Teacher Evaluation Process for Shelstead, Kaitlin Joann

Standard I: Teachers Demonstrate Leadership

Element Ia. Teachers lead in their classrooms.
Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from high school, are
globally competitive for work and postsecondary education, and are prepared for life in the 21st century. Teachers communicate this vision to
their students. Using a variety of data sources, they organize, plan, and set goals that meet the needs of the individual student and the class.
Teachers use various types of assessment data during the school year to evaluate student progress and to make adjustments to the teaching
and learning process. They establish a safe, orderly environment, and they create a culture that empowers students to collaborate and become
lifelong learners.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Understands how 1 ...and 0 ...and 0 ...and
they contribute to Takes Communicates to Encourages
students responsibility for students the vision students to take
graduating from the progress of of being prepared responsibility for
high school. students to ensure for life in the 21st their own learning.
that they graduate century.
1 Uses data to from high school. 0 ...and
understand the 0 ...and Uses classroom
skills and abilities 0 ...and Evaluates student assessment data
of students. Provides evidence progress using a to inform program
of data driven variety of planning.
instruction assessment data.
throughout all 0 ...and
classroom 0 ...and Empowers and
activities. Creates a encourages
classroom culture students to create
1 ...and that empowers and maintain a
Establishes a safe students to safe and
and orderly collaborate. supportive school
classroom. (Observation) and community
(Observation) environment.
(Observation)

Not Demonstrated
0 Not demonstrated.

Element Ib. Teachers demonstrate leadership in the school.

Teachers work collaboratively with school personnel to create a professional learning community. They analyze and use local, state, and national
data to develop goals and strategies in the school improvement plan that enhances student learning and teacher working conditions. Teachers
provide input in determining the school budget and in the selection of professional development that meets the needs of students and their
own professional growth. They participate in the hiring process and collaborate with their colleagues to mentor and support teachers to improve
the effectiveness of their departments or grade levels.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Attends 1 ...and 0 ...and 0 ...and
professional Participates in Assumes a Collaborates with
learning professional leadership role in colleagues to
community learning professional improve the
meetings. community. learning quality of learning
community. in the school.
1 Displays 0 ...and
awareness of the Participates in 0 ...and 0 ...and
goals of the school developing and/or Collaborates with Assumes a
improvement plan. implementing the school personnel leadership role in
school on school implementing
improvement plan. improvement school
activities. improvement plan
throughout the
building.

Page 1 of 15
 Not Demonstrated
0 Not demonstrated.

Element Ic. Teachers lead the teaching profession.

Teachers strive to improve the teaching profession. They contribute to the establishment of positive working conditions in their school. They
actively participate in and advocate for decision-making structures in education and government that take advantage of the expertise of
teachers. Teachers promote professional growth for all educators and collaborate with their colleagues to improve the profession.

Not Looked For Developing Proficient Accomplished Distinguished

1 Not looked for. 0 Has knowledge of 0 ...and 0 ...and 0 ...and
opportunities and Contributes to the Promotes positive Seeks
the need for improvement of working opportunities to
professional the profession relationships lead professional
growth and begins through through growth activities
to establish professional professional and decision-
relationships with growth. growth activities making processes.
colleagues. and collaboration.
0 ...and
Contributes to the
establishment of
positive working
relationships.
0 ...and
Contributes to the
school's decision-
making processes
as required.

Not Demonstrated
0 Not demonstrated.

Element Id. Teachers advocate for schools and students.

Teachers advocate for positive change in policies and practices affecting student learning. They participate in the implementation of initiatives to
improve the education of students.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Knows about the 1 ...and 0 ...and 0 ...and
policies and Supports positive Participates in Actively
practices affecting change in policies developing policies participates,
student learning. and Practices and practices to promotes, and
affecting student improve student provides strong
learning. learning. supporting
evidence for
implementation of
initiatives to
improve
education.

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 Not Demonstrated
0 Not demonstrated.

