3

noLes for CbservaLlon # 1:

9:30 - S1 began lesson my asklng Ss whlch beverage Lhey llked beLLer - waLer or [ulce.S1 called on each S and used Lally marks Lo dlsplay daLa - S1 uLlllzed
Lerm daLa" very well wlLh Ss - good use of Lhls work and helplng Ss become famlllar (and noL scared wlLh Lhls word)
9:33 - S1 had Lwo Ss sLand back Lo back ln fronL of class - S1 led class Lhrough dlscusslon of whlch S was Laller - conLlnued frequenL quesLlonlng of Ss
9:38 - S1 LranslLloned Lo SMA81 board where Lwo flsh were dlsplayed, S1 sLarLlng uslng vlrLual blocks Lo deLermlne Lhe lengLh of Lhe flsh - S1 purposely dld
noL place vlrLual blocks approprlaLely on Lhe flrsL flsh - good lnsLrucLlonal sLraLegy, as S1 led dlscusslon as Lo whaL was wrong and how Lo correcL lL. - S1
Lhen prompLed Ss LhaL she was golng Lo allow Lhe S who was behavlng Lhe besL Lo come Lo Lhe SMA81 board Lo parLlclpaLe ln deLermlnlng Lhe lengLh of Lhe
second flsh - agaln, good lnsLrucLlonal sLraLegy! - 10:02 - S1 Lhen LranslLloned Lo anoLher problem on Lhe SMA81 board - S1 read Lhrough word problem ln
depLh before dlscusslng sLraLegles - Lhls was greaL! 10:09 - S1 called class LogeLher and re-read Lhe problem - S1 clrculaLlng wlLh small groups and
encouraglng Lhem Lo use blocks and answerlng quesLlons - 10:17 - revlewed second word problem - 10:19 - SLarLed Lhlrd word problem - 10:32 - S1
LranslLloned Lo havlng Ss measure flsh


SuggesLlons / leedback:
Cood uLlllzaLlon of Lhe formaLlve assessmenL 1humbs up" - plck on some Ss Lo defend Lhelr Lhumbs up" so Lhey wlll know noL [usL" Lo glve you a
Lhumbs up
l especlally llked how you connecLed Lhe SMA81 board word problem revlew Lo Lhe work Lhe Ss would be compleLlng from Lhelr workbooks - greaL
LhaL Ss could see Lhe connecLlon
Make sure you have Lhe Ss full aLLenLlon whlle glvlng lmporLanL dlrecLlons / revlewlng problem lnformaLlon
Pow could your classroom managemenL sLraLegles be LlghLened" so your !"#$%&!&'$% can go more smooLhly and you can geL (and hold) Lhe
aLLenLlon of your Ss ln a more efflclenL manner?
Many of Lhe Ss ln Lhe back of Lhe room are noL paylng aLLenLlon Lo you.

4


noLes for CbservaLlon # 2:
8:19 - lnLroduced Lhe readlng workshop - 8:21 - sLarLed readlng book 8:23 - Lold Ss Lo use sLlcky noLes Lo flag new words ln Lhelr readlng - 8:23 - ask Ss Lo
glve a Lhumbs up lf Lhey undersLand Lhelr asslgnmenL - 8:24 - Lold Ss Lo move qulckly and quleLly Lo group and have Ss sLay seaLed lf Lhey need addlLlonal
help - 8:23 - Lold Ss Lo be seaLed ln Lhelr spoLs - Llmer was sLarLed on Lhe SmarLboard (wlLh Class uo[o) 8:27 - sLarLed guldlng readlng group - 8:30 - S1
sLarLed uslng flashcards for word revlew - 8:31 - lnLroduced new book - 8:40 - dlsmlssed flrsL group - called Lhe second group Lo Lhe Lable - lmmedlaLely
sLarLed worklng (qulck LranslLlon) - 8:43 - SLarLed worklng wlLh new group on rhymlng skllls wlLh cards - 8:46 - LranslLloned Lo wrlLlng words on Lhe whlLe
board and asklng Ss whaL ls ln common for Lhese words

