Standard Course of
Study.
q Demonstrates
knowledge of the links
and vertical alignment
of the grade or subject
area and the North
Carolina Standard
Course of Study.
Relates content to
other disciplines.
q Collaborates with
teachers from other
grades or subject areas
to establish links
between disciplines and
influence school-wide
curriculum and teaching
practice.
q Promotes global
awareness and its
relevance to the
subjects.
q Integrates global
awareness activities
throughout lesson
plans and classroom
instructional practices.
q Promotes global
awareness and its
relevance to all faculty
members, influencing
curriculum and teaching
practices throughout the
school.
Not Demonstrated
(Comment Required)
Element IIId. 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.
q Identifies relationships
between the North
Carolina Standard
Course of Study and
life in the 21st century.
. . . and
. . . and
. . . and
q Identifies relationships
between the core
content and 21st
century content.
q Deepens students
understandings of 21st
century skills and helps
them make their own
connections and develop
new skills.
Comments:
Examples of Artifacts:
q Display of creative student work
q Use of NC Standard Course of Study
q Lesson plans
q Content standards
q ____________________
q ____________________
q __________________
q __________________
q __________________
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
27
Element IVa. 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.
observation
Observation
Developing
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
q Understands
q Understands
developmental levels
of students and
appropriately
differentiates
instruction.
q Identifies appropriate
developmental levels
of students and
consistently and
appropriately
differentiates
instruction.
q Assesses resources
needed to address
strengths and
weaknesses of
students.
developmental levels
of students and
recognizes the need to
differentiate
instruction.
Not Demonstrated
(Comment Required)
Element IVb. 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.
q Recognizes data
sources important to
planning instruction.
. . . and
. . . and
. . . and
q Monitors student
performance and
responds to individual
learning needs in order
to engage students in
learning.
q Monitors student
performance and
responds to cultural
diversity and learning
needs through the
school improvement
process.
Element IVc 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.
q Demonstrates
awareness of the
variety of methods and
materials necessary to
meet the needs of all
students.
. . . and
. . . and
. . . and
q Demonstrates
awareness or use of
appropriate methods
and materials
necessary to meet the
needs of all students.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Element IVd. 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.
observation
Observation
Developing
Proficient
. . . and
q Assesses effective
types of technology to
use for instruction.
Accomplished
q Demonstrates
knowledge of how to
utilize technology in
instruction.
. . . and
q Integrates technology
with instruction to
maximize student
learning.
Not Demonstrated
(Comment Required)
Distinguished
. . . and
q Provides evidence of
student engagement
in higher level thinking
skills through the
integration of
technology.
Element IVe. 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.
q Understands the
. . . and
importance of
developing students
critical thinking and
problem solving skills.
q Demonstrates
knowledge of
processes needed to
support students in
acquiring critical
thinking skills and
problem-solving skills.
. . . and
. . . and
q synthesize knowledge,
q draw conclusions,
q exercise and
communicate sound
reasoning,
q understand
connections,
q make complex
choices, and
Element IVf. 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.
q Provides opportunities
for cooperation,
collaboration, and
leadership through
student learning
teams.
. . . and
q Organizes student
learning teams
for the purpose
of developing
cooperation,
collaboration, and
student leadership.
. . . and
q Encourages students
to create and manage
learning teams.
. . . and
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
29
Element IVg. 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.
observation
Observation
Developing
q Demonstrates the
ability to effectively
communicate with
students.
q Provides opportunities
for students to
articulate thoughts
and ideas.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
q Uses a variety of
methods for
communication with all
students.
q Creates a variety
of methods to
communicate with
all students.
q Anticipates
possible student
misunderstandings and
proactively develops
teaching techniques to
mitigate concerns.
q Consistently
encourages and
supports students to
articulate thoughts and
ideas clearly and
effectively.
q Establishes classroom
practices which
encourage all students
to develop effective
communication skills.
q Establishes school-wide
and grade appropriate
vehicles to encourage
students throughout the
school to develop
effective communication
skills.
