North Carolina

Educator Evaluation System

Gardner-Webb University

Candidate: Emily Lewis

Cooperating Teacher: April Shell
School Site: West Wilkes High School
University Supervisor: Shana Hartman
Observation
Number:

Date:

Subject Area:

Time:

2/9/2016

English 2

9:35-11:10

2/24/2016

English 2 Honors

1:50-3:30

3/22/2016

English 2

9:35-11:10

4
5

Teacher Candidate Evaluation Rubric

The following rubric was developed to align with and reflect the North Carolina Professional Teaching Standards approved by the North Carolina State Board of Education on June 7, 2007. The rubric also parallels the North Carolina Inservice
Teacher Evaluation Rubric that is used to assess the professional performance of inservice teachers throughout the state. However, the Teacher Candidate Evaluation Rubric has been adapted to reflect the specific contexts and opportunities available
to teacher candidates throughout their programs, and to allow distinctions to be made across each of four levels of performance on the North Carolina Professional Teaching Standards.
Preservice teacher (candidate) performance should be rated on each element within each Standard as characteristic of a practitioner at one of four levels: Emergent Candidate, Developing Candidate, Proficient Candidate or Accomplished Candidate.
These levels are cumulative across the rows of the rubric in that a Proficient Candidate teacher must exhibit the characteristics encompassed under the Emergent Candidate and Developing Candidate levels in addition to those described at the
Proficient Candidate level. To be recommended for licensure, a candidate must demonstrate professional performance at no less than the Proficient Candidate level on each element and on each standard.
Approved by the NC State Board of Education
September 11, 2008

Notes for Observation # 1: February 9, 2016

Emily began class with the Word of the Day, and students came to the smartboard to practice concepts related to the word.
Teacher input included introducing the Shakespeare research project. Emily grouped students based on ability/maturity and
waited until everyone was settled before she gave specific instructions. This project gave students topic options based on
interest and product options based on learning style. Once groups chose their topics, they quickly began working. Most
groups chose to create an oral presentation using Google Drive allowing them to work simultaneously on the presentation.
The group that chose to research Shakespeares theater decided to create a model of the Globe, but they couldnt decide on
materials to use. Emily researched and worked with the group to help them decide on a project they could create.
Emily continually monitored, assisted, and answered questions throughout the class period. She asked questions to prompt
students to draw their own conclusions about the information they were researching.
Notes for Observation # 2: February 25, 2016
Class began with a continuation of the day before, finishing the video Eye of the Storm and discussion. This video focuses
on defining prejudice and discrimination and their effects. After the video, Ms. Lewis asked students to take out a piece of
paper and answer the following questions: What important lesson did this teacher reveal to her students? How did she impact
them? What are your thoughts? Ms. Lewis walked around the room and answered questions as students were writing. All
students were quiet and engaged. After several minutes, Ms. Lewis asked students to share their thoughts, which sparked a
great discussion on the video; students also made connections to the world around them. As students made comments, Ms.
Lewis gave students validation and confirmation, creating an environment in which students felt at ease and comfortable
expressing their views. After discussion, Ms. Lewis asked students to pass up their journal entries and take out their laptops
to read an article about a ninth-grade students arrest over a home-built clock. Students posted comments on Padlet and
were given time for a short discussion in which different viewpoints were expressed. Ms. Lewis informed students that these
activities are related to Night, a memoir they are reading and one of the most horrifying examples of the effects of prejudice
and discrimination. The day before this observation, students participated in a literature circle on chapters one and two of
Night. Today, she gave them a reading guide, which prompted them to look more closely at those chapters. Ms. Lewis
focused on Elie Wiesels use of figurative language and diction and their impact on the memoir. Ms. Lewis did an excellent
job of probing students for additional information as she was trying to get them to think more critically about the text.

Notes for Observation # 3: March 22, 2016

Emily began class with the word of the day activity. . Students found context clues within the sentence that related to the
definition and then connected personal experiences to with the word.
She then moved students to the grammar activity. Good pacing. What kind of phrases did we talk about yesterday? Emily
called on different students to pick out the appositive phrases on the handout. Two students did not understand, and Emily
elicited the correct answer through questioning and explanation. She explained that the phrase renamesWhat renames
Biology?
Students began explicating a poem the previous day and finished the poem today. Students cited evidence from the poem
that helps create the mood. They also found examples of allusions, figurative language, and imagery. The class also
discussed theme and how sound devices help create rhythm. Students concluded the poem by taking a summative
assessment (multiple choice, textual evidence, and discussion question).
After testing, Emily began two new poems with the class, The Gift and Those Winter Sundays. She directed students to
take out their laptops and pull up the poems on her Weebly. As a motivational activity, she prompted students to think about
and list childhood memories. Students enjoyed discussing memories, which later they discovered related to the theme of the
two poems. Emily then shared the authors background information. Before reading the poems, Emily made sure students
knew how to make inferences (formative assessment), a skill needed to discuss the poems. Through whole class instruction,
students read and discussed the two poems and began a close reading graphic organizer comparing the two poems. Students
will continue this lesson tomorrow.

Notes for Observation # 4:

Notes for Observation # 5:

Standard 1: Teachers demonstrate leadership

3

Artifact

Observation

Artifact

1a. 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
Not Demonstrated
Emergent Candidate
Developing Candidate
Proficient Candidate
Accomplished Candidate
(Comment Required)

Acknowledges the importance of

Demonstrates how teachers contribute
Evaluates the progress of students toward
Takes responsibility for student
high school graduation for
to students progress toward high
high school graduation using a variety of
progress toward high school
students.
school graduation by following the
assessment data measuring goals of the
graduation by aligning instruction and
Observation 1
North Carolina Standard Course of
North Carolina Standard Course of Study.
assessment with the North Carolina
Observation 2
Study.
Observation 1
Standard Course of Study.
Observation 3
Observation 1
Observation 2
Observation 1
Observation 4
Observation 2
Observation 3
Observation 2
Observation 5
Observation 3
Observation 4
Observation 3
Observation 4
Observation 5
Observation 4
Identifies the types of data that
Observation 5
Observation 5
are commonly available to and
Draws on appropriate data to
Uses data to identify the skills and
used in schools.
develop classroom and
abilities of students.
Observation 1
instructional plans.
Maintains or supports a
Observation 1
Observation 2
Observation 1
classroom culture that
Observation 2
Observation 3
Observation 2
empowers students to
Observation 3
collaborate and become
Observation 4
Observation 3
Observation 4
lifelong learners.
Observation 5
Observation
4
Observation 5
Observation 1
Observation 5
Describes the characteristics and
Observation 2
importance of a safe and orderly
Observation 3
Maintains a safe and orderly
classroom environment.
Observation 4
classroom that facilitates student
Observation 1
learning.
Observation 5
Observation 2
Observation 1
Observation 3
Observation 2
Observation 4
Observation 3
Observation 5
Observation 4
Understands positive management
Observation 5
of student behavior, including
Uses positive management of student
strategies of conflict resolution and
behavior, including strategies of conflict
anger management, effective
resolution and anger management,
communication for defusing and
effective communication for defusing
deescalating disruptive or dangerous
and deescalating disruptive or dangerous
behavior, and safe and appropriate
behavior, and safe and appropriate
use of seclusion and restraint.
seclusion and restraint.
Observation 1
Observation 1
Observation 2
Observation 2
Observation 3
Observation 3
Observation 4
Observation 4
Observation 5
Observation 5

1b. 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.

Obser

Emergent Candidate
Recognizes opportunities
for involvement in
professional learning
activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate
Attends professional learning
activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Proficient Candidate

Accomplished Candidate

Engages in collaborative and

collegial professional learning
activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Participates in professional
learning community (PLC)
activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Identifies the characteristics or

critical elements of a school
improvement plan.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Works with others in

developing and/or
implementing school
improvement activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Not Demonstrated
(Comment

Displays the ability to use

appropriate data to identify areas
of need that should be addressed in a
school improvement plan.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Participates in professional
development and growth activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Seeks additional opportunities

for professional development and
growth.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
AND

Accomplished Candidate

AND

Proficient Candidate

Recognizes the need and

identifies opportunities for
professional growth.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Begins to develop professional

relationships and networks.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Not Demonstrated
(Comment
Required)

Extends professional
relationships and networks.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

1d. 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.

Demonstrates awareness of
school practices and
policies.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate
Identifies the policies and
practices affecting students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Proficient Candidate
Implements and adheres to policies and
practices positively affecting students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Accomplished Candidate
AND

Emergent Candidate
AND

Artifact

Observation

Recognizes the
responsibility of teachers for
professional improvement
and support.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

1c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working relationships in the school. They actively
participate in and advocate for the 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.

Works with others to develop

and/or revise policies and
practices to improve students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Not Demonstrated
(Comment
Required)

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Articulates the importance of

ethical behavior as outlined in the
Code of Ethics for North
Carolina Educators and the
Standards for Professional
Conduct.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Proficient Candidate
Upholds the Code of Ethics for
North Carolina Educators and the
Standards for Professional
Conduct.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Accomplished Candidate
Models the tenets of the Code
of Ethics for North Carolina
Educators and the Standards for
Professional Conduct, and
encourages others to do the same.
AND

Recognizes the need for

ethical professional
behavior.

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

1e. 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).
Not Demonstrated
(Comment Required)

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Comments for Standard One (include dates):

2/9/2106
Emily uses data to create groups, and she maintains an orderly classroom. Students are aware of her expectations and realize the consequences. She creates a positive
environment and has an excellent rapport with the students. Emily participates in all PLC and staff meetings. She has also collaborated with our guidance counselor to speak
during a college and career presentation.
2/25/2016
Although Emily is a student teacher, Im impressed with her ability to easily make friends with our staff. She collaborates with other English teachers as well as her fellow
student teachers. She recently participated in a focus group in which we gave feedback to DPI about issues related to teachers, curriculum, assessment, and school calendar etc.
3/22/2016
Emilys strength is the positive environment she creates for her students and the good rapport she shares with fellow teachers.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Maintains a positive and nurturing

learning environment.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Accomplished Candidate
Enhances an inviting,
respectful, inclusive, flexible, and
supportive learning
environment.

Not Demonstrated
(Comment Required)

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

2b. 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.

Artifact

Observation

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Recognizes and can explain

aspects of a respectful and effective
learning environment.

Proficient Candidate

AND

Articulates the importance

of appropriate and caring learning
environments for
children.

Developing Candidate
AND

Emergent Candidate

AND

2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers provide an environment for student learning that is inviting,
respectful, supportive, inclusive, and flexible.

Artifact

Observation

Standard 2: Teachers establish a respectful environment for a diverse population of students

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)

Artifact

Not Demonstrated
(Comment Required)

Acknowledges that diverse

Displays knowledge of diverse
Appropriately uses materials or
Consistently integrates
cultures impact
thetoworld.
cultures,
their histories, and Maintainslessons
that environment
counteract stereotypes and Enhances aculturally
Articulates
the need
treat
Encourages
and values
a learning
learning relevant and/or
their
roles in shaping global that conveys
acknowledges
the contributions
of all environment
sensitive
materials
Observation
1
students
as individuals.
individual
student
high expectations
of
that meets
the and ideas

issues.regardless of
cultures.
throughout
the curriculum.
Observation 2
contributions,
every student.
needs of individual
students.
Observation 1
Observation 1
Observation
3
Observation
1
backgroundObservation
or ability. 1
Observation 2
Observation
2
Observation
4
Observation
2
Observation 1
Observation 1 Observation 2
3
Observation
5
Observation
3
Observation Observation
1
Observation 2Observation 3
Observation 2 Observation 3
Observation
4
Observation
4
Observation 4
Observation 2
Observation 3
Observation 3 Observation 4
5
Observation 5
Observation Observation
3
Observation 4Observation 5
Observation 4 Observation 5
Incorporates
different
points
of
view
Identifies the range and aspects of
Observation 4
Observation 5
Observation 5
diversity of students in the
in instruction.
Observation 5
classroom.
Acknowledges the influence of all
Builds on diversity as an asset in
Observation 1
aspects of diversity on students
Observation 1
the classroom.
Observation 2
development and attitudes.
Observation 2
Observation
1
Observation
3 range of support specialists to help
2d. Teachers adapt their teaching for the benefit of
students
with
special
needs.
Teachers
collaborate
with
the
meet the special
needs of all students. Through
Observation 1
Observation 3
Observation 2
Observation
4
inclusion and other models of effective practice, teachers
engage
students
to
ensure
that
their
needs
are
met.
Observation 2
Observation 4
Observation 3
Observation 5
Observation 3
Observation 5
Understands the influence of
Observation 4
Not Demonstrated
Observation
4
diversity and
plans instruction
Emergent Candidate
Developing
Candidate
Proficient
Candidate
Accomplished
Candidate
Observation
5
(Comment Required)
Observation 5
accordingly.
Observation 1

Recognizes that students

Understands resources and
Cooperates with
specialists2 and
Coordinates and collaborates
Observation
have individual learning
strategies that can provide
uses resources
to support 3the
with the full range of support
Observation
needs.
assistance in meeting the
special learning
needs of4all
specialists and resources to
Observation
special learning needs of
students. Observation 5
help meet the special needs of
individual students.
all students.
Observation 1
Observation 1
Observation 1
Observation 2
Observation 1
Observation 2
Observation 2
Observation 3
Observation 2
Observation 3
Observation 3
Observation 4
Observation 3
Observation 4
Observation 4
Observation 5
Observation 4
Observation 5
Observation 5
Observation 5
Uses research-verified strategies to
Effectively engages special needs
provide effective learning
students in learning activities and
activities for students with special
ensures their unique learning
needs.
needs are met.
Observation 1
Observation 1
Observation 2
Observation 2
Observation 3
Observation 3
Observation 4
Observation 4
Observation 5
Observation 5
Developing Candidate

Observation

AND

Accomplished Candidate

Artifact
Artifact

Observation

Proficient Candidate

AND

Emergent Candidate

AND

Observation

2c. 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 contribution of each student in the learning environment by building positive, appropriate relationships.

2e. 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, the home, and the
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.
Emergent Candidate
Recognizes factors that can
diminish or enhance
involvement by parents,

Developing Candidate
Understands strategies for
enhancing communication
between home and school and

Proficient Candidate
Communicates and collaborates
with the home and community for the
benefit of students.

Accomplished Candidate
Seeks and implements
solutions to overcome obstacles to
participation of families and

Not Demonstrated
(Comment Required)

Comments for Standard II (include dates):

2-9-2016
Emily creates a positive environment for students and has an excellent rapport with them. She is working to incorporate lessons that counteract stereotypes but does incorporate
different points of view. Im able to observe Emily every day for almost the entire day. In another lesson introducing Romeo and Juliet, she lead a discussion with students about
love and relationships. What are qualities you look for in a mate? What are qualities your parents look for? It was interesting to see how different students viewpoints were from
their parents, which relates to issues in Romeo and Juliet. Emily understands diversity in the classroom and adjusts lessons to meet the needs of our Hispanic students, even
staying after school to provide additional help. At this time there are no students with special needs. At this point, Emily has been present during conversations with parents
regarding needs/behavior of students. She can work toward communicating with home and community independently.
2/25/2016
Emily continues to create a positive environment for students. Great rapport. Emily is working with the ESL teacher to meet the needs of one of our Hispanic students. She is also
communicating with one of the parents to meet the needs of one of our medically fragile students.
3/22/2016
In Emilys classroom, every student has the opportunity to express his or her point of view. She continues to work with the ESL teacher to meet the needs of one of our students.

10

Artifact

Observation

Standard 3: Teachers know the content they teach

3a. Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North Carolina Standard Course of Study, teachers investigate the content standards
developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and
relevant for all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle
and high school teachers incorporate literacy instruction within the content area or discipline.
Emergent Candidate

Demonstrates awareness of the

North Carolina Standard
Course of Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Understands the importance of

literacy instruction across all
subjects, grades and ages.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate
Demonstrates knowledge of the
North Carolina Standard Course of
Study by referencing it in the
preparation of lesson plans.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Integrates literacy instruction in

individual lessons and in particular
subject areas.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Proficient Candidate
Develops and applies lessons
based on the North Carolina
Standard Course of Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Integrates effective literacy

instruction throughout the
curriculum and across content
areas to enhance students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Accomplished Candidate
Develops and applies strategies
reflecting the North Carolina
Standard Course of Study and
standards developed by professional
organizations to make the curriculum
balanced, rigorous, and relevant.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Evaluates and reflects upon the

effectiveness of literacy instruction
within and across content areas.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Not Demonstrated
(Comment Required)

Observatio
n

Artifact

Artifact

Observation

3c. 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.
Not
Emergent Candidate
Developing Candidate
Proficient Candidate
Accomplished Candidate
Demonstrated
3b. 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
(Comment
Recognizes
the importance
Articulates
thecuriosity
links between
Demonstrates
knowledge
linksbroad knowledgeIntegrates
expected
to teach andofby directing students
natural
into an interest in learning.
Elementary
teachersofhave
across the links and the
interdisciplinary
learning.
grade/subject
North
between
grade/subject
and the
vertical alignment of the grade or
disciplines.
Middle school and high school
teachers and
havethe
depth
in one or more specific
content
areas or disciplines.
Carolina Standard Course of
North Carolina Standard Course of
Observation 1
subject area and the North
Study by relating content to other
Study.
Observation 2
Carolina Standard Course of
Not Demonstrated
Candidate
Developing
Candidate
Proficient Candidate
Accomplished
disciplines.
Observation
1
ObservationEmergent
3
Study.
Effectively and Candidate
broadly
(Comment Required)
Observation 1
relates content to other disciplines.
Observation 2
Observation 4
Observation
2
Observation
1
Observation
3
Observation
5
Successfully
completes
Demonstrates
a basic level of
Demonstrates
an appropriate level
Demonstrates
extensive
Observation
3 knowledge in the

Observation
2 of content in the
Observation
general education
content 4knowledge in the
of content
knowledge
Observation
Observation
coursework
across theof
Observation
Understands
the importance
teaching5 specialty.
teaching4 specialty.
teaching3 specialty.
Observation 5
required range
of
global awareness
for students.
Observation 4
Observation
disciplines.
1
Observation
5
Displays
global awareness.
Observation
1
Observation 1
Observation
1
Relates global awareness to the
Observation 2
Observation
1
Observation
2
Observation
2
Observation
2
1
subject.
ObservationObservation
3
Observation
2
Observation
3
Observation 3
Observation 3
Observation
2
Observation 1
Integrates
global awareness
Observation 4
Observation
3
Observation
4
Observation 4
Observation
4
3
activities throughout lesson plans
Observation 2
ObservationObservation
5
Observation
4
Observation
5
Observation
5
Observation
5
Observation 4
and
classroom
instructional
Observation 3
Observation 5
practices.
Observation 5
Observation 4
Observation 1
Observation 5
Encourages students to investigate the
Prompts2 students curiosity for
Observation
content area to expand their knowledge
learning3beyond the required
Observation
and satisfy their natural curiosity.
coursework.
Observation
4

Artifact

Observation

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Observation 5
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

3d. 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.
Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)

Comments for Standard III (include dates):

2/9/2016
Emily is knowledgeable of the curriculum and creates lessons based on the curriculum. Along with literature, Emily incorporates articles relating to other content areas. These
articles promote global awareness. So far I have observed Emily integrating the following 21 st Century skills:
Global awareness with articles
Accountability, personal productivity, and self-direction with outside reading/novel projects
People skills and collaboration with group assignments
Creativity with book covers, cereal- bbox book reports, writing and ending to a story, and creating a letter written from the point of view of a character in a play etc.
2/25/2016
Emily is very knowledgeable of the curriculum and focuses on the standards with each lesson. She continues to incorporate 21 st Century skills in her lessons.
3/22/2016
Emily continues to create lessons based on Common Core Standards. When students are unfamiliar with a vocabulary word, concept, or culture she encourages them to investigate.

Artifact

Observation

Standard 4: Teachers facilitate learning for their students

4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Teachers know how
students think and learn. Teachers understand the influences that affect individual student learning (development, culture,
language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the
strengths and weaknesses of their students.
Emergent Candidate

Understands the developmental

levels of students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate
Demonstrates awareness of the
influence of developmental
levels on students learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Demonstrates an understanding of
methods for differentiating
instruction to accommodate
developmental differences in
students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Proficient Candidate
Identifies developmental levels of
individual students and plans instruction
accordingly.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Assesses and uses resources needed
to address strengths and weaknesses
of students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Accomplished Candidate
Appropriately differentiates
instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Not Demonstrated
(Comment Required)

Artifact

Emergent Candidate
Observation

Developing Candidate

Proficient Candidate

Accomplished Candidate

AND

AND

AND

AND

AND

Demonstrates awareness of
multiple approaches or strategies
for developing and supporting
student learning teams.
Observation 1
Observation 2

Proficient Candidate
Organizes student learning teams
for the purpose of developing
cooperation, collaboration, and
student leadership.
Observation 1
Observation 2

Accomplished Candidate
Encourages students to create
and manage learning teams.
Observation 1
Observation 2
Observation 3
Observation 4

AND

Recognizes the need to

encourage the development of
cooperation, collaboration, and
student leadership.
Observation 1
Observation 2

Developing Candidate
AND

Emergent Candidate

AND

AND

AND

AND

AND

4f. 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

Artifact

Observation

AND

Artifact

Observation

Artifact

Observation

Not Demonstrated
(Comment Required)

4b. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for short
Demonstrates
of based on the North
Assesses
effective
typesCourse
of
Integrates
technology
with
students engage
in higher
and long knowledge
range planning
Carolina
Standard
of Study. These
plans reflect
an understanding
of how studentsEngages
learn. Teachers
students in the learning process. They understand
thatfor
instructional
monitored
and
Teachers
make the students
curriculum responsive tolevel
cultural
differences
instruction
to maximize
methods
utilizing plans must be consistently
technology
to use
formodified to enhance learning.
thinking
throughand
theindividual learning needs.
learning..
technology in instruction.
instruction.
integration of technology.
Observation 1
Observation 1
Observation 1
Observation 1
Not Demonstrated
ObservationProficient
2
ObservationEmergent
2
Observation
2
Observation
2
Candidate
Developing
Candidate
Candidate
Accomplished
Candidate
(Comment Required)
Observation 3
Observation 3
Observation 3
Observation 3
4
Observation
4
Observation
Observation
4 collaboratively with
Recognizes
data sources
Uses 4a variety of data for short- and Observation
Collaborates
with colleagues to
Works
Observation
5 student performance and
Observation
5
Observation
5
monitor
Observation
other5school staff to develop or
long-range
planning
of
instruction.
important to planning
make instruction responsive to cultural
maintain a culturally and
Observation 1
instruction.

differences and individual learning

developmentally supportive school
Observation 2
Observation 1
needs.
environment.
Observation 3
Observation 2
Observation 1
Observation 1
Observation
4
Observation 3
Observation 2
Observation 2
Observation 5
Observation 4
Observation 3
Observation 3
Observation 5
Observation
4
4e. Teachers help students develop critical-thinking
and problem-solving
develop and 4test innovative ideas; synthesize knowledge
Monitors
and modifies skills. Teachers encourage students to ask questions; think creatively; Observation
Observation 5
Observation 5
instructional
plans
to
enhance
and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and
student learning.
frame, analyze, and solve problems.
Observation 1
Not Demonstrated
Observation
2
Emergent Candidate
Developing
Candidate
Proficient Candidate
Accomplished Candidate
(Comment Required)
Observation 3
Observation
4 of
Demonstrates an understanding
Demonstrates
knowledge
Integrates specific instruction that
Creates or maintains instruction
5
of the importance of developing
processesObservation
needed to support
helps students develop the ability to
that consistently engages
students critical-thinking and
students in acquiring criticalapply processes and strategies
students in the processes of
problem-solving
skills.
thinking
and problem-solving
thinking
problem
thinking
andstudents
problemas they strive to eliminate achievement gaps.
4c. Teachers
use a variety of instructional
methods.
Teachers choose the methods for
andcritical
techniques
that and
are most
effective in meetingcritical
the needs
of their
skills.including information and communication
solving.
in meaningful contexts.
Observation
1 employ a wide range of techniques
Teachers
technology, learning styles, and differentiatedsolving
instruction.
Observation 1
Observation 1
Observation 1
Observation 2
Observation 2
Observation 2
Observation 2
Observation 3
Not Demonstrated
Candidate
Developing
Candidate
Candidate
Accomplished
Candidate
Observation
3
ObservationProficient
3
Observation
3
ObservationEmergent
4
(Comment Required)
Observation 4
Observation 4
Observation 4
Observation 5
Observation
5
Observation
Observation
5
Understands a range of methods
Demonstrates
awareness of the
Uses 5a variety of appropriate
Consistently
enables the

and materials that can be

variety of methods and materials
methods and materials to meet the
success of all students through the
applied in the classroom.
necessary to meet the
needs of all students.
selection and use of
Observation 1
Observation 1
needs of all students.
appropriate methods and
Observation 2
Observation 2
Observation 1
materials.
Observation 3
Observation 3
Observation 2
Observation 1
Observation 4
Observation 4
Observation 3
Observation 2
Observation 5
Observation 5
Observation 4
Observation 3
Observation 5
Observation 4
Observation 5
Artifact

Observation

4d. 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.

Not Demonstrated
(Comment Required)

Artifact

Observation

4g. 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.
Emergent Candidate

Communicates effectively both

orally and in writing.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Artifact

Observation

Recognizes a variety of
methods for communicating
effectively with students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate

Proficient Candidate

Demonstrates the ability to

communicate effectively with
students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Uses a variety of methods to

communicate effectively with all
students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Provides opportunities for

students to articulate thoughts and
ideas.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Consistently encourages and

supports students to articulate
thoughts and ideas clearly and
effectively.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Accomplished Candidate

Not Demonstrated
(Comment Required)

Establishes classroom practices

that encourage all students to
develop effective communication
skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

4h. 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.
Emergent Candidate
Demonstrates awareness of
multiple indicators or measures of
student progress.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate

Proficient Candidate

Accomplished Candidate

Interprets data on student

progress accurately and can draw
appropriate conclusions.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Uses multiple indicators, both

formative and summative, to monitor
and evaluate students progress and to
inform instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Uses information gained from

assessment activities to improve
teaching practice and students
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Provides evidence that students

attain 21st century knowledge,

Provides opportunities for

students to assess themselves

Not Demonstrated
(Comment Required)

Comments for Standard IV (include dates):

2/9/2016
Emily realizes all students work at a different pace, and provides assignments for those who work more quickly. Emily assesses student performance on many levels to address
students strengths and weaknesses and collaborates with me and other colleagues during lunch to improve instruction to meet the needs of all students. She uses technology on a
daily basis, whether it is the smartboard, student laptops, or classroom website.
2/25/2016
Emily continues to plan instruction according to students learning needs. She has added more opportunities for critical thinking in her lessons. Emily is beginning to use other
methods to communicate with students. If students are talking/finishing discussions when she wants to move on to the next activity, Emily raises her hand to signal to students to
become quiet for instructions, and it is working.
3/22/2016
Emily does an excellent job planning instruction based on the developmental level of students and offers after-school tutoring for those who need additional assistance. She utilizes
formative assessment often to monitor student understanding (especially Kahoot which students love). Emily uses effective questioning strategies, allowing wait time, encouraging
students of all levels to articulate their thoughts.

5a. 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.
Accomplished Candidate

Not Demonstrated
(Comment Required)

Based upon data, selects or

develops instructional
approaches that are
intentionally tailored to
students learning needs.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

AND

Uses data to provide ideas about

what can be done to improve
students learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

AND

Identifies data sources to

improve students learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Proficient Candidate

5b. 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.

Acknowledges the importance

of ongoing professional
development.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate
Attends required or expected
activities for professional
growth.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Proficient Candidate
Participates in recommended
activities for professional learning and
development.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Accomplished Candidate
Seeks out and engages in
opportunities to expand
professional knowledge and
build professional skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

AND

Emergent Candidate

AND

Artifact

Observation

Recognizes multiple sources of

information on students
learning and performance.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

Standard 5: Teachers reflect on their practice

Not Demonstrated
(Comment Required)

Demonstrates knowledge of
current research-verified
approaches to teaching and
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Proficient Candidate

Accomplished Candidate

Uses a variety of research-verified

approaches to improve teaching and
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Investigates and implements

innovative, research-verified
approaches to improve teaching
and learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

AND

Acknowledges the importance

of using research-verified
approaches to teaching and
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Developing Candidate
AND

Emergent Candidate
AND

Artifact

Observation

5c. 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.
Not Demonstrated
(Comment Required)

Comments for Standard V (Include dates):

2/9/2016
Emily uses data to drive instruction and participates in all Professional Learning activities. Emily researches best practices and utilizes methods in the classroom. I appreciate her
sharing and collaborating with me.
2/25/2016
Emilys use of research-verified approaches is very evident. She uses wait-time, responding, probing, and redirecting during class discussions to help develop critical thinking.
3/22/2016
Emily continues to provide date-driven instruction and participates in all PLCs and meetings. She is very creative and is constantly researching to discover strategies to improve
teaching and student learning. I feel very fortunate to have her as a student teacher.

Signature Page: Signatures below indicate the candidate and the University Supervisor have discussed and agree upon the findings of the observations.

Observation # 1:

Observation # 1

Post-observation reflection to be
completed by:

GWU Candidate

University Supervisor

Observation # 2:

Observation # 2

Post-observation reflection to be
completed by:

GWU Candidate

University Supervisor

Observation # 3:

Observation # 3

Post-observation reflection to be
completed by:

GWU Candidate

University Supervisor

Observation # 4:

Observation # 4

Post-observation reflection to be
completed by:

GWU Candidate

University Supervisor

Observation # 5:

Observation # 5

Post-observation reflection to be
completed by:

GWU Candidate

University Supervisor

Summative Conference:

Summative Conference

GWU Candidate

University Supervisor

Glossary of Terms
Accomplished Candidate: The fourth of four performance levels used to rate a candidates proficiency on elements of the standards. Reflects only those candidates who
possess and demonstrate truly exemplary understanding, mastery, and consistent integration of relevant concepts and skills in their professional practice. Such
candidates regularly engage in activities that intentionally and proactively encourage the professional growth of colleagues, continually evaluate their own
performance, and actively seek ways to improve their performance.
Artifact: A product used to demonstrate a teacher candidates performance or proficiency.
Code of Ethics for North Carolina Educators: The standards of professional conduct required of educators and adopted by the North Carolina State Board of Education,
6/5/97 (Appendix E).
Developing Candidate: The second of four performance levels used to rate a candidates proficiency on elements of the standards. Reflects a candidate with the skills
and knowledge of a student who has successfully completed some teacher education coursework. Such candidates have mastered important concepts and
demonstrated the ability to apply these to concrete problems, but in contexts of limited complexity (e.g., case study analysis, simulations, early field experiences,
etc.).
Diversity: Differences in the characteristics of people, places or things (e.g., age, race, ethnicity, culture, gender, education, learning styles, religion, and any other
ways in which differences occur).
Electronic Evidence: The artifacts or other materials that are used by the institution to support licensure candidates performance ratings and that are accessible by
the North Carolina State Board of Education for programmatic review.
Emerging Candidate: The first of four performance levels used to rate a candidates proficiency on elements of the standards. Reflects a candidate who is a new student
to the field of education. Such candidates are engaged in their baccalaureate, and perhaps teacher education, coursework. However, the Emerging Candidate
possesses only a limited or superficial knowledge and awareness of concepts associated with educational concepts.
Evaluator: The person or persons designated by an institution as responsible for overseeing and completing the summative evaluation of licensure candidates
performance.
Formative: Evaluation conducted during a program that produces information used primarily to make modifications and improvement; may be conducted as
often as necessary.
Literacy: (i) Age-appropriate knowledge (reading, writing, comprehension, skills) in any particular content area or field; (ii) ability to understand, communicate, and apply
principles associated with 21st Century Skills (e.g., financial, economic, business, and entrepreneurial literacy, civic literacy, information and media literacy,
and ICT literacy). See Framework for 21st Century Learning and Critical Elements for Creating 21st Century Skills.
North Carolina Standard Course of Study: The materials that establish competencies for each grade and high school course to ensure rigorous student academic
performance standards that are uniform across the state. Where this document is referenced in this manual and in the rubric, other state-approved standards (e.g.,
North Carolina Early Learning Standards, North Carolina Standards for Career and Vocational Technology, etc.) also apply.
Performance Descriptor: Discrete statements of specific competency that collectively reflect a performance level in the rubric.
Performance Element: A paragraph that describes in detail one constituent aspect of a performance standard. The rubric contains twenty-five performance
elements.
Performance Level: The label (e.g., Emergent Candidate, Developing Candidate, Proficient Candidate, and Accomplished Candidate) applied to each of four categories
used to rate a teacher candidates overall performance for a performance element in the rubric
Performance Standard: A statement reflecting a domain of professional practice against which educator performance is judged. The rubric contains five separate
performance standards.
Professional Learning Community (PLC): Describes a collegial group of administrators and school staff who are united in their commitment to student learning and who
work in an environment characterized by mutual cooperation, personal growth, and a synergy of efforts. In PLCs, school and district administrators share power and
authority by inviting staff input in decision making and by a sustained commitment to learning among staff about solutions to address students' needs.
Proficient Candidate: The third of four performance levels used to rate a candidates proficiency on elements of the standards. Reflects a candidate who has mastered
important concepts and demonstrated the ability to apply these concepts consistently in real-world contexts (e.g., internships). Such candidates have the knowledge and
skills to perform effectively. This is the minimum performance level required to be recommended for licensure.
Rubric: The instrument comprised of standards, elements and descriptors used to evaluate preservice school executive performance against the North Carolina
Professional Teaching Standards.
Special needs: Students with diverse abilities and disabilities who are not achieving optimal education outcomes. This may include students with identified
disabilities, students from culturally and linguistically diverse backgrounds, and students who are academically and intellectually gifted.
Summative: Evaluation conducted at the end of a program that leads to a concluding judgment about performance.
Works with others: Phrase used in some descriptors that indicates that a candidate has completed a task in collaboration with additional individuals such as a
cooperating teacher and/or program advisor.