Element Ie. Teachers demonstrate high ethical standards.

Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachers uphold the Code of Ethics
for North Carolina Educators (effective June 1, 1997) and the Standards for Professional Conduct adopted April 1, 1998. (www.ncptsc.org)

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Understands the 1 ...and 0 ...and 0 ...and
importance of Demonstrates Knows and Models the tenets
ethical behavior as ethical behavior upholds the Code of the Code of
outlined in the through of Ethics for North Ethics for North
Code of Ethics for adherence to the Carolina Educators Carolina Educators
North Carolina Code of Ethics for and the Standards and the Standards
Educators and the North Carolina for Professional for Professional
Standards for Educators and the Conduct. Conduct and
Professional Standards for encourages others
Conduct. Professional to do the same.
Conduct.

Not Demonstrated
0 Not demonstrated.

Comments
King, Dana H.: The teacher shared information with students individually regarding the quality of the work associated with the up coming paper.The room seemed a bit chaotic.
There were books bags, purses, meals and food out throughout and the seating chart did not make a lot of sense to me. Let's talk about the process you used to create this
arrangement and what your idea of a work environment looks like. The teacher has the Wiseways key indicators displayed as well as the new ATL poster. The teacher gave
students voice and choice in their learning today even though a listening guide and time estimates could have been beneficial for students to self pace. Let's talk about more
effective ways to monitor cell phone usage throughout class.

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of

Students
Element IIa. Teachers provide an environment in which each child has a positive, nurturing relationship with
caring adults.
Observation
Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Appreciates and 1 ...and 0 ...and 0 ...and
understands the Establishes an Maintains a Encourages and
need to establish inviting, respectful, positive and advises others to
nurturing inclusive, flexible, nurturing learning provide a
relationships. and supportive environment. nurturing and
learning positive learning
environment. environment for all
students.

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 Not Demonstrated
0 Not demonstrated.

Element IIb. Teachers embrace diversity in the school community and in the world.
Observation
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 student's development and personality. Teachers strive to understand how a
student's culture and background may influence his or her school performance. Teachers consider and incorporate different points of view in
their instruction.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 0 Acknowledges that 0 ...and 0 ...and 0 ...and
diverse cultures Displays Uses materials or Promotes a deep
impact the world. knowledge of lessons that understanding of
diverse cultures, counteract cultures through
0 Demonstrates their histories, and stereotypes and the integration of
awareness of the their roles in acknowledges the culturally sensitive
diversity of shaping global contributions of all materials and
students in the issues. cultures. ideas throughout
classroom. the curriculum.
0 ...and 0 ...and
Acknowledges the Consistently 0 ...and
influence of race, incorporates Capitalizes on
ethnicity, gender, different points of diversity as an
religion, socio- view in instruction. asset in the
economics, and classroom.
culture on a
student's
development and
attitudes.

Not Demonstrated
1 Not demonstrated.
King, Dana H.: This class
was very small and very
diverse class. How do you
recognize these attributes in
the classroom? How was
your seating chart created?

Element IIc. Teachers treat students as individuals.

Observation
Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachers appreciate the
differences and value the contributions of each student in the learning environment by building positive, appropriate relationships.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Holds high 1 ...and 0 ...and 0 ...and
expectations of Communicates Encourages and Helps students
students. high expectations values hold high
for all students. contributions of expectations for
students, themselves and
regardless of of their peers.
background or
ability.

Page 4 of 15
 Not Demonstrated
0 Not demonstrated.

Element IId. Teachers adapt their teaching for the benefit of students with special needs.
Observation
Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through inclusion and other models of
effective practice, teachers engage students to ensure that their needs are met.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Recognizes that 0 ...and 0 ...and 0 ...and
students have a Collaborates with Understands the Anticipates the
variety of learning specialists who roles of and unique learning
needs. can support the collaborates with needs of students
special learning the full range of and solicits
1 Is knowledgeable needs of students. support specialists assistance from
of effective to help meet the within and outside
practices for 0 ...and special needs of all the school to
students with Provides unique students. address those
special needs. learning needs.
opportunities such 0 ...and
as inclusion and Effectively engages 0 ...and
research-based, special needs Adapts instruction
effective practices students in for the benefit of
for students with learning activities students with
special needs. and ensures their special needs and
unique learning helps colleagues
needs are met. do the same for
their students.