Not Demonstrated
(Comment Required)
Element IVh. 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.
q Uses indicators to
q Assesses students
in the attainment of
21st century knowledge,
skills, and dispositions.
. . . and
. . . and
. . . and
q Uses multiple
indicators, both
formative and
summative, to monitor
and evaluate student
progress and to inform
instruction.
q Provides evidence
q Provides opportunities
that students attain
for students to assess
21st century knowledge,
themselves and others.
skills and dispositions.
Comments:
Examples of Artifacts:
q Lesson plans
q Documentation of differentiated instruction
q Display of technology used
Materials used to promote critical thinking
and problem solving
q Professional development
q Use of student learning teams q Collaborative lesson planning
q ______________________
q ______________________
q ______________________
q ______________________
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
30
Element Va. 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.
observation
Observation
Developing
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
q Thinks systematically
and critically about
learning in their
classroom: why
learning happens and
what can be done
to improve student
achievement.
q Provides a detailed
analysis about what
can be done to improve
student learning and
uses such analyses
to adapt instructional
practices and materials
within the classroom and
at the school level.
Not Demonstrated
(Comment Required)
Element Vb. 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.
q Understands the
importance of
professional
development.
. . . and
. . . and
. . . and
q Participates in
professional
development aligned
with professional
goals.
q Participates in
professional
development activities
aligned with goals and
student needs.
Element Vc. 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.
q Is knowledgeable of
current researchbased approaches to
teaching and learning.
. . . and
. . . and
. . . and
q Actively investigates
and considers
alternative researchbased approaches
to improve teaching
and learning and uses
such approaches
appropriately.
q Adapts professional
practice based on data
and evaluates impact on
student learning.
Comments:
Examples of Artifacts:
q Lesson plans
q Formative assessments
q Student work
q Professional Development Plan
q ________________________
q ________________________
q ________________________
q ________________________
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
31
_________________________________________________________
Teacher Signature
______________________
Date
_________________________________________________________
Principal/Evaluator Signature
_____________________
Date
_________________________________________________________
Peer Signature, if applicable
_____________________
Date
______ No
_________________________________________________________
Principal/Evaluator Signature
_______________________
Date
_________________________________________________________
Peer Signature, if applicable
_____________________
Date
Note: The teachers signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that the teacher has reviewed the
report with the evaluator and may reply in writing. The signature of the principal or evaluator verifies that the report has been reviewed and that the proper
process has been followed according to North Carolina State Board of Education Policy for the Teacher Evaluation Process.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
33
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
34
Developing
Proficient
Accomplished Distinguished
Not
Demonstrated
Comments:
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
35
Standard
II:
Teachers
Establish
a
Respectful
Environment
for
a
Diverse
Population
of
Students
Elements
Developing
Proficient
Accomplished Distinguished
Not
Demonstrated
Comments:
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
36
Developing
Proficient
Accomplished Distinguished
Not
Demonstrated
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.
Overall rating for Standard III
Comments:
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
37
Developing
Proficient
Accomplished Distinguished
Not
Demonstrated
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 plan instruction appropriate for their students.
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.
Overall rating for Standard IV
Comments:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
38
Elements
Developing
Proficient
Accomplished Distinguished
Not
Demonstrated
Comments:
Recommended
Actions
for
Improvement:
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Resources
needed
to
complete
these
actions:
Teacher Signature
Date
Principal/Evaluator Signature
Comments Attached:
Date
Yes
No
Principal/Evaluator Signature
Date
Note: The teachers signature on this form represents neither acceptance nor approval of the report. It does, however, indicate that the teacher has reviewed
the report with the evaluator and may reply in writing. The signature of the principal or evaluator verifies that the report has been reviewed and that the
proper process has been followed according to North Carolina State Board of Education Policy for the Teacher Evaluation Process.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
39
The
student
growth
value
for
the
teacher
The
student
growth
value
for
the
is
lower
than
what
was
expected
per
the
teacher
is
what
was
expected
per
the
statewide
growth
model.
statewide
growth
model.
