Professional Documents
Culture Documents
Teacher Evaluation Manual
Teacher Evaluation Manual
TEACHER
EVALUATION PROCESS
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
REGINALD KENAN
Rose Hill
WAYNE MCDEVITT
Vice Chair :: Asheville
KEVIN D. HOWELL
Raleigh
WALTER DALTON
Lieutenant Governor :: Rutherfordton
SHIRLEY E. HARRIS
Troy
MELISSA E. BARTLETT
Roxboro
JANET COWELL
State Treasurer :: Raleigh
CHRISTINE J. GREENE
High Point
PATRICIA N. WILLOUGHBY
Raleigh
JEAN W. WOOLARD
Plymouth
4
5
5
7
7
8-12
13
15
17
19
20
21
32
33
35
36
Additional Forms
Professional Development Plan
Record of Teacher Evaluation Activities
42
45
46
49
50
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
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 reective 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 September 2012
Definitions
For purposes of this evaluation process, the following terms are defined below:
1. Abbreviated Evaluation The annual evaluation requirement for career-status teachers 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. Action Plan A plan developed by a principal/supervisor with input from the teacher for the purpose of articulating
specific actions and outcomes needed in order to improve the teachers performance. Action plans are developed and
administrated under guidelines provided by each LEA.
3. 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 are used as evidence to support an evaluation rating
and when the evaluator and teacher disagree on the final rating. Teachers may use them as exemplars of their work.
Examples of artifacts include these:
a. Lesson Plans Teachers daily plans that demonstrate integration of 21st century skills and coverage of North
Carolinas Standard Course of Study.
b. North Carolina Teacher Working Conditions Survey A statewide survey of teacher working conditions in five areas
time, empowerment, facilities and resources, leadership and professional development conducted on a biennial
basis (see www.ncteachingconditions.org). Teachers should demonstrate their active participation in the
development and implementation of plans to improve the schools working conditions.
c. Professional Development Staff development, based on research, data, practice and reection that focuses on
deepening knowledge and pedagogical skills in a collegial and collaborative environment.
d. Student Achievement Data Student achievement/testing data available from the North Carolina School Report
Card (see www.ncschoolreportcard.org).
e. Student Dropout Data Data about grade 912 students who drop out of high school (see
www.ncpublicschools.org/research/dropouts/reports/).
f. School Improvement Plan A plan that includes strategies for improving student performance, how and when
improvements will be implemented, use of state funds, requests for waivers, etc. Plans are in effect for no more
than three years. Teachers should be able to demonstrate their participation in the development of the plan
and/or their active support of the plan.
g. School Improvement Team documents Work of a team made up of the school executive and representatives of administration,
instructional personnel, instructional support personnel, teacher assistants, and parents of children enrolled in the school.
The teams purpose is to develop a school improvement plan to strengthen student performance.
4. Beginning Teachers Teachers who are in the first three years of teaching and who hold a Standard Professional 1 License.
5. Career Status Teachers Teachers who have been granted Career Status in their current North Carolina school district.
6. Code of Ethics for North Carolina Educators The standards of professional conduct required of educators. (see
www.ncptsc.org). See Appendix A.
7. Code of Professional Practice and Conduct for North Carolina Educators The uniform standards of professional conduct for
licensed professional educators (see www.ncptsc.org). See Appendix A.
8. Data Factual information used as the basis for reasoning, discussion, or planning.
9. 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.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
10. Evaluation Process The Teacher Evaluation Process described in this manual is NC State Board of Education Policy. (See
Table of Contents)
11. Evidence Documents that demonstrate or confirm the work of the person being evaluated and support the rating on a
given element.
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.
Proficient: Teacher demonstrated basic competence on standard(s) of performance.
Accomplished: Teacher exceeded basic competence on standard(s) of performance most of the time.
Distinguished: Teacher consistently and significantly exceeded basic competence on standard(s) of performance.
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. Probationary Teachers Teachers who have not yet been granted Career Status in their current North Carolina school district.
16. Rubric for Evaluating North Carolina Teachers A composite matrix of the following standards, elements, and descriptor of the
North Carolina Professional Teaching Standards:
a. Performance Standard The distinct aspect of teaching or realm of activities which 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.
17. School Executives Principals and assistant principals licensed to work in North Carolina.
18. Self-assessment Personal reection 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 goalsetting and professional development and program needs, and provide input to the final ratings.
19. 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.
20. Teacher A person who holds a valid North Carolina teaching certificate and is employed to instruct, direct or supervise the
instructional program.
21. 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 September 2012
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
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
Advocate for positive change in policies and practices affecting student learning
Participate in the implementation of initiatives to improve education
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
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.
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
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
Know links between grade/subject and the North Carolina Standard Course of Study
Relate content to other disciplines
Promote global awareness and its relevance
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
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
10
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
11
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
Provide opportunities for self-assessment
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
Collect and analyze student performance data to improve effectiveness
Actively investigate and consider new ideas that improve teaching and learning
Adapt practice based on data
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
12
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
13
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
14
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
15
Life Skills
Leadership
Using interpersonal and problem-solving skills to influence more than one person toward a goal.
Having the ability to leverage strengths of others to accomplish a common goal.
Ethics
Demonstrating integrity and ethical behavior in personal, workplace and community contexts.
Accountability
Setting and meeting high standards and goals for ones self and others.
Adaptability
Adapting to varied roles and responsibilities.
Tolerating ambiguity and changing priorities.
Personal Productivity
Utilizing time efficiently and manage workload.
Being punctual and reliable.
Personal Responsibility
Exercising personal responsibility and flexibility in personal, workplace and community contexts.
People Skills
Working appropriately and productively with others.
Self-Direction
Monitoring ones own understanding and learning needs.
Demonstrating initiative to advance professional skill levels.
Having the ability to define, prioritize and complete tasks without direct oversight.
Demonstrating commitment to learning as a lifelong process.
Social Responsibility
Acting responsibly with the interests of the larger community in mind.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
16
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. This policy; and
C. A schedule for completing all the components of the evaluation process.
Copies may be provided by electronic means.
Component 3: Teacher 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 reect on his or her performance throughout the year.
Component 4: Pre-Observation Conference
Before the first formal observation, the principal shall meet with the teacher to discuss the teachers self- assessment based on the
Rubric for Evaluating North Carolina Teachers, the teachers most recent professional growth plan, and the lesson(s) to be
observed. The teacher will provide the principal with a written description of the lesson(s). The goal of this conference is to prepare
the principal for the observation. Pre-Observation conferences are not required for subsequent observations.
Component 5: Observations
A. A formal observation shall last at least forty-five minutes or an entire class period.
B. Probationary Teachers
a. The principal shall conduct at least three formal observations of all probationary teachers.
b. A peer shall conduct one formal observation of a probationary teacher.
C. Career Status Teachers
a. Career teachers shall be evaluated annually.
b. During the year in which a career status teacher participates in a summative evaluation, the principal shall conduct
at least three observations, including at least one formal observation.
During observations, the principal and peer (in the case of a probationary teacher) shall note the teachers performance in
relationship to the applicable Standards on the Rubric for Evaluating North Carolina Teachers.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
17
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
18
Beginning Teachers
Effective 20102011, beginning teachers must be rated Proficient on all five North Carolina Professional Teaching Standards on
the most recent Teacher Summary/End-of-Year Rating Form in order to be eligible for the Standard Professional 2 License.
Probationary Teachers
Effective 20102011, a principal must rate a probationary teacher as Proficient on all five North Carolina Professional Teaching
Standards on the most recent Teacher Summary/End-of-Year Rating Form before recommending that teacher for career status.
The annual evaluation requirement for career-status teachers can be met through the Teacher Evaluation Process set forth
above, or an abbreviated evaluation.
An abbreviated evaluation consists of the evaluator rating only Standards One, Four, and Six of the Teacher Evaluation Process.
The abbreviated evaluation process for Standards One, Four, and Six remains consistent with the Teacher Evaluation
Process described above with the exception of the requirement for observations.
Teachers receiving an abbreviated evaluation should receive two informal observations of a minimum of twenty minutes
each. Observers shall note the teachers performance in relationship to Standard One and Four on the Rubric for
Evaluating North Carolina Teachers.
Teachers receiving an abbreviated evaluation may request that the evaluator conduct a formal observation as described above.
A career-status teacher participates in a full evaluation process during the teachers license renewal year. During a full year
of evaluation, the principal shall conduct at least three observations, including at least one formal observation and two
other observations either formal or informal. The principal should rate all elements and all standards on the
Summary/End-of-Year Rating Form during the year a career-status teacher renews his/her license.
(See Appendix C.)
In school years when a career-status teacher is not renewing his/her license, the principal may choose to conduct an
abbreviated evaluation. As set forth in the above policy, the principal conducts at least two informal observations using
the abbreviated rubric and the abbreviated Summary/End-of-Year Rating Form. The teacher may request a full
evaluation. (See Appendix C.)
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
19
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
20
Date: ________________________
School: ______________________________________________________
District: _______________________
Evaluator: ____________________________________________________
Title: _________________________
Observation
Proficient
. . . and
Accomplished
. . . and
Distinguished
. . . and
Takes responsibility
Communicates to
for the progress of
students the vision of
students to ensure that
being prepared for life
they graduate from
in the 21st century.
high school.
Uses data to
understand the
skills and abilities of
students.
Provides evidence of
data driven instruction
throughout all
classroom activities.
Evaluates student
Uses classroom
progress using a variety assessment data to
of assessment data.
inform program
planning.
Creates a classroom
culture that empowers
students to collaborate.
Not Demonstrated
(Comment Required)
Encourages students
to take responsibility
for their own learning.
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.
. . . and
. . . and
. . . and
Attends professional
learning community
meetings.
Assumes a leadership
role in professional
learning community.
Displays awareness of
the goals of the school
improvement plan.
Participates in
developing and/or
implementing the
school improvement
plan.
Collaborates with
school personnel on
school improvement
activities.
Assumes a leadership
role in implementing
school improvement
plan throughout the
building.
Participates in
professional learning
community.
Collaborates with
colleagues to improve
the quality of learning
in the school.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
21
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
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:
Promotes positive
working relationships
through professional
growth activities and
collaboration.
Seeks opportunities
to lead professional
growth activities
and decision-making
processes.
improvement of the
profession through
professional growth.
Not Demonstrated
(Comment Required)
establishment of
positive working
relationships.
schools decisionmaking processes as
required.
Element Id. 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.
. . . and
. . . and
Supports positive
change in policies and
Practices affecting
student learning.
Participates in
developing policies and
practices to improve
student learning.
. . . and
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)
. . . and
Understands the
Demonstrates ethical
importance of ethical
behavior through
behavior as
adherence to the Code
outlined in the Code of
of Ethics for North
Ethics for North Carolina
Carolina Educators
Educators and the
and the Standards for
Standards for
Professional Conduct.
Professional Conduct.
. . . and
. . . and
Comments:
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
22
Examples of Artifacts:
Lesson plans
Journals
Student handbooks
Student work
School improvement planning
Service on committees
Relevant data
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
Proficient
. . . and
Appreciates and
understands the need
to establish nurturing
relationships.
Accomplished
. . . and
Establishes an inviting,
Maintains a positive
respectful, inclusive, flexible,
and nurturing learning
and supportive learning
environment.
environment.
Distinguished
Not Demonstrated
(Comment Required)
. . . and
Encourages and advises
others to provide a
nurturing and positive
learning environment for
all students.
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.
. . . and
Acknowledges that
diverse cultures impact
the world.
Demonstrates
awareness of the
diversity of students in
the classroom.
. . . and
. . . and
Displays knowledge of
Uses materials or
Promotes a deep
diverse cultures, their
lessons that counteract
understanding of cultures
histories, and their roles in
stereotypes and
through the integration of
shaping global issues.
acknowledges the
culturally sensitive materials
contributions of all
and ideas throughout the
cultures.
curriculum.
Acknowledges the
influence of race,
ethnicity, gender,
religion, socioeconomics, and culture
on a students
development and
attitudes.
Consistently
incorporates different
points of view in
instruction.
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.
. . . and
. . . and
. . . and
Encourages and
Helps students hold high
expectations for themselves
values contributions
of students, regardless of and their peers.
of background or ability.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
23
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
Proficient
. . . and
Recognizes that
students have a variety
of learning needs.
Is knowledgeable of
effective practices for
students with special
needs.
Accomplished
. . . and
Distinguished
Not Demonstrated
(Comment Required)
. . . and
Collaborates with
Understands the roles
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.
. . . and
Responds to family and Communicates and
community concerns.
collaborates with the
home and community for
the benefit of students.
. . . and
. . . and
Recognizes obstacles
Promotes trust and
to family and
understanding throughout
community participation
the school community.
and conscientiously
seeks solutions to
overcome them.
Comments:
Examples of Artifacts:
Student profiles
Communications w/parents/community
Student surveys
Professional development on cultural
Cooperation with ESL teachers
attitudes and awareness
Lessons that integrate international content
Use of technology to incorporate cultural
Documentation of referral data and use of IEPs
awareness into lessons
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
________________
________________
________________
________________
________________
24
Observation
Proficient
. . . and
Accomplished
. . . and
Distinguished
. . . and
Demonstrates an
awareness of the North
Carolina Standard
Course of Study and
references it in the
preparation of lesson
plans.
Elementary:
Begins to integrate
literacy instruction in
selected lessons.
Elementary:
Integrates effective
literacy instruction
throughout the
curriculum.
Secondary:
Recognizes the
importance of
integrating literacy
strategies within the
content areas.
Secondary:
Incorporates a wide
variety of literacy skills
within content areas to
enhance learning.
Elementary:
Evaluates and reflects
upon the effectiveness
of literacy instruction.
Secondary:
Evaluates and reflects
upon the effectiveness
of literacy instruction
within content areas.
Not Demonstrated
(Comment Required)
Elementary:
Makes necessary
changes to instructional
practice to improve
student learning.
Secondary:
Makes necessary
changes to instructional
practice to improve
student learning.
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.
Demonstrates a
basic level of content
knowledge in the
teaching specialty to
which assigned.
. . . and
. . . and
. . . and
Demonstrates an
appropriate level of
content knowledge in
the teaching specialty to
which assigned.
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.
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 September 2012
25
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
Proficient
Accomplished
Distinguished
. . . and
. . . and
Demonstrates
Collaborates with
knowledge of the links
teachers from other
and vertical alignment
grades or subject
of the grade or subject
areas to establish links
area and the North
between disciplines and
influence school-wide
Carolina Standard
Course of Study.
curriculum and teaching
Relates content to other
practice.
disciplines.
Demonstrates
knowledge of links
between grade/subject
and the North Carolina
Standard Course
of Study.
Displays global
awareness.
Promotes global
awareness and its
relevance to the
subjects.
Integrates global
awareness activities
throughout lesson plans
and classroom
instructional practices.
Not Demonstrated
(Comment Required)
. . . and
Promotes global
awareness and its
relevance to all faculty
members, influencing
curriculum and teaching
practices throughout the
school.
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.
Identifies relationships
between the North
Carolina Standard
Course of Study and life
in the 21st century.
. . . and
. . . and
. . . and
Identifies relationships
between the core
content and 21st century
content.
Deepens students
understandings of 21st
century skills and helps
them make their own
connections and develop
new skills.
Comments
Examples of Artifacts:
Display of creative student work
Use of NC Standard Course of Study
Lesson plans
Content standards
____________________
____________________
__________________
__________________
__________________
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
26
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
o
of evolving research about student learning. They adapt resources to address the strengths and weaknesses of their students.
Developing
Understands
developmental levels of
students and
recognizes the
need to differentiate
instruction.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
Understands
developmental levels of
students and
appropriately
differentiates instruction.
Identifies appropriate
developmental
levels of students and
consistently and
appropriately
differentiates
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.
. . . and
Recognizes data
sources important to
planning instruction.
. . . and
. . . and
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.
Demonstrates
awareness of the
variety of methods and
materials necessary to
meet the needs of all
students.
. . . and
. . . and
. . . and
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 September 2012
27
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
Assesses effective
types of technology to
use for instruction.
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . . and
Demonstrates
knowledge of how to
utilize technology in
instruction.
Integrates technology
with instruction to
maximize student
learning.
Provides evidence of
student engagement
in higher level thinking
skills through the
integration of technology.
Not Demonstrated
(Comment Required)
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.
Understands the
importance of
developing students
critical thinking and
problem-solving skills.
. . . and
. . . and
. . . and
Demonstrates
knowledge of
processes needed to
support students in
acquiring critical
thinking skills
and problem-solving
skills.
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.
. . . and
Provides opportunities
Organizes student
for cooperation,
learning teams
collaboration, and
for the purpose of
leadership through
developing cooperation,
student learning teams.
collaboration, and
student leadership.
. . . and
Encourages students to
create and manage
learning teams.
. . . and
Fosters the
development
of student leadership
and teamwork skills
to be used beyond the
classroom.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
28
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
Proficient
Accomplished
Distinguished
. . . and
. . . and
. . .and
Demonstrates the
ability to effectively
communicate with
students.
Uses a variety of
methods for
communication with all
students.
Creates a variety of
methods to
communicate with all
students.
Anticipates possible
student misunderstandings
and proactively develops
teaching techniques to
mitigate concerns.
Provides opportunities
for students to
articulate thoughts and
ideas.
Consistently
encourages and
supports students to
articulate thoughts and
ideas clearly and
effectively.
Establishes classroom
practices which
encourage all students
to develop effective
communication skills.
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.
. . . and
Uses indicators to
monitor and evaluate
student progress.
Assesses students
in the attainment of 21
century knowledge,
skills, and dispositions.
st
. . . and
. . . and
Teaches students and
encourages them to use
peer and selfassessment feedback to
assess their own learning.
Encourages and guides
colleagues to assess 21st
century skills, knowledge,
and dispositions and to
use the assessment
information to adjust their
instructional practice.
Comments
Examples of Artifacts:
Lesson plans
Documentation of differentiated instruction
Display of technology used
materials used to promote critical thinking and
Professional development
problem solving
Use of student learning teams Collaborative lesson planning
______________________
______________________
______________________
______________________
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
29
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
Thinks systematically
and critically about
learning in the
classroom: why
learning happens
and what can be done
to improve student
achievement.
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.
Understands the
importance of
professional
development.
. . . and
. . . and
. . . and
Participates in
professional
development aligned
with professional goals.
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.
Is knowledgeable of
current research-based
approaches to teaching
and learning.
. . . and
. . . and
. . . and
Actively investigates
and considers
alternative, researchbased approaches to
improve teaching and
learning and uses such
approaches
appropriately.
Adapts professional
practice based on data
and evaluates impact on
student learning.
Comments
Examples of Artifacts:
Lesson plans
Formative assessments
Student work
Professional Development Plan
________________________
________________________
________________________
________________________
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
30
_________________________________________________________
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 September 2012
31
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
32
a. 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.
Developing
Proficient
. . . and
Understands how
they contribute to
students graduating
from high school.
Uses data to
understand the
skills and
abilities of
students
Accomplished
. . . and
Distinguished
not Demonstrated
(comment required)
. . . and
Encourages students to
take responsibility for
their own learning.
Provides evidence of
data driven instruction
throughout all
classroom activities.
Evaluates student
progress using a
variety of assessment
data.
Uses classroom
assessment data to
inform program
planning.
Creates a classroom
culture that empowers
students to
collaborate.
Empowers and
encourages students
to create and maintain a
safe and supportive
school and community
environment.
b. 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
Attends professional
learning community
meetings.
Participates in
professional learning
community.
Assumes a leadership
role in professional
learning community.
Displays awareness
of the goals of the
school improvement
plan
. . . and
Collaborates with
colleagues to improve the
quality of learning in the
school.
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 September 2012
33
Observation
Developing
Proficient
. . . and
Has knowledge of
opportunities and the
need for professional
growth and begins to
establish relationships
with colleagues.
Accomplished
. . . and
Contributes to the:
improvement of the
profession through
professional growth.
Promotes positive
working relationships
through professional
growth activities and
collaboration.
Distinguished
Not Demonstrated
(comment required)
. . . and
Seeks opportunities to
lead professional growth
activities and decisionmaking processes.
establishment of positive
working relationships
schools decision-making
processes as required.
d. 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.
. . . and
. . . and
. . . and
Actively participates,
promotes, and provides
strong supporting
evidence for
implementation of
initiatives to improve
education.
e. Teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect
for others. Teachers uphold the Code of Ethics for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct
adopted April 1, 1998. (www.ncptsc.org)
. . . and
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
Demonstrates ethical
Knows and upholds the Models the tenets of the
behavior through
Code of Ethics for North
Code of Ethics for North
adherence to the Code
Carolina Educators and
Carolina Educators and
the Standards for
the Standards for
of Ethics for North
Carolina Educators and
Professional Conduct and
Professional Conduct.
the Standards for
encourages others to do
Professional Conduct.
the same.
Comments
Examples of Artifacts:
Lesson plans
Journals
Student handbooks
Student work
School improvement planning
Service on committees
Relevant data
Class rules and procedures
Participation in The Teacher Working
Condition Survey
Professional Learning Communities
Membership in professional organizations
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
34
Not
Demonstrated
Distinguished
Accomplished
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
B.
C.
D.
E.
F.
G.
Communicates effectively
H.
X
X
B.
C.
X
Overall Rating for Standard V
Comments:
____ ______________________________
_____ ___________________________________
_____ ___________________________________
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
35
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
Comments:
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
36
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 September 2012
37
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 September 2012
38
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 September 2012
39
Developing
Proficient
Accomplished
Distinguished
Not
Demonstrated
Comments:
Teacher Signature
Date
Principal/Evaluator Signature
Date
Comments Attached:
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 September 2012
40
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 September 2012
41
Year: 1 2 3 4
Lateral Entry: 1 2 3
Career Status
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
Activities/Actions
Resources Needed
Timeline
Goal 1:
Goal 2:
Date: __________________
Date: __________________
Date: __________________
Plan: Individual
Monitored
Directed
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
42
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 September 2012
43
F.
Goal 1 was successfully completed.
Goal 2 was successfully completed.
Yes No
Yes No
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 September 2012
44
ID#: ________________________
School: ____________________________________________________________
Position/Assignment: __________________________________________________________________________________
Evaluator: ______________________________________________
Title: ___________________________________
Teacher Background (Briey 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
Pre-Observation Conference (optional)
Observation #2
Post-Observation Conference #2
Pre-Observation Conference (optional)
Observation #3
Post-Observation Conference #3
Pre-Observation Conference (optional)
Observation #4 (if required)
Post-Observation Conference #4 (if required)
Summary Evaluation Conference
Professional Development Plan Completed
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
45
46
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.
47
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. Any use of language that is considered profane, vulgar, or demeaning;
b. Any sexual act;
c. Any solicitation of a sexual act, whether written, verbal, or physical;
d. Any act of child abuse, as defined by law;
e. Any act of sexual harassment, as defined by law; and
f. Any intentional solicitation, encouragement, or consummation of a romantic or physical relationship
with a student, or any sexual contact with a student. The term romantic relationship shall include
dating any student.
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. Alcohol or controlled substance abuse. The educator shall not:
a.
Be under the inuence 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 inuence 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.
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 inuence 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.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
48
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
49
Two
additional
observations
are required
beyond the
one formal
observation.
These may be
formal or
informal
observations.
Career-Status
Teachers in License
Renewal Year
Abbreviated
Evaluation for CareerStatus Teachers
Informal Observation
Informal Observation
Pre-Observation Conference
Probationary
Teachers
Category of
Teachers
Teacher Self-Assessment
X
On Standards
1 and 4
X
On Standards
1 and 4
X
On Standards
1, 4, and 6
X
On Standards
1, 4, and 6
Not reflected in this table are the training and orientation that are provided to all teachers at the beginning of each school year.
2009 McREL Developed in collaboration with the NC State Board of Education | Revised September 2012
50