NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
NC Teacher Evaluation Process
Sample-Evidence Table
KEY:
Standards
Elements
Descriptors
Sample Evidence
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
STANDARD 1
Teachers
demonstrate
leadership.
DEVELOPING
PROFICIENT
ACCOMPLISHED
DISTINGUISHED
ELEMENT
A
Teachers
lead in their
classrooms.
--Understands
how they
contribute to
students
graduating from
high school
--Uses data to
understand the
skills and
abilities of
students
--Reviews
Benchmark data
--Classroom is
decorated with
College
Paraphernalia
--Teacher
maintains data
notebooks
--Takes
responsibility
for the progress
of students to
ensure that
they graduate
from high
school
--Provides
evidence of
data driven
instruction
throughout all
classroom
activities
--Establishes a
safe and
orderly
classroom
--Students
participate in
job awareness
centers
--Teacher
utilizes
technology in
classroom
--Teacher
utilizes
benchmark
data to refine
and inform
instruction
--Teacher uses
data to inform
and modify
instruction
--Communicates to
students the vision
of being prepared
for life in the 21
st
century
--Evaluates student
progress using a
variety of
assessment data
--Creates a
classroom culture
that empowers
students to
collaborate
--Guest speakers are
invited to class to
discuss careers
--Students lead
parent conferences
--Students maintain
their data notebooks
--Encourages
students to take
responsibility for
their own learning.
--Uses classroom
assessment data to
inform program
planning
--Empowers and
encourages students
to create and
maintain a safe and
supportive school
and community
environment
--Students create
their own rubrics
--Students facilitate
lessons for other
students
--Teachers uses
data to effect
school programs
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
ELEMENT
B
Teachers
demonstrate
leadership in
the school.
--Attends PLC
meetings
Displays
awareness of the
goals of the
school
improvement
plan
--Attends PLC
meetings but
does not
contribute
--Understands
Goals of SIT but
does not
implement
strategies to
support goals
--Participates
in professional
learning
community.
--Participates
in developing
and/or
implementing
the school
improvement
plan
--Positively
participates in
PLC meetings
--Positively
participates in
and
implements
staff
development
related to SIT
goals
--Works
collaboratively
with peers on
lesson plans
--Assumes a
leadership role in
professional
learning community
--Collaborates with
school personnel on
school improvement
activities
--Brings ideas and
data to PLC
meetings for
discussion
--Helps organize
and host school
family nights
--Participates in SIT
meetings and shares
what is learned with
other staff members
--Collaborates with
colleagues to
improve the quality
of learning in the
school
--Assumes a
leadership role in
implementing
school
improvement plan
through the
building.
--Works
collaboratively with
fellow subject
teachers as well as
EC to create
lessons
--Leads staff
development at
school
--Takes leadership
role in helping all
teachers meet SIP
goals.
ELEMENT
C
Teachers
lead the
teaching
profession.
--Has
knowledge of
opportunities
and the need for
professional
growth and
begins to
establish
relationships
with colleagues
--Attends PLC
meetings
--Joins
Professional
Teaching
Organization
--Contributes
to the:
--improvement
of the
profession
through
professional
growth
--establishment
of positive
working
relationships
--school’s
decision
making
processes as
required
--Promotes positive
working
relationships
through professional
growth activities
and collaboration
--Plans
collaboratively with
fellow teachers
--Plans
collaboratively with
EC department
--Provides and/or
promotes prof.
growth activities for
all staff
--Seeks
opportunities to
lead professional
growth activities
and decision-
making processes
--Leads staff
development for all
staff
--Participates on a
state or district
committee
--Holds a lead
position in a
professional
organization
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
--Attends PTA
meetings
--Positively
participates in
PLC meetings
--Positively
participates in
SIT meetings
ELEMENT
D
Teachers
advocate for
schools and
students.
--Knows about
the policies and
practices
affecting student
learning
--Has copies of
student and staff
handbooks
easily available
--Can identify
policies &
procedures that
effect student
learning
--Supports
positive change
in policies and
practices
affecting
student
learning.
--Positively
implements
new policies
and procedures
--Reminds &
encourages
colleagues to
follow new
policies &
procedures
--Participates in
developing policies
and practices to
improve student
learning
--Serves on a
committee to
change and/or write
new policies and
procedures
--Actively
participates,
promotes, and
provides strong
supporting
evidence for
implementation of
initiatives to
improve education
--Identifies the need
for a change in
policy or
procedure; helps to
write, implement
and assess changes
Element
E
Teachers
demonstrate
high ethical
standards.
--Understands
the importance
of ethical
behavior as
outlined in the
code of ethics
for NC
educators and
the standards of
professional
conduct
--Can state
reasons why
code of conduct
and ethics is
--Demonstrates
ethical
behavior
through
adherence to
the code of
ethics for NC
educators and
the standards
of professional
conduct
--Maintains a
confidential &
respectful
attitude w/
--Knows and
upholds the code of
ethics for NC
educators and the
standards of
professional
conduct
--Reports violations
of code of ethics
and standards for
professional
conduct
--Models and tenets
code of ethics for
NC educators and
the standards of
professional
conduct and
encourages others
to do the same
Teaches and
reminds others of
the elements of the
code of ethics and
standards for
professional
conduct
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
important for
teachers
colleagues
--Maintains
appropriate
relationships
w/ students
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
DEVELOPING
PROFICIENT
ACCOMPLISHED
DISTINGUISHED
--Appreciates
and
understands
the need to
establish
nurturing
relationships
--Talks about
the need for
positive
relationships
with students
--Establishes an
inviting,
respectful,
inclusive,
flexible, and
supportive
learning
environment
--Addresses
students with
kindness and
respect
--Students are
happy and well
adjusted in
classroom
environment
--Maintains a
positive and
nurturing
learning
environment
--Utilizes PBS
system
-- Consistently
maintains a
positive
environment
throughout the
year.
--Encourages
and advises
others to
provide a
nurturing and
positive learning
environment for
all students
--Conducts staff
development on
PBS
Volunteered to
serve as a test
classroom for
PBS
--
Acknowledges
that diverse
cultures impact
the world.
--Demonstrates
awareness of
the diversity of
students in the
classroom.
--Can state
various types
of diversity
represented by
the students in
the classroom
--Displays
knowledge of
diverse cultures,
their histories,
and their roles in
shaping global
issues.
--Acknowledges
the influence of
race, ethnicity,
gender, religion,
socio-economics,
and culture on a
student’s
development and
attitudes.
--Uses materials
or lessons that
counteract
stereotypes and
acknowledges
the contributions
of all cultures.
--Consistently
incorporates
different points
of view in
instruction
--Teacher leads
class seminars
that discuss
issues of race,
--Promotes a
deep
understanding
of cultures
through the
integration of
culturally
sensitive
materials and
ideas throughout
the curriculum.
--Conducts staff
development on
diversity
awareness
--Initiates and
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
--Brings up
issues of
diverse
cultures in
PLC or staff
meetings
--Lesson plans
reflect
acknowledgement
of various diverse
cultures
----Classroom is
decorated with
posters and
student work that
reflects the
diverse cultures
of the classroom
class, and gender
--Teacher seeks
outside sources
that focus on
diversity to
supplement the
curriculum
leads a diversity
day/night at the
school
--Holds high
expectations.
--Teacher has
class academic
and behavior
goals posted
on wall
--Student
products
reflect all
students are
given the same
assignment &
directions for
completion
--Communicates
high
expectations.
--Teacher
differentiates
instruction at all
times
--Teacher utilizes
rubrics for
grading
--Student work
products are
varied in style
and academic
level
--Encourages
and values
contributions of
students
regardless of
background or
ability.
--Teacher calls
on a variety of
students during
instruction and
affirms students
responses
--Pre-teaches
lessons so all
students can
make positive
contributions to
whole class
lesson
--Helps students
hold high
expectations for
themselves and
their peers.
--Students
maintain “dream
journals” where
they record their
aspirations and
future goals
--Teacher
encourages peer
mediation in
class disputes
--Student
created rubrics
are used in class
--Recognizes
that students
have a variety
of learning
needs.
--Is
knowledgeable
of effective
practices for
--Collaborates
with specialists
who can support
the special
learning needs of
students
--Provides unique
learning
opportunities
—Understands
the roles of and
collaborates with
the full range of
support
specialists to
help meet the
special needs of
all students.
--Anticipates the
unique learning
needs of
students and
solicits
assistance from
within and
outside the
school to
sgreene 4/27/09 11:15 AM
Deleted: --Teacher effectively differentiates
instruction for various learning styles and
intelligence
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
students with
special needs.
--Teacher
attends staff
development
related to the
needs of EC
students
--Teacher
attends IEP
meetings
--Teacher is
aware of which
students in
class have
IEP’s and what
those
modifications
are
such as inclusion
and research
based effective
practices for
students with
special needs.
--Teacher
collaborates with
EC teachers to
plan instruction
--Teacher co-
teaches with EC
teacher
--Teacher is pro-
active in seeking
support for EC
students in class
--Teacher
effectively
differentiates
instruction for
various learning
styles and
intelligence
--Effectively
engages special
needs students in
learning
activities and
ensures their
unique learning
needs are met.
--Teacher
participates in
Student Support
Team
--Teacher works
across grade
level to meet all
student’s needs
--Special needs
students are
always actively
engaged in
rigorous &
relevant
activities
address those
needs.
--Adapts
instruction for
the benefit of
students with
special needs
and helps
colleagues do
the same for
their students.
--Teacher’s
classroom is a
model
classroom for
inclusion
instruction
--Teacher
provides
professional dev
to other staff on
effective
differentiation
--Responds to
family and
community
concerns.
--Teacher
maintains open
communication
with parents
--Teacher’s
Parent/Teacher
Contact Log
--Communicates
and collaborates
with the home
and community
for the benefit of
students.
--Teacher sends
home weekly
progress reports
--Teacher creates
monthly
newsletter to
inform parents of
class/school
events
--Recognizes
obstacles to
family and
community
participation and
conscientiously
seeks solutions
to overcome
them.
--Teacher
collaborates with
counselors, EC,
and/or social
workers to aid
struggling
families
--Teacher finds
alternative ways
--Promotes trust
and
understanding
throughout the
school
community.
--Teacher
initiates service
learning
opportunities in
his/her
classroom
--Teacher
participates
regularly in
school events
after school
hours
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
to meet w/
parents who are
unable to come
to the school
STANDARD 3
Teachers know the
content they teach.
DEVELOPING
PROFICIENT
ACCOMPLISHED
DISTINGUISHED
ELEMENT A
Teachers align
their instruction
with the NC
Standard Course
of Study
--
Demonstrates
an awareness
of the
NCSCOS and
references it
in the
preparation
of lesson
plans
--Elementary:
Begins to
integrate
literacy
instruction in
selected
lessons
--Secondary:
Recognizes
the
importance of
integrating
literacy
strategies
within the
content areas
--Objectives
--
Understands
the
NCSCOS,
uses it in
preparation
of lesson
plans, and
applies
strategies to
make the
curriculum
rigorous and
relevant.
--
Elementary:
Integrates
effective
literacy
instruction
throughout
the
curriculum.
--Secondary:
Incorporates
a wide
variety of
literacy skills
--Develops and
applies strategies
based on the
NCSCOS and
standards
developed by
professional
organizations to
make the
curriculum
balances,
rigorous, and
relevant.
--Elementary:
Evaluates and
reflects upon the
effectiveness of
literacy
instruction.
--Secondary:
Evaluates and
reflects upon the
effectiveness of
literacy
instruction
within content
areas.
--Assists
colleagues in
applying such
strategies in
their
classrooms.
--Elementary:
Makes
necessary
changes to
instructional
practice to
improve student
learning.
--Secondary:
Makes
necessary
changes to
instructional
practice to
improve student
learning.
--Shares and
collaborates
with colleagues
on
differentiation
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
numbers are
on lesson
plans
--Activities
are aligned
with
objective
numbers
within
content areas
to enhance
learning.
--Uses the
SCOS for
foundation of
lesson &
develops the
lesson w/
rigor and
relevance
--Teaches
literacy skills
across
subjects
--Inclusion of
higher order
thinking skills in
all activities
--Evaluates
students literacy
skills in all
subject areas
ELEMENT B
Teachers know the
content
appropriate to
their teaching
specialty.
--
Demonstrates
a basic level
of content
knowledge in
the teaching
specialty to
which
assigned
--Attends
professional
development
related to
content area
--
Demonstrates
an
appropriate
level of
content
knowledge in
the teaching
specialty to
which
assigned.
--Seeking an
advanced
degree in
content area
--Teaches
error free
lessons w/
depth in
content area
--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.
--Evidence of
content area is
seen being
taught
throughout the
curriculum
--Adjusts lessons
to accommodate
student interests
--Extends
knowledge of
subject beyond
content in their
teaching
specialty and
sparks students’
curiosity for
learning beyond
the required
course work.
--Creates and
teaches an
interdisciplinary
unit with
teachers from
other subject
areas
--Provides
opportunities for
extended
assignments and
projects outside
the content area
ELEMENT C
--Understand
--
--Demonstrates
--Collaborates
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
Teachers
recognize the
interconnectedness
of content
area/disciplines.
the links
between
grade/subject
and the
NCSCOS.
--Displays
global
awareness
--Evidence of
community
and world
connections
seen in the
classroom
Demonstrates
knowledge of
links
between
grade/subject
and
NCSCOS
--Promotes
global
awareness
and its
relevance to
the subjects
--Makes
learning
relevant to
students’
lives
--
Incorporates
current
events into
instruction
--References
impact of
material
outside of
local area
knowledge of
the links and
vertical
alignment of the
grade or subject
area and the
NCSCOS.
Relates content
to other
disciplines.
--Integrates
global awareness
activities
throughout
lesson plans and
classroom
instructional
practices.
--Participates in
across grade
level vertical
alignment
planning
--Lesson
planning reflects
deliberate
connection to
global
information and
impact
with teachers
from other
grades or
subject areas to
establish links
between
disciplines and
influence
school-wide
curriculum and
teaching
practice.
--Promotes
global
awareness and
its relevance to
all faculty
members,
influencing
curriculum and
teaching
practices
throughout the
school.
--Creates and
teaches an
interdisciplinary
unit with
teachers from
other subject
areas
--Utilizes
technology to
increase
students’ global
awareness
--Teachers other
staff how to
effectively
integrate global
awareness into
classrooms
ELEMENT D
--Identifies
--Identifies
--Integrates core
--Deepens
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
Teachers make
instruction
relevant to
students
relationships
between the
NCSCOS and
life in the 21
st
century.
--Identifies
21
st
century
skills through
the SCOS
relationships
between the
core content
and 21
st
century
content.
--Makes
learning
relevant to
students’
lives
--Uses 21
st
century skills
to learn core
content
content and 21
st
century content
throughout
lesson plans and
classroom
instructional
practices.
--Lesson plans
reflect deliberate
use of 21
st
century material
in every lesson
--Student
products
regularly reflect
use of 21
st
century skills
students’
understanding
of 21
st
century
skills and helps
them make their
own
connections and
develop new
skills.
--Students self-
select projects
emphasizing
21
st
century
skills
--Students make
connections on
their own to 21
st
century
material`
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
STANDARD 4
Teachers
facilitate
learning for
their students.
DEVELOPING
PROFICIENT
ACCOMPLISHED
DISTINGUISHED
ELEMENT
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.
--Understands
developmental
levels of students
and recognizes the
need to
differentiate
instruction.
--Accesses
differentiation
staff development
--Indicates various
learning
styles/intelligences
on lesson plans
--Understands
developmental
levels of students
and appropriately
differentiates
instruction.
--Assesses
resources needed
to address
strengths and
weakness of
students.
--Various learning
styles/intelligences
were addressed
during instruction
--Regularly and
effectively
analyzes
assessment data to
remediate students
--Holds
expectations that
are appropriate for
grade level
--Identifies
appropriate
developmental levels
of students and
consistently and
appropriately
differentiates
instruction.
--Reviews and uses
alternative resources
or adapts existing
resources to take
advantage of student
strengths and
weaknesses.
--Facilitates student
learning on
differentiated levels
--Offers students
opportunities to
extend and stretch
their strengths and
weaknesses within
different learning
styles/intelligences
--Utilizes center work
as a method of
differentiating student
activity based on
student performance
level
--Encourages and
guides colleagues
to adapt
instruction to
align with
students’
developmental
levels.
--Stays abreast of
current research
about student
learning and
emerging
resources and
encourages the
school to adopt or
adapt them for the
benefit of all
students.
--Conducts staff
development at
the school
site/district office
concerning
differentiation and
student
development
ELEMENT
B
Teachers
plan
instruction
appropriate
--Recognizes data
sources important
to planning
instruction.
--Maintains data
--Uses a variety of
data for short and
long range
planning of
instruction.
Monitors and
--Monitors student
performance and
responds to individual
learning needs in
order to engage
students in learning.
--Monitors student
performance and
responds to
cultural diversity
and learning needs
through the school
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
for their
students.
on students
--Plans for
instruction
modifies
instructional plans
to enhance student
learning.
--Interprets data,
reflects and
modifies
instruction
--Utilizes lesson
plans for effective
teaching
--Monitors trends in
student performance
so as to identify
strengths and
weaknesses in
individual students
and modify
instruction for each
child
improvement
process.
--Supports other
teachers in the
planning process
--Informs
instructional
methods with
current diversity
based research
--Planning always
reflects and
embraces cultural
diversity and
awareness
ELEMENT
C
Teachers use
a variety of
instructional
methods.
--Demonstrates
awareness of the
variety of methods
and materials
necessary to meet
the needs of all
students.
--Attends/
Accesses
differentiation
staff development
--Indicates various
learning
styles/intelligences
on lesson plans
--Demonstrates
awareness or use
of appropriate
methods and
materials
necessary to meet
the needs of all
students.
--Effectively
utilizes
instructional
strategies such as,
cooperative
learning
--Multiple
learning
styles/intelligences
were addressed
during lesson
--Ensures the success
of all students
through the selection
and utilization of
appropriate methods
and materials.
--Utilizes various
instructional
strategies that appeal
to numerous learning
styles/intelligences to
insure student success
--Stays abreast of
emerging research
areas and new and
innovative
materials and
incorporates them
into lesson plans
and instructional
strategies.
--Conducts staff
development at
the school
site/district office
concerning
differentiation and
student
development
ELEMENT
D
Teachers
integrate and
utilize
technology in
--Assesses
effective types of
technology to use
for instruction.
--Demonstrates
--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
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
their
instruction.
awareness of
technology
available for class
use
--Occasionally
utilizes technology
during instruction
--Routinely
utilizes available
technology
--Utilizes technology
on a daily basis and
incorporates new and
innovative
technology. For
example: Podcasts,
Webinars, Photostory
projects, Movie
Maker
--Student Work
Examples
through the
integration of
technology.
--Utilizes
technology on a
daily basis.
--Teacher is seen
as an expert by
his/her peers, in
the building, on
the use of
technology in the
classroom
ELEMENT
E
Teachers
help students
develop
critical
thinking and
problem
solving skills.
--Understands the
importance of
developing
students’ critical-
thinking and
problem solving
skills.
--Accesses/
Attends staff
development on
higher order
thinking skills
--Aware of need to
include higher
order thinking
skills in lesson
planning
--Begins to
include higher
order thinking
skills in lesson
planning
--Demonstrates
knowledge of
processes needed
to support students
in acquiring
critical thinking
skills and problem
solving skills
--Routinely
utilizes higher
order questioning
skills when
engaging students
in dialogue
--Routinely
includes higher
order thinking
skills in lesson
plans
--Teaches students
the processes needed
to:
• Think
creatively
and
critically
• Develop and
test
innovative
ideas
• Synthesize
knowledge
• Draw
conclusions
• Exercise and
communicat
e sound
reasoning
• Understand
connections
• Make
complex
choices
• Frame,
analyze, and
solve
problems
--On a continual
--Encourages and
assists teachers
throughout the
school to integrate
critical thinking
and problem
solving skills into
their instructional
practices.
--Conducts staff
development in
school and/or at
district level or
beyond on higher
order thinking
skills and critical
thinking skills
--Participates in
curriculum
writing at regional
and state level
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
basis, the teacher’s
lessons incorporate
numerous higher
order thinking skills
as well as critical
thinking skills in
questioning, activity,
and assessment
--Student work
ELEMENT
F
Teachers
help students
work in
teams and
develop
leadership
qualities.
--Provides
opportunities for
cooperation,
collaboration, and
leadership through
student learning
teams.
--Utilizes learning
teams occasionally
--Has knowledge
of learning teams
--Organizes
student learning
teams for the
purpose of
developing
cooperation,
collaboration, and
student leadership.
--Regularly
utilizes teaming
processes in a
purposeful manner
--Helps students
build leadership
skills through
team work
--Encourages students
to create and manage
learning teams
--Students effectively
create and manage
their own learning
teams
--Foster the
development of
student leadership
and teamwork
skills to be used
beyond the
classroom.
--Conducts staff
development on
effectively using
learning teams
--Teacher’s
classroom serves
as a model
learning teams
classroom
ELEMENT
G
Teachers
communicate
effectively.
--Demonstrates
the ability to
effectively
communicate with
students.
--Provide
opportunities for
students to
articulate thoughts
and ideas.
--Creates a
classroom
environment
where all students’
input is respected
--Uses proper
--Uses a variety of
methods for
communication
with all students
--Consistently
encourages and
supports students
to articulate
thoughts and ideas
clearly and
effectively.
--Encourages
student input
through a variety
of processes
--Instructs
--Creates a variety of
methods to
communicate with all
students
--Establishes
classroom practices,
which encourage all
students to develop
effective
communication skills.
--Routinely provides
various differentiated
opportunities for
students to express
their knowledge
Such as: blogging,
--Anticipates
possible student
misunderstandings
and proactively
develops teaching
techniques to
mitigate concerns.
--Establishes
school-wide and
grade appropriate
vehicles to
encourage
students
throughout the
school to develop
effective
communication
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
grammar when
addressing
students, parents,
and fellow staff
students how to
effectively
communicate their
concerns and ideas
signaling, plus/delta,
issue bin, consensus
taking
skills.
--Plans
alternative/
remedial lesson
plans and has
them available in
case of students’
misunderstandings
of objectives
--Leads staff
development at
school level or
higher on literacy
skills and
effective
communication
ELEMENT
H
Teachers use
a variety of
methods to
assess what
each student
has learned.
--Uses indicators
to monitor and
evaluate student
progress.
--Assesses
students in the
attainment of 21
st
century
knowledge, skills,
and dispositions.
--Assesses student
performance
--Uses multiple
indicators, both
formative and
summative, to
monitor and
evaluate student
progress and to
inform instruction.
--Provides
evidence that
students attain 21
st
century
knowledge, skills,
and dispositions.
--Uses multiple
methods of
assessment to
gauge student
performance and
uses results to
inform instruction
--Students conduct
student led
conferences
--Maintain data
--Uses the
information gained
from the assessment
activities to improve
teaching practice and
student learning.
--Provides
opportunities for
students to assess
themselves and
others.
--Uses multiple
methods of
assessment (Star
reading, Accelerated
math, TPRI,
Benchmarks, etc) and
utilizes the results to
improve instruction
through scaffolding,
differentiation, etc.
--Students effectively
perform peer editing
--Teaches students
and encourages
them to use peer
and self-
assessment
feedback to assess
their own
learning.
--Encourages and
guides colleagues
to assess 21
st
century skills,
knowledge, and
dispositions and to
use the assessment
information to
adjust their
instructional
practice.
--Students create
and use their own
rubrics
--Students
maintain their
own data
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
notebooks on
student
performance
notebooks and
reflect on ways to
improve their own
performance
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
STANDARD 5
Teachers reflect
on their practice.
DEVELOPING
PROFICIENT
ACCOMPLISHED
DISTINGUISHED
ELEMENT A
Teachers
analyze
student
learning.
--Recognizes
the need to
improve
student
learning in the
classroom
--Verbalizes a
concern for
student
performance
--Identifies
through data
where students
are not learning
--Provides
ideas about
what can be
done to
improve
student
learning in
their
classroom.
--Attends
professional
development to
improve
instructional
practice
--Tries various
strategies to
improve
instruction
based on data
--Active and
vocal member
of PLC
--Thinks
systematically
and critically
about learning in
their classroom:
Why learning
happens and
what can be
done to improve
student
achievement
--Analyzes
benchmark and
numerous other
sources of data
to determine
success of
learning with
each lesson
--Routinely
changes
instructional
methods &
strategies based
on data analysis
--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.
--Analysis of
many data
sources
followed by
effective long
range lesson and
curriculum
planning in own
classroom and
throughout
school
ELEMENT B
Teachers link
professional
growth to
their
professional
goals.
--Understands
the importance
of professional
development.
--Creates a
PDP with
detailed
professional
development
strategies to
support growth
--Participates
in professional
development
aligned with
professional
goals.
--Attends/
Accesses
professional
development
aligned to PDP
--Participates in
professional
development
activities aligned
with goals and
student needs.
--Attends
professional
development
aligned to PDP
and SIP
--Applies and
implements
knowledge and
skills attained
from
professional
development
consistent with
its intent
--Applies new
NC Evaluation Process
Sample Evidence Table
Compiled by
Rachel G Jones
ILT Coordinator, Scotland County Schools
--Applies new
knowledge from
professional
development in
instruction
knowledge from
professional
development in
instruction as
well as shares
new knowledge
with peers in
school
ELEMENT C
Teachers
function
effectively in a
complex,
dynamic
environment.
--Is
knowledgeable
of current
research-based
approaches to
teaching and
learning.
--Attends
/accesses
professional
development
--Can state
details of
current
research based
approaches to
instruction
--Considers
and uses a
variety of
research-based
approaches to
improve
teaching and
learning.
--Uses new
knowledge
attained at
professional
development to
modify
instruction
--Changes
instruction
based on latest
research
developments
--Actively
investigates and
considers
alternative
research-based
approaches to
improve
teaching and
learning and
uses such
approaches as
appropriate.
--Actively seeks
new methods to
improve student
performance
--Uses current
research to
change or
modify
strategies
regularly
throughout the
year
--Adapts
professional
practice based
on data and
evaluates impact
on student
learning.
--Analyzes
student data in
relationship to
new strategies
and modifies as
needed.