Note:
Standard
VI
is
included
in
the
observation
rubric
as
part
of
the
overall
teacher
evaluation;
however,
ratings
for
this
Standard
are
not
completed
by
the
evaluator.
No
further
work
is
needed
with
Standard
VI
to
complete
the
observation.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
40
Observation
2 Uses data to
understand the skills
and abilities of
students.
Proficient
Accomplished
Distinguished
and
and
and
q Communicates to
q Encourages students
the progress of
students to ensure
that they graduate
from high school.
2 Provides evidence of
data-driven instruction
throughout all
classroom activities.
2 Evaluates student
progress using a
variety of assessment
data.
q Creates a classroom
culture that empowers
students to
collaborate.
Not Demonstrated
(Comment Required)
to take responsibility
for their own learning.
q Uses classroom
assessment data to
inform program
planning.
1 Empowers and
encourages students
to create and maintain
a safe and supportive
school and community
environment.
Element Ib. 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.
3 Attends professional
learning community
meetings.
2 Displays awareness of
the goals of the school
improvement plan.
. . . and
. . . and
. . . and
3 Participates in
q Assumes a leadership
2 Collaborates with
professional learning
community.
2 Participates in
developing and/or
implementing the
school improvement
plan.
role in professional
learning community.
1 Collaborates with
school personnel on
school improvement
activities.
colleagues to improve
the quality of learning in
the school.
q Assumes a leadership
role in implementing
school improvement
plan throughout the
building.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
41
Element Ic. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of
positive working conditions in their school. They actively participate in and advocate for 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.
observation
Observation
Developing
2 Has knowledge of
opportunities and the
need for professional
growth and begins to
establish relationships
with colleagues.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
Contributes to the:
q Promotes positive
q Seeks opportunities to
2 improvement of the
profession through
professional growth.
3 establishment of
working relationships
through professional
growth activities and
collaboration.
Not Demonstrated
(Comment Required)
lead professional
growth activities and
decision-making
processes.
positive working
relationships.
. . . and
. . . and
. . . and
3 Supports positive
q Participates in
q Actively participates,
developing policies
and practices to
improve student
learning.
promotes, and
provides strong
supporting evidence
for implementation of
initiatives to improve
education.
Element Ie.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)
3 Understands the
importance of ethical
behavior as outlined in
the Code of Ethics for
North Carolina
Educators and the
Standards for
Professional Conduct.
. . . and
. . . and
. . . and
3 Demonstrates ethical
behavior through
adherence to the Code
of Ethics for North
Carolina Educators
and the Standards for
Professional Conduct.
Comments:
Examples of Artifacts:
q Lesson plans
q Journals
q Student handbooks
q Student work
q School improvement planning
q Service on committees
q Relevant data
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
42
Not
Demonstrated
Distinguished
Accomplished
After
compiling
observation
data,
the
evaluator
can
use
this
sheet
to
summarize
ratings.
Then
the
Summary
Rating
Form
can
be
completed.
Proficient
Developing
B.
c.
X
X
D.
E.
X
Overall
Rating
for
Standard
I
B.
C.
D.
E.
Works collaboratively with families and significant adults in the lives of their students
B.
C.
D.
X
Overall
Rating
for
Standard
III
Knows
the
ways
in
which
learning
takes
place,
and
the
appropriated
levels
of
intellectual,
physical,
social,
and
emotional
development
of
students
B.
C.
D.
E.
F.
G.
Communicates effectively
H.
X
X
B.
C.
X
Overall
Rating
for
Standard
V
Comments:
Teacher demonstrates a willingness to collaborate and participates in the
staff development effort to improve instruction to meet the individual needs
of students.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
43
Year:
1q 2 q 3 q >3 q
Lateral Entry: 1q 2 q 3 q
Name: _________________________________________
School: _______________________________________________________________________________________________
Mentor: ________________________________________
(Required in the first three years for all beginning teachers)
School: _______________________________________________________________________________________________
A.
NC
Professional
Teaching
Standards
Standard(s) to be addressed:
Element(s) to be addressed:
B.
Teachers
Strategies
Goals
for
Elements
Goal
1:
Activities/Actions
Resources
Needed
Timeline
Goal
2:
Date: __________________
Date: __________________
Date: __________________
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
44
D.
Narrative
Teachers
Comments:
Mentors Comments:
Administrators Comments:
Teachers Signature:
Mentors Signature:
Administrators Signature:
Date:
Date:
Date:
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
45
G.
Narrative
Teachers
Comments:
Mentors Comments:
Administrators Comments:
Teachers Signature:
Mentors Signature:
Administrators Signature:
Date:
Date:
Date:
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
46
ID#: ________________________
School: ____________________________________________________________
Position/Assignment: __________________________________________________________________________________
Evaluator: ______________________________________________
Title: ___________________________________
Teacher Background (Briefly describe the teachers educational background, years of experience, teaching assignment, and any
other factors that may impact the evaluation):
The North Carolina Teacher Evaluation is based, in part, on informal and formal observations and conferences conducted on the
following dates:
Activity
Date
Teacher Signature
Evaluator Signature
Orientation
Pre-Observation Conference
Observation #1
Post-Observation Conference #1
Observation #2
Post-Observation Conference #2
Observation #3
Post-Observation Conference #3
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
47
Refuses to accept significant gifts, favors, or additional compensation that might influence or appear to influence
professional decisions or actions.
Acts fairly, consistently, and prudently in the exercise of authority with colleagues, subordinates, students, and
parents and legal guardians.
b.
Evaluates the work of other educators using appropriate procedures and established statutes and regulations.
c.
Protects the rights of others in the educational setting, and does not retaliate, coerce, or intentionally intimidate
others in the exercise of rights protected by law.
d.
Recommends persons for employment, promotion, or transfer according to their professional qualifications, the
needs and policies of the LEA, and according to the law.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
48
Section
.0600
-
Code
of
Professional
Practice
and
Conduct
for
North
Carolina
Educators
16
NCAC
6C.0601
-
The
Purpose
and
Applicability
of
the
Rules
of
Professional
Conduct
for
Educators
The purpose of these rules is to establish and uphold uniform standards of professional conduct for licensed professional
educators throughout the State. These rules shall be binding on every person licensed by the SBE, hereinafter referred to as
educator or professional educator, and the possible consequences of any willful breach shall include license suspension or
revocation. The prohibition of certain conduct in these rules shall not be interpreted as approval of conduct not specifically cited.
History Note: Authority G.S. 115C-295.3;
Eff. April 1, 1998.
Generally recognized professional standards. The educator shall practice the professional standards of federal,
state, and local governing bodies.
2.
Personal conduct. The educator shall serve as a positive role model for students, parents, and the community.
Because the educator is entrusted with the care and education of small children and adolescents, the educator
shall demonstrate a high standard of personal character and conduct.
3.
Honesty. The educator shall not engage in conduct involving dishonesty, fraud, deceit, or misrepresentation in the
performance of professional duties including the following:
a.
b.
c.
Application or recommendation for college or university admission, scholarship, grant, academic award,
or similar benefit;
d.
e.
f.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
49
g.
Submission of information in the course of an official inquiry by the employing LEA or the SBE related
to facts of unprofessional conduct, provided, however, that an educator shall be given adequate notice
of the allegations and may be represented by legal counsel; and
h.
4.
Proper remunerative conduct. The educator shall not solicit current students or parents of students to purchase
equipment, supplies, or services from the educator in a private remunerative capacity. An educator shall not tutor
for remuneration students currently assigned to the educators classes, unless approved by the local superintendent.