Not Demonstrated
0 Not demonstrated.

Element IIe. Teachers work collaboratively with the families and significant adults in the lives of their students.
Teachers recognize that educating children is a shared responsibility involving the school, parents or guardians, and the community. Teachers
improve communication and collaboration between the school and the home and community in order to promote trust and understanding and
build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural and economic obstacles that may
stand in the way of effective family and community involvement in the education of their students.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Responds to family 1 ...and 0 ...and 0 ...and
and community Communicates Recognizes Promotes trust and
concerns. and collaborates obstacles to family understanding
with the home and and community throughout the
community for the participation and school community.
benefit of conscientiously
students. seeks solutions to
overcome them.

Page 5 of 15
 Not Demonstrated
0 Not demonstrated.

Comments
King, Dana H.: Ms. Shelstead knew her students by name and spoke to them warmly. It is not clear of the students choose their own seats or not. The three white boys in the
room seemed to isolate themselves. Think about more intentional seating so that student can increase their abilities to understand students who are different from them, can
strengthen social ties, and improve communication skills. Ms. Shelstead gave all students an opportunity to meet with her individually although she allowed Mike's silliness to go
on too long and he became a distraction to the seriousness and focus of the class. How can you effectively address this?

Standard III: Teachers Know the Content They Teach

Element IIIa. Teachers align their instruction with the North Carolina Standard Course of Study.
Observation
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.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Demonstrates an 1 ...and 0 ...and 0 ...and
awareness of the Understands the Develops and Assists colleagues
North Carolina North Carolina applies strategies in applying such
Standard Course Standard Course based on the strategies in their
of Study and of Study and uses North Carolina classrooms.
references it in the it in preparation of Standard Course
preparation of lesson plans, and of Study and 0 Elementary: Makes
lesson plans. applies strategies standards necessary changes
to make the developed by to instructional
0 Elementary: Begins curriculum professional practice to
to integrate rigorous and organizations to improve student
literacy instruction relevant. make the learning.
in selected curriculum
lessons. 0 Elementary: balanced, rigorous 0 Secondary: Makes
Integrates effective necessary changes
1 Secondary:
and relevant. to instructional
literacy instruction
Recognizes the throughout the 0 Elementary:
practice to
importance of curriculum. Evaluates and improve student
integrating literacy reflects upon the learning.
strategies within 1 Secondary: effectiveness of
the content areas. Incorporates a literacy
wide variety of instruction.
literacy skills
within content 0 Secondary:
areas to enhance Evaluates and
learning. reflects upon the
effectiveness of
literacy instruction
within content
areas.

Not Demonstrated
0 Not demonstrated.

Page 6 of 15
Element IIIb. Teachers know the content appropriate to their teaching specialty.
Observation
Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond the content they are expected to
teach and by directing students' natural curiosity into an interest in learning. Elementary teachers have broad knowledge across disciplines.
Middle school and high school teachers have depth in one or more specific content areas or disciplines.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Demonstrates a 1 ...and 0 ...and 0 ...and
basic level of Demonstrates an Applies knowledge Extends knowledge
content knowledge appropriate level of subject beyond of subject beyond
in the teaching of content the content in content in their
specialty to which knowledge in the assigned teaching teaching specialty
assigned. teaching specialty specialty. and sparks
to which assigned. Motivates students students' curiosity
to investigate the for learning
content area to beyond the
expand their required course
knowledge and work.
satisfy their
natural curiosity.

Not Demonstrated
0 Not demonstrated.