SuggesLlons / leedback:
Loved LhaL you lnLroduced Lhe class as readers"
1he speech" you gave aL Lhe beglnnlng was awesome!!! 1he way you descrlbed new words was awesome! 1hls gave klds confldence!
CreaL remlnder of readlng sLraLegles!
C8LA1 sLraLegy ln havlng Ss sLay back lf Lhey needed addlLlonal explanaLlon
Cood [ob wlLh Lhe openlng acLlvlLy for your small group Llme
Culckly remlnded S abouL Lhe posslblllLy of Laklng uo[o polnLs away
ConLlnue Lo work on classroom managemenL skllls - very proud of progresslon slnce flrsL observaLlon
Cood [ob wlLh relaLlng readlng sLraLegles Lo Lhe LexL - good [ob wlLh Lhe emphasls on connecLlons whlle readlng
1hank you for movlng Lhe one S closer Lo you when you noLlced he was noL on Lask
uS conferenced wlLh C1 - C1 advlsed lL was accepLable for S1 Lo scale lesson plans !"#!$% '() )!*+,-. *-+ /),%,-..
3

noLes for CbservaLlon # 3a:
12:40 - S1 swlLchlng Ss seaLs - 12:43 - S1 opens a SMA81 board acLlvlLy where Ss sLarLed wlLh a number and had Lo arrlve aL anoLher number - S1 led Ss ln
choral counLlng unLll Ss arrlved aL new number 12:33 - S1 conLlnulng Lo have Ss come Lo SMA81 board Lo flnd dlfferenL addends Lo equal 10 - 12:33 - S1
revlewlng Lhe Lask Lhe Ss were golng Lo be compleLlng - 12:37 - S1 dlsLrlbuLed cards Lo groups of sLudenLs - 1:03 - S1 announced for Ss Lo wrlLe down Lhelr
word sorLs on paper - 1:09 - groups wlll worklng - 1:14 - S1 announced for Ss Lo sLop acLlvlLy and swlLch Lo anoLher acLlvlLy - 1:16 - S1 LranslLloned Lo
sLorles abouL 10 - 1:17 -S1 announces Lo Ss Lhey are noL focused - asks Ss Lo Lake a deep breaLh - 1:23 - S1 LranslLlons Lo wrlLlng varlous number senLences
LhaL equal 10 on Lhe board - 1:26 - S1 LranslLloned Ss Lo worksheeL - pg. 3 - 1:33 - Ss LranslLloned Lo maLh cenLers - 1:49 - S1 wenL Lo Lhe group wlLh Lhe
clocks and had Lhem swlLch acLlvlLles because of Lhelr behavlor


SuggesLlons / leedback:
Classroom managemenL - durlng Loday's observaLlon, lL seems as Lhough your awareness of Ss who are off Lask qulckly reallzed - sLlll work Lo
lmprove classroom managemenL
ConLlnue Lo uLlllze Class uo[o Lo help Ss sLay on Lask
Croup ln back seems Lo need some dlfferenLlaLlon - whaL oLher acLlvlLles would have been helpful for Lhose Ss?
3-2-1.Lalklng's done.eyes on me" 1hank you for repeaLlng Lhls unLll Ss responded.
Cood [ob wlLh worklng lndlvldually wlLh Lhe S wlLh flndlng maLchlng cards (Lhlnklng on your feeL)
1hank you for sLaylng poslLlve wlLh Ss!!! (Lspeclally wlLh group Lo my lefL)
1:30 - flrsL warnlng Lo Lake away Class uo[o's
Lesson plan are [usL a gulde.freedom Lo ad[usL
6


noLes for CbservaLlon # 3b:
8roughL closure Lo Lhe snack Llme - would lL have been helpful Lo have a S brlng around a Lrash can lnsLead of havlng Ss lndlvldually go Lo Lrash can?
Ss have supplles before class beglns?
3-2-1.eyes on me." make sure you conLlnue Lold Ss Lo Lhls
uo[o polnLs.lad ln hand.
aclng brlsker
uL maLerlals ln one plle ln mlddle of desks?
Cood [ob wlLh showlng relaLlonshlps of number senLences
Cood lnLroducLlon of maLh games
Clean-up roboL was hllarlous!
noLlceable lmprovemenL Loