vol 208s G Grade and room [Teachers Subj timeor pena | (2°35PM_ Math — 26pm Number of students | [7] Re ‘Type of class | (\’Gen Ed. () Exceptional Children (EC) A () Limited English Proficiency (LEP) _(_) Other: iS N Lesson Objective: wre (Er eES nine attvibures of 2D9 ap Shapes | Observer:_C- Li key Be aati ee | can idenifyl 2D BD shapes and distingy\sh berween TA ormhart CaSO aE ee elopes~ lant Evidence and observations: ‘Teacher Actions (Cause) ae ‘on Student Learning (Best) 1235pm- Finishing readin ond e Ly ents write] Solve in work book. Passage ‘ ‘ [expectation that, al wove whl y process for passingin be shown or no credit rien & Tracey waned ayo hae ovsevvit\ sree . WOK & students have wath \ I2+S7— Windle WOvEbook On desk (p:32)| 'F ea rasa (2° 3%pmr— worebookK work] | g@& over mis }- students ay pet e ustudemt read ? —-Houmbl. ‘Up When haveanswver || “Grimey sa 4 omens bb Teather asving avesnons, |) showing 2 Strategies TA moving around |} , (stauing as ees LyTeauney ask vaiery oF | [ined Plate value, review |? Studens to answey Mavaut® Could You UTE . ? accion White WOaVC!s ON Cour 2:13 Foncing wi TR aout | Fsinaakm umber avs ? ACH HRY ~Stucttnts get cha ty 08 students return to dese ives 2 new pl rows OHH - Whole qyoup math Lieacher hauortion queshons that ate mUIHPle | 7, KG skudants pas Wav eDOoK i Choice. LANL qui —on scratch paper & Vses Snrav Boa al FO \ bersue i& you clone eniow it, Ve Nee explain proilery7| | ___ help Mstong enow who hard soon, iss ASKS STUCIENTS 7D EKPIAIY] O vis To des Korth They answerss orgy ane atin Ves Snacers fo They, vsecl 4D dive, Mose wino qased bane ying 12:50 — Teathey puts Ms spaenes wero Ayish —soph wait of addition |subtyar Hon aw on ttn a ASKS cranes. ine ine nminRubric for Evaluating North Carolina Teachers (Required) ‘This form should be used for the teacher self-assessment, classroom ateeron andthe summary emotion schoot LX ( a Dist i ae Braluntor: _L. | Tite “pan \ipaAl Ke seat 'time:_| 2 End Time: _| Standard |: Teachers demonstrate leadership [ [Teachers ted in ther classroom, Teachers don onset leadersip by ting essen or he pogess of asker ~} ensure that ey radaeo rom sah school, ae gably compas for work and postsecondary ecvetion a ar repre rie a the 21s contr. aecherecommuricato tis ion woth stunts, Using 0 vet of cate sources, they organae pe. and 900 ‘at mae the needs ofthe invita student or the class. Techs Use vers yes of assessment da ro testa ext to g | evaluate student progress and to mke adjustments tothe teaching ang Ienring osm, They establsh a sale, xderyenvonment § | and creat cure that empowers students ocolaboate ard become felong womars i Net Domonsated £| developing Proficlont ‘Accomplished Distinguishos (Commant é Requied and and and Understands how |} Tates responsivity | Cormanicates to | Encaxages sudens thoy eonrbutato | fortha progress o! | students the vision | ta take rosponstality students gaduateg | students to ensure | of being propa | forth aan laring from nh seo that they graduate | for ile m tne Piet irom nigh sco! cantuy 10 Uses dato 10 10 Providos evidence | Evauotesstasent | 0 Uses closstoom nderstan the of date arven progress using assessment data Skis ebities of | instruction Sane of tovorm program Suds travghout at sssessmont dats, | panning dlossroom activi v Establishes» G Crostesaclessroom | Empowers ond sale anorday care oat encourages stunts lassfoom. emeowers students | tocresto end meian toccolaberate 8 sate and suppertva School sr comenity ', Teachors demonstrate leadership In the school Teachers work colaboratvely with stool personne) to creat & profesional learring commun. They analyze and use local state, ord national deta to davai goals end stategies inthe school improvement plan that enhances student leaming ond teacner wring condivons. Teschers proud inaut in datermining the scoe! budget end the selacton of professional development hal mots the needs of stents an the cw profossional grwh. Thay parka in the hiring process and collaborate with thee coleeques to mentor and suppor teaches te imovove the effectiveness of thei dapatments oF grado levels. and and and aatends potessonst | Foricpaesin | Assumes 0 2 Colaborstes with teaming communiy | professenaliestring | feacorship cle in callous to mprove mestings. community. professionel leering | tho quality of erring ‘omni inthe schoo @Besploys awareness | Participates in © Colaborates with | Assumes a teederchip ofthegoasof the | developing andor school personnel on | ~ ‘olin implementing school mprovement | implementing tho Echool improvement | screlimprevement pion schoatimprevement | activites, plan troughout the len bldg, oproved as of August 2000 20‘North Carolina teacher Evaluation Process ‘e-Toachors lead the teaching profession. Taachors atrvo Wo inprave the teaching profession They conibute tothe establishment ‘of positive working conditions in ther school. They activa partepatoin and advocate fr decisionmaking structures in education and ‘overnment that tako adventege ofthe expertise of teaches. Teachers promote professional arowih fo all edetors and collaborate ‘opportiies and the need for professional gram and begins taesta0lsn relationships with colleagues. copes tothe fenprovement of the profession tough pos ‘ruth, fstablshment of positive working folatonsnins ‘Sehoat decision making precessos as requied ‘working relationshins through professional ‘roth ctvities and colaboraton to leod professional growth actives fd decison making processos. § | with ther colleagues 10 improve tha profession, : eee ; ie aa = OY tes kronteoge of 1 Promotes posiive |G Seeks opportunites ‘Teachers advocate for schools and students. Teachors acvovate for posite change in poicies and practices afecting student cation of swdens. loarring, Thay parcipate inthe implementation of inves to improve th oo hut policies ane practices affecting student learning nd @Suppoets posiive change in plies and proctices affecting studant learning and 1 Pantepates in evening policies and practices to improve stem Heating. ‘and Actively paricipates, promotes, and roves song Supporting evidence for implementation of iniaes to improve ‘education, ‘Teachers demonstrate high ethical standards, Toschers demonsate ethical rneiples cluding honesty, intooriy, fr trestment, “nd reapoct fr atersTeechets uphold te Code of Ets for North Croina Edvaters (ofecive Juno 1, 1907] andthe Stand or Frofessional Conduct adapted Ap 1, 1998, wr ncpts: O10) / ‘and and and @/Undersianas ime — | Demonstiates | Q/Knows and yphokts | Modes the tenets of importance of steal behavior the Code of Eths | the CodbofEtcs thea! behaweres | twougradrerence | forNovth Cerna {or Norn Caraina utined nthe Coco | to tw Codo of Eeucators and Fiocarrs ond oF thes forWoah | Eves for Noth the Stands the Standerds for Coraine Eéveato: | Carcina Edvestors | for Frofessona Professional Conduct ‘andthe Standards | andthe Standaras | Conduct and encourages aers for Frtessiona! for Fotessona! {Odotha same. Conduct. Conduct. Comments Wile nAc TL 0 \ i ¢ 1a ' Avends PL vine . - Aney ‘ H Arends ved § mos 40 eshald atest OVO | Classy y tdata= dvivin inser Oo Examples of Artifacts: Lesion plas + Reka dts + Fomalandinfxma mening + oumale + Chass rues snd procedures + Sane + ‘Stdent handbooks + Parcipation in The'Teachce Wosking + Naina Boar Cision + Shadent work Conon Suey + Disp econ + Schoo improvement planning + Service 09 comminces Se ———— + Profession Leaning Ceenmonities + Membership in potesstonal organizationsStandard Il: Teachers establish a respectful environment for a diverse population of students «| ®-Teschors provide an environment in which each child Base postive, nurung relationship with caring eds Tacs § | encourago an envrenment tats nating, respec, supportive, ncushe, an tent. g Not Demenst | devetoping Proficient Accomplished Distinguished Comment é Requied) 7 wa nd and 7 | 9” roorooates ana seisteseninre, | 0) weinas 3 © Encouages and iors femoatlehone, | (posted aes oes 0 the necs ort cdanpoive | “Tuning tetring | pronde snuutng estabish cururng | torngerwormen | envionment ba peli eering ‘eaionsos frwoneent or srudents '-Teechers embrace avers inthe school community andin the word Teachers verona ha knoofedge othe Natrol diverse cultures ad von oe shaping goba ssves. They seal sect raters rd deep leaans tat counteract teats and exports histories ad contibatons of at cures Tears ecogrze te influence of ee, ect, gente reign, on her ssp0cs 0! culo on stidont's dovelopmont and porsooity. Teaders sie toundstana Naa’ student's tute ov Dokgreund ‘nay influence Wis or her sel parte, Teachers consier and neorotae fae pois of vew ether istucton. and and and of |B Aclnowdedses that | @Displystnowiedgeot | Uses meters | Romotesadeeo ‘verse cums rerecunces ter | orlossone tat vncestntrg a ‘rect he wort tet, a camteract cures ough tlssindaping gobs | Stereotypes and regstano! cuely ee sckneweages the | erate metro) ontbuions ofall | ows tanga he corres, faneuum 7 | a denensuaes |” aanowiedges he | Consistent 2. Copies on evesty awavenessotte | inuonce of ace, snenaporetes citerent | ag a asset the Gnetaiyotstwcens | stinely gener pontsotvewin | Sasso ‘oho dassoom falgion soc Iestucton ccanonves tare on students ‘evelpmene end sauces Teachers teat students as individuals Teachers rnin Fgh expectations, ndung reduaton frm igh schoo, fer students of Si beckrounds Teachers appecnte the aiforances and ole the contibulrs of ach siden nthe earsng enaronment by Bulag posve appropiate telat. . “and and and | toes oh Coremiiats ign | Ercouroges and |. fessor tt roectons of epecaion ral values contibutons | fieapacters fr Suton. Suns a sons vomeavesand bor ‘epaess of os bockround rot Anproved as of Aust 2008 22‘Teachers adapt thir teaching forthe benefit of students with spockal needs. Tease colborate wih the range of spor Specisst to help meet the spec needs of ol studris,Mvough inclusion and other mado oeflectve practi, teachers enge0e § | stats to ensure thar se needs ara met é ‘Not Demonstrated $f] developing Proficient ‘ecomplshed Distinguished {commant 8 Required 7 and and and 19 Recognes iat — | Cotboateswin — |. Undesstants © Anpesino sigue stdems hove specaciswbocn | thera of and feanrg neds of veretyetlesrirg | Sippoetespecs?’ | colaborates vn the | Sur ascts rood iconsreedsof {Grange ot support | asain om iia shorts specsiets ‘ohn | angetacethe srl to ineet the speci feos tase reeds of al students 7| /sinontedgeasioat | rovdes unique | Elective engages | O Adopts retcton or ieee racices fr | leaining cpparunites | spac reeds tho bal of srt Stueete wnt spat | sucha neuion Students niarning | mhapecs! ceeds es feuivescornontea | ctv an inches colergues ecive pacicestor| —ensutes thew uiave | doe sare forthe? Students vatvspecal | learning reeds ra | sudo. needs ret «Teachers work collaboratively with the families end significant adults Inthe ives of thle students, Tears rxgnae tot edveating chide ise shored responsibilty ivolwna te eed, patents o” guerans, the corny Teachers marave ‘ammrunaton and claboraton betwee the soo and the home an eommuniy ae To pemete rust on undestncng ond tha partnerships thal sopmonts ofthe schoo eornmunity. Teaches secksoutions fo vecome cra end ecanemie bsieles that may standin the way f este famiy and communtyimvementin the eda of hee sents : and and and 1D Responds wo famiy | C-‘communicates ra | «Recognizes 2. Promotes st ang.commurity tcietortoswintie | abstaces tofemiy | andundestondng conoorns. hemo ensconmunty | Sra conmunty Trospout escheat frthebnontect puticpation and cammniy users consconeusl S00¥s S0kons 10 overcine rem, ‘Comments AOR vy i : ; yihi : \ Examples of Artifacts: + Ste peaties Sndent suns + Canpeation wth FSI. techs + Tesson tha iegattesnatonl content + Docimenttion of rere and se of IPs CComemipicatons yu parents community Profession deveopunene on cual rode. odes and ascent Useof technology to incorporate culturaStandard Ill: Teachers know the content they teach ‘Teachers align their instruction withthe North Carolina Standard Gourse of Stuy. \n oda’ toenharce tha Neth Colina ‘Stondard Course of Study, eachersivestigete the content standards developed by rofessonal orgariztions in thot spocehy fea ‘They develop ene apply statagies to ake tho cuiulum rgotous and relevant al sudonts end provide 9 blanco cur eum thal enhances tracy shils. Elementary teschers have explick and through prepatatan in teracy instruction, Mddleandhigh schoo § | tacts nerporo fee insrocuonnn te ean arent deci i Wor Donwtatd E}—powiosing Proient ‘erotad Distinguished (Comment é Tend “ZL. and and and 7] /bomonsraiessn | f“undestandsine | Develops end | Assitscolnguee wueressoftte |" Nom Cacna resem ¢| ueaeaach form carcina | Sunda couse | Sevodentta Norh | statagesin ther Srandrd Course | cfSnady see | Carinestaraa” | ceascons of uty era eromatonct | Gouawe Sucrond | | fstensrninine|_—Steonpine, ea | — tomar sven D> aul treveraionctlesson | — amtessrotoges © | by netesena } sins Mietrocantamn | Suerte Tomueordvewen: | mate fe area Calcd, corus epee | Zementanexins | Semen © elemeniay, | amentan: Makes Toimegatctory | egoiescrecive | Ewes ond imoneny tin © wren in Mrowoy maucion’ | ‘efereuporine | uncon pacice Scecedtosens, | traghoa te Siecterseech | lolmpore stron neu eeornsmcten, | om y| 0 secon © seconde © Second © sexed Nakes Focognas ie incoworousawide | Eras sd monn dares ipotace waatathoes. | ‘efecooorino | eruriohl pactce imepotrattecey | sklowinneenent | cflcivenosot | oimprove sent Tiowperwitinte | secstomteee” | Mernoyrerecton | lori content areas iearang within content areas classrooms by krowng ther subjects beyond the con fan terest in leering. Elementary teachers have broed knowledge across discip ‘oToachers know the content appropriate to thelr teaching specialty. Teachers bring a ichnoss and deoth. ont thay are expected to teach and by drecting students natural curosty into ines. Mile school snd high of understanding to their shoal teachers ave Sune otahtgctc cntan ane worst ond and oe Beindeteenon | wyectiainctar |" Seaertoon |° slater ted meanee | memtewcae | kecmente | Sonmnuee ee | ees | mellynoinse | imaecats Retineite | Gyewterenned cence aun ay a Apraved as of August 2008Noth Carolina Teeter Evaluation Process «Teachers recognize the interconnactadness of content areas/diseiplines.Teachors snow te inks and verteal alignment of the ‘rade or subject they teach and tne Nocth Carolina Standard Course of Stu, Toachots understand now th contont they teach lates {o other csciplines in oe to deepen understanding and connect earring for studerts, Teathers promote gil awareness andits folevanco to subjocts thy toach, g : ‘Not Demonstrated Developing Proficiont ‘Accomplished Distinguished (Comment é Required) oe oa and and 7 | a understnaine — | emonsiates | Domansuates_ |. Colatratas with links betwoen Knowiedge oftaks | knowedge ofthe | tears tom other cpadofsnject and | between grade! inks ond veri spaces or sajoet the Nor Corina | subjectond the torment of re frees to slablah inks Standerd Course of | Noth cocina ‘rede orsublect ferween dscipines | Stay Stand Coutse ot | sea nd the North | andiniuene schook | Sty Carolina Standard’ | wide cricum ond | Course of Stacy teaching practice. = — pats contort 10 — | / ) ‘ter cscpnes. oi V | of Dsvays lel fromates gobs! | ttegates global | Prametes gota swereness. woreness endits | aneteness actvites | swaenass and its Televorce 1 the rewohoutlesson. | elvnce tol fcuy subjects piarsond classroom | member, niuancing Instotons! Cen and peacices teaching prcteos throughout ihe scho0. ‘Teachars make instruction relevant to students, Teachore incorporate 2161 contuty Moss into ter teaching deliberately, Stetegicsly and broedy, Those sks inlude leadership, this, accoureabiity, adaptability, personel prodvtviy. personal fesponsisiny. people sil, sel-drection, and soca responsibilty, Teachers holp their students understand the relationship betwaen the North Caton Standard Course of Study and 21st century content, which Includes global awareness; nancial, ezonomc, buisness and entrapreneuraliteray; civic teracy, and health awareness, 7 and and and |W asciios tenis © Inegrares core | Doapons toms ‘oinorsige ‘aorsies fontenonézist | undestandngs of tenweenthe Norn | terween the core | century coment teeny sel ora Gerona Standaed | contentend ier | fvoughout lessen] helstnem mate ner Couso of Suoy century coment Hons cassicom | own connections and bedi he 21st Instone devel row sits entry proces. Comments : | aes, WHRYOUY CY yy : \ NC 0 NU | rA-¢ a4 4 t/ evn \ ond at ave 4 4 yy Ve \ Examples of Artifacts: + Display of atv student wok + Uscof NCSanidad Couse of Say + Lisson pins + Content sundads ee BStandard IV: Teachers facilitate learning for their students ® Tochors now th ways in wich ering tka place, and they know te apron lvls onli ysl oc, Sr emotonl development ofthe stutents, oases how suger ane ann esr unread sees that fet navi kxaseaing (eysopantelr,lnago poicoey et) ant ferent aeons g | icterany att tng oan sot sso brn, Toy ost waves oases te sors ant nase of i Not Danonstated EB] peeping Proicant Accomplished Distinguished ‘comment é ewes) a and and | o%ndersians ‘ndesiente 10 denies appropiate | Encourages and voter Stopol coaloprerte ros cteeqs 10 iewisotsucents | twiscrowons | tetsefoncens | Sipinancton snavecagncestne | antapzopatey | andcansntenty | alghth students necdrodterentae | — afownistes tnd apport, | Shvlgmanta le - ton core ternates pene Z v hess resonces | Ravowsanduses | 0 Sine srensof teodaiwadsase | | atunanerescues |" caontremarc abot Sima redptsonsing | str ering nd Seas teouesonke. | sneragreamrces Sudo) | boamapectedon | and ononwapes Stamgiaorsdtess | sox wait or d. fates ot th fr he enn OK Benen ofa stuns i D Teeter pln natn appropiate stunt, osc clakrne wih ey cogguns adie ayo aa Soures for frond nang nang based on the Noth Crna Sand Coe of Sy These pan toc en vd thew seriou Tsters engage sentin he orirg pores Tey ursan ht ssn pans st be cron rior ara o ear ang, escies ake to cred sprue cura Graces adda) ma and wand and | Vecoorices date | Uses saaty of na | OFhrtrs stot |. Monitors student tours mmporantio |” foster ardiong | potcmorceend | peanan and fiangisvuston, | rgepningot | fecponrworaidan | fespndete cata fromctan, Motors | earmgreets or | ves ond leing nd modes tourennawonen | foods trough re faructona pans | any ‘Sic ronment tocnnarce sere poms tern. | Teco ss Vanya Eso mo MIRA Ry Tom OS HT Iie iele oer Ceanticesdeytige Win woes even ine incncommeyauts iru d wermestciee Inormatn nd communceronecmnaogy ering ses and irene nario 7 ond and and 7 | 2 Domonswates @Bomonstrates 1 Enoues ihesuccassat | Stays abreast of awmoreseotthe |” mrerosscrusoot | stat freagite | emg smrch Coreryerretoos | enprepoterrtnods | sdoonenutiion | _Seosen new and crores Someone cteppopetemetse | rove mates recesmrytorvect | nvcersayrnrmact | sonra Sntacoporoe tem tenes al trenouyet ‘ro lsson plan ao Swoon mes Tounteurvacpes | ‘Approved as of August 2008 26North Caravina Teacher Evaluation Process ‘Teachers integrate and utilize tochnology in tholr instruction, Taachers know when and hei 0 use teahnology to meunin g | student leaning Teachers help students uso technology 1 learn conte, think citealy, so¥e piobles, discern relabity, use & | information, communica, innovate, an ealahorte, é ‘Not Demonstrated 3] veveioping Proficient ‘Accomplished Distinguished (Comment é Required) ? and af and 7 | 87Assesses effective | GDemonststas {mogrates 1G. Proves evidonco of | types of technolcay |” knowledge of naw to | technology with ‘sudertergagernant | touse forinsiuation. | size technol in. | instuction to in igh lve! | instruction, ‘maximize student ‘thinking sts though | teaming, the integration of | teohnaeg | ‘@-Teachers help students develop citieal-thinking and problem-solving sidis Tchois enaurge students ta ask questions, | ‘Bink ecetvely,dovelop and test innovative ideas, synthesize knowledge, and draw concusins. They help students exercise end |__| communicate Sound reasoning; understand connections; make complax hoicas, and amo, analyte, and solve problems. se ‘and and and ¥ | @Uncorstands the emonstrates Tpachessudentsthe |. Encouages and importance of knowledge ot pocgsses needod to: assists teachers developng students’ | processes needed Cs | thougtout the schoo criicatinning and | to support students | 5 thn creatvoty on toietoerate ential problem scving Jnacquting ertieal | teh thinking an potter sails thinking skils and | develog an test ‘solving sls into tie problem sowing Innovative ideas, Intrectonal praccas. ~- 1 synthosizo knowiedge, 1 diaweonckasions exerese and ‘communicate sound reesoning, undarstang 12 mate complex chgices, nd fame, analyze and solve proiiems | | Teachers help students work in teams andl dovelop leadership qualities, Teachers leech the ipartence of ceoperation and ‘olaboretion. They organize learning teams in order to help students define oles, strengthen socal tes, mprove communication and |__| cotabovatve sii, interact with oaape from difarant cultures and backgrounds, and cevelopleadership quaites and and and | a7 Proves ‘Cxpanies student | C1 Encourages students | Fostersthe coprortunities| Tearing teams fr tho | to create and dowioprent of for cooperation, purpose of cevelping ‘student eadrsnip colaberatan, and ‘ocperatin, and teamwork skis leacership through | eolaberaion, and | tobe vied beyond the student leaning suudent leadership, lasso, teams a Cente‘North Carolina teacher Evaluation Process Standard V: Teachers reflect on their practice '-Teachers analyze student leaming. Teschers think systematicaly and eticly about sudent learning in thei’ dassiooms end _schaos: why learning happens and what can be done to improve achievernant. Teachers eplact and enalyze student performance deta to improve school and classfoom effectiveness. They aap thal practice based on @sea'ch and data 1 best meet the needs of § | scons & Not Demonstrated 2] developing Profiiont Accom Distinguished (Comment é Required) /, pnd and and Recognizes the need | a”Povdosidees about | Tinks syctomatesty | Provides a detaied tomprove student | what can be done anderiiealy about” | anasis about what Tearing in tho TDimprove scent | tearnng ther canbe dane to dlassoom, learning nthe classroom: Wy imprve stent dlasscom tearing happars ard | leaning and uses wet cane done | such anayses to adapt toimprove stom | _insinetoral practices = schivaent tnd matralgehin fhe cassoom and st the when eel Teachorspartipata in continued, nghquaity professional ign with the State b Teachers link professional growth to their professional goal development thet relets a global vew of educational practices; includes Z1s1 cantty skis and knowledge; Board of Education priotias and meets the needs of students end ther own professional ow. and and ‘and Understands a Paricipates in 2 Panicipates in © Apples and the importence professional profesional imelements of professional flevelopmant atgnas | davalopmont knowledge ena development. with professional sci algned wi) | skilsatanea goals. ‘goals and student {rom professional needs, ‘development consstont with is tively in # complex, dynamie environmont. Understanding thai change is constant, toachars atively «Teachers function effect hak preeioe based on research and data to best invostigate anc consider new ideas that irmprove teaching and learing, They adap perepeheditts oe L and and ‘end @/tctnowiedgesse | e/Consdersand uses |C Acivoyimesignes |O Adapters! Cieoromamen | svmncystreanth | wert pints orate Stsedepnoschcs” | betadegponaesto | alomatverseach- | Sn ontunes inact toecctyrd” | tiptetcansea| feewiomweecse” | sree tony toon pc hone wore and leering an uses Such aporcacnes as roar ‘Comments Examples of Artifacts: + Professional growth plan 2 Completion of protessional development Lesson pins Formative assessments 1 Parication in provisional exing Student wor community + Formative andl summative assessment dts$$ Rubric for Evaluating North Carolina Teachers Signature Page “Teacher Signature Date Principal/Evaluator Signature Date Comments Attached: __Yes__No Prineipal/Evaluator Signature Gignacwe inicates question Date above eyarding comments hasbeen aves) Note: The teacher’ signature om ths jor represents neither cueptance nor approval ofthe report It does, here, inde tat the teacber bas revived tbe reprt with te evaluator and eay rep ja writing. Te signature of the prinsipa or evaluator eis that the ‘report las been reviewed and thatthe proper proes hasbeen fllaved aacording to North Caraina State Board of Education Paiy jor ‘the Teacher Enahation Pres Aproved aso} August 200830