Element IIIc. Teachers recognize the interconnectedness of content areas/disciplines.

Observation
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 Looked For Developing Proficient Accomplished Distinguished

1 Not looked for. 0 Understand the 0 ...and 0 ...and 0 ...and
links between Demonstrates Demonstrates Collaborates with
grade/subject and knowledge of links knowledge of the teachers from
the North Carolina between links and vertical other grades or
Standard Course grade/subject and alignment of the subject areas to
of Study. the North Carolina grade or subject establish links
Standard Course area and the North between
0 Displays global of Study. Carolina Standard disciplines and
awareness. Course of Study. influence school-
0 ...and Relates content to wide curriculum
Promotes global other disciplines. and teaching
awareness and its practice.
relevance to the 0 ...and
subjects. Integrates global 0 ...and
awareness Promotes global
activities awareness and its
throughout lesson relevance to all
plans and faculty members,
classroom influencing
instructional curriculum and
practices. teaching practices
throughout the
school.

Not Demonstrated
0 Not demonstrated.

Page 7 of 15
Element IIId. Teachers make instruction relevant to students.
Observation
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; health awareness; and environmental literacy.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Identifies 1 ...and 0 ...and 0 ...and
relationships Identifies Integrates core Deepens students'
between the North relationships content and 21st understandings of
Carolina Standard between the core century content 21st century skills
Course of Study content and 21st throughout lesson and helps them
and life in the 21st century content. plans and make their own
century. classroom connections and
instructional develop new skills.
practices.

Not Demonstrated
0 Not demonstrated.

Comments
King, Dana H.: The teacher has worked with her PLT to create and execute the Opposing Viewpoints Project. The students have been working on this project since early
November. It is recommended that the teacher start each lesson focusing her students on expectations for the day ("Clear your desks, put cell phones in bucket, let's review
standards and learning targets, the agenda, and the ATL". ) In this lesson, only the agenda was reviewed with the whole class. I checked NLF for element C , but had I looked for
this there was a missed opportunity to include/embed global awareness since the videos introduce Shakespeare. It is my hope that you circle back to this in your next class.
Thoughts? Students were expected to pace themselves, advocate for their learning needs, and make individual progress through the day's agenda. There were varying levels of
success. The cell phone misuse impeded progress. Think about creating a viewing guide to go along with the videos. There were varying levels of note-taking and could be
associated with being unclear what they were expected to know and take away from each video. Have you ever created a viewers guide before?

Standard IV: Teachers facilitate learning for their students

Element IVa. Teachers know the ways in which learning takes place, and they know the appropriate levels of
intellectual, physical, social, and emotional development of their students.
Observation
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.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Understands 0 ...and 0 ...and 0 ...and
developmental Understands Identifies Encourages and
levels of students developmental appropriate guides colleagues
and recognizes the levels of students developmental to adapt
need to and appropriately levels of students instruction to align
differentiate differentiates and consistently with students'
instruction. instruction. and appropriately developmental
differentiates levels.
1 ...and instruction.
Assesses 0 ...and
resources needed 0 ...and Stays abreast of
to address Reviews and uses current research
strengths and alternative about student
weaknesses of resources or learning and
students. adapts existing emerging
resources to take resources and
advantage of encourages the
student strengths school to adopt or
or address adapt them for the
weaknesses. benefit of all
students.

Page 8 of 15
 Not Demonstrated
0 Not demonstrated.

Element IVb. Teachers plan instruction appropriate for their students.

Observation
Teachers collaborate with their colleagues and use a variety of data sources for short- and long-range planning based on the North Carolina
Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They
understand that instructional plans must be consistently monitored and modified to enhance learning. Teachers make the curriculum
responsive to cultural differences and individual learning needs.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Recognizes data 1 ...and 0 ...and 0 ...and
sources important Uses a variety of Monitors student Monitors student
to planning data for short- and performance and performance and
instruction. long-range responds to responds to
planning of individual learning cultural diversity
instruction. needs in order to and learning
Monitors and engage students in needs through the
modifies learning. school
instructional plans improvement
to enhance process.
student learning.

Not Demonstrated
0 Not demonstrated.

Element IVc Teachers use a variety of instructional methods.

Observation
Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate
achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and
differentiated instruction.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Demonstrates 1 ...and 0 ...and 0 ...and
awareness of the Demonstrates Ensures the Stays abreast of
variety of methods awareness or use success of all emerging research
and materials of appropriate students through areas and new and
necessary to meet methods and the selection and innovative
the needs of all materials utilization of materials and
students. necessary to meet appropriate incorporates them
the needs of all methods and into lesson plans
students. materials. and instructional
strategies.

Not Demonstrated
0 Not demonstrated.

Page 9 of 15
Element IVd. Teachers integrate and utilize technology in their instruction.
Observation
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 Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Assesses effective 1 ...and 0 ...and 0 ...and
types of Demonstrates Integrates Provides evidence
technology to use knowledge of how technology with of student
for instruction. to utilize instruction to engagement in
technology in maximize student higher level
instruction. learning. thinking skills
through the
integration of
technology.

Not Demonstrated
0 Not demonstrated.

Element IVe. Teachers help students develop critical-thinking and problem-solving skills.
Observation
Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge, and draw conclusions.
They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve
problems.

Page 10 of 15
 Not Looked For Developing Proficient Accomplished Distinguished
0 Not looked for. 1 Understands the 1 ...and 0 ...and 0 ...and
importance of Demonstrates Teaches students Encourages and
developing knowledge of the processes assists teachers
students' critical processes needed needed to think throughout the
thinking and to support creatively and school to integrate
problem-solving students in critically. critical thinking
skills. acquiring critical and problem
thinking skills and 0 ...and solving skills into
problem-solving Teaches students their instructional
skills. the processes practices.
needed to develop
and test innovative
ideas.
0 ...and
Teaches students
the processes
needed to
synthesize
knowledge.
0 ...and
Teaches students
the processes
needed to draw
conclusions.
0 ...and
Teaches students
the processes
needed to exercise
and communicate
sound reasoning.
0 ...and
Teaches students
the processes
needed to
understand
connections.
0 ...and
Teaches students
the processes
needed to make
complex choices.
0 ...and
Teaches students
the processes
needed to frame,
analyze and solve
problems.

Not Demonstrated
0 Not demonstrated.

Element IVf. Teachers help students work in teams and develop leadership qualities.
Observation
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.

Page 11 of 15
 Not Looked For Developing Proficient Accomplished Distinguished
0 Not looked for. 0 Provides 0 ...and 0 ...and 0 ...and
opportunities for Organizes student Encourages Fosters the
cooperation, learning teams for students to create development of
collaboration, and the purpose of and manage student leadership
leadership developing learning teams. and teamwork
through student cooperation, skills to be used
learning teams. collaboration, and beyond the
student classroom.
leadership.

Not Demonstrated
1 Not demonstrated.
King, Dana H.: Thought the
students were seated in
groups, during this lesson
the students were to work
by themselves.

Element IVg. Teachers communicate effectively.

Observation
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.

Not Looked For Developing Proficient Accomplished Distinguished

0 Not looked for. 1 Demonstrates the 1 ...and 0 ...and 0 ...and
ability to Uses a variety of Creates a variety of Anticipates
effectively methods for methods to possible student
communicate with communication communicate with misunderstandings
students. with all students. all students. and proactively
develops teaching
1 Provides 1 ...and 0 ...and techniques to
opportunities for Consistently Establishes mitigate concerns.
students to encourages and classroom
articulate thoughts supports students practices which 0 ...and
and ideas. to articulate encourage all Establishes school-
thoughts and students to wide and grade
ideas clearly and develop effective appropriate
effectively. communication vehicles to
skills. encourage
students
throughout the
school to develop
effective
communication
skills.

Not Demonstrated
0 Not demonstrated.

Element IVh. Teachers use a variety of methods to assess what each student has learned.
Observation
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.

Page 12 of 15
 Not Looked For Developing Proficient Accomplished Distinguished
0 Not looked for. 1 Uses indicators to 1 ...and 0 ...and 0 ...and
monitor and Uses multiple Uses the Teaches students
evaluate student indicators, both information gained and encourages
progress. formative and from the them to use peer
summative, to assessment and self-
1 Assesses students monitor and activities to assessment
in the attainment evaluate student improve teaching feedback to assess
of 21st century progress and to practice and their own learning.
knowledge, skills, inform instruction. student learning.
and dispositions. 0 ...and
1 ...and 0 ...and Encourages and
Provides evidence Provides guides colleagues
that students opportunities for to assess 21st
attain 21st century students to assess century skills,
knowledge, skills themselves and knowledge, and
and dispositions. others. dispositions and to
use the
assessment
information to
adjust their
instructional
practice.

Not Demonstrated
0 Not demonstrated.

Comments
King, Dana H.: Ms. Shelstead seems to know her students. She allowed each student to decide if they needed a conference with her or not. She was able to meet with
approximately seven students during the class period today. During this conference she offered tips and ideas to improve their papers. No student seemed to struggle with the
material or expectations today but several struggled with motivation. Think about using guided viewing notes and a visible timer during each aspect of the lesson. This can help
students know what you are looking for from the videos and can help students better pace themselves throughout the period. The teacher announced that in today's' lesson
students would not be working with one another. Think about changing seating arrangements on these days so that students have a more appropriate work space and so that
you can better monitor their progress. I have an idea to share with you during our post conference.

Standard V: Teachers Reflect on Their Practice

Element Va. Teachers analyze student learning.
Teachers think systematically and critically about student learning in their classrooms and schools: why learning happens and what can be done
to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt
their practice based on research and data to best meet the needs of students.

Not Looked For Developing Proficient Accomplished Distinguished

1 Not looked for. 0 Recognizes the 0 ...and 0 ...and 0 ...and
need to improve Provides ideas Thinks Provides a detailed
student learning in about what can be systematically and analysis about
the classroom. done to improve critically about what can be done
student learning in learning in the to improve student
the classroom. classroom: why learning and uses
learning happens such analyses to
and what can be adapt instructional
done to improve practices and
student materials within
achievement. the classroom and
at the school level.

Page 13 of 15
 Not Demonstrated
0 Not demonstrated.

Element Vb. Teachers link professional growth to their professional goals.

Teachers participate in continued, high-quality professional development that reflects a global view of educational practices; includes 21st
century skills and knowledge; aligns with the State Board of Education priorities; and meets the needs of students and their own professional
growth.

Not Looked For Developing Proficient Accomplished Distinguished

1 Not looked for. 0 Understands the 0 ...and 0 ...and 0 ...and
importance of Participates in Participates in Applies and
professional professional professional implements
development. development development knowledge and
aligned with activities aligned skills attained from
professional goals. with goals and professional
student needs. development
consistent with its
intent.

Not Demonstrated
0 Not demonstrated.

Element Vc. Teachers function effectively in a complex, dynamic environment.

Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning. They adapt
their practice based on research and data to best meet the needs of their students.

Not Looked For Developing Proficient Accomplished Distinguished

1 Not looked for. 0 Is knowledgeable 0 ...and 0 ...and 0 ...and
of current Considers and Actively Adapts
research-based uses a variety of investigates and professional
approaches to research-based considers practice based on
teaching and approaches to alternative, data and evaluates
learning. improve teaching research-based impact on student
and learning. approaches to learning.
improve teaching
and learning and
uses such
approaches
appropriately.

Not Demonstrated
0 Not demonstrated.

Comments

Page 14 of 15
Page 15 of 15