An educator shall not accept any compensation, benefit, or thing of value other than the educators regular
compensation for the performance of any service that the educator is required to render in the course and scope
of the educators employment. This Rule shall not restrict performance of any overtime or supplemental services
at the request of the LEA; nor shall it apply to or restrict the acceptance of gifts or tokens of minimal value
offered and accepted openly from students, parents, or other persons in recognition or appreciation of service.
5.
Conduct with students. The educator shall treat all students with respect. The educator shall not commit any
abusive act or sexual exploitation with, to, or in the presence of a student, whether or not that student is or has
been under the care or supervision of that educator, as defined below:
a.
b.
c.
d.
e.
f.
6.
Confidential information. The educator shall keep in confidence personally identifiable information regarding
students or their family members that has been obtained in the course of professional service, unless disclosure
is required or permitted by law or professional standards, or is necessary for the personal safety of the student
or others.
7.
Rights of others. The educator shall not willfully or maliciously violate the constitutional or civil rights of a
student, parent/legal guardian, or colleague.
8.
Required reports. The educator shall make all reports required by Chapter 115C of the North Carolina
General Statutes.
9.
Be under the influence of, possess, use, or consume on school premises or at a school-sponsored
activity a controlled substance as defined by N.C. Gen. Stat./90-95, the Controlled Substances Act,
without a prescription authorizing such use;
b.
Be under the influence of, possess, use, or consume an alcoholic beverage or a controlled substance on
school premises or at a school-sponsored activity involving students; or
c.
Furnish alcohol or a controlled substance to any student except as indicated in the professional duties of
administering legally prescribed medications.
d.
Compliance with criminal laws. The educator shall not commit any act referred to in G.S. 115C-332 and
any felony under the laws of the United States or of any state.
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10. Public funds and property. The educator shall not misuse public funds or property, funds of a school-related
organization, or colleagues funds. The educator shall account for funds collected from students, colleagues, or
parents/legal guardians. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
11. Scope of professional practice. The educator shall not perform any act as an employee in a position for which
licensure is required by the rules of the SBE or by Chapter 115C or the North Carolina General Statutes during
any period in which the educators license has been suspended or revoked.
12. Conduct related to ethical violations. The educator shall not directly or indirectly use or threaten to use any
official authority or influence in any manner that tends to discourage, restrain, interfere with, coerce, or
discriminate against any subordinate or any licensee who in good faith reports, discloses, divulges, or otherwise
brings to the attention of an LEA, the SBE, or any other public agency authorized to take remedial action, any
facts or information relative to actual or suspected violation of any law regulating the duties of persons serving in
the public school system including but not limited to these Rules.
History Note: Authority G.S. 115C-295.3;
Eff. May 1, 1998.
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2009 McREL Developed in collaboration with the NC State Board of Education | Revised July 2015
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Comprehensive
Cycle
Standard
Cycle
Abbreviated
Cycle
Two
additional
observations
are
required
beyond
the
one
formal
observation.
These
may
be
formal
or
informal
observations.
Informal Observation
Informal Observation
Pre-Observation Conference
Teacher Self-Assessment
Category
of
Teachers
X
X
X
X
On
On
On
On
Standards
Standards
Standards
Standards
1
and
4
1
and
4
1,
4,
and
6
1,
4,
and
6
Note: It is recommended that all five standards be assessed in the license renewal year.
Not reflected in this table are the training and orientation that are provided to all teachers at the beginning of each school year.
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Not
Demonstrated
Distinguished
Accomplished
After
compiling
observation
data,
the
evaluator
can
use
this
sheet
to
summarize
ratings.
Then
the
Summary
Rating
Form
can
be
completed.
Proficient
Developing
B.
c.
D.
E.
B.
C.
D.
E.
Works
collaboratively
with
families
and
significant
adults
in
the
lives
of
their
students
Overall
Rating
for
Standard
II
B.
C.
D.
Knows
the
ways
in
which
learning
takes
place,
and
the
appropriate
levels
of
intellectual,
physical,
social,
and
emotional
development
of
students
B.
C.
D.
E.
F.
G.
Communicates effectively
H.
B.
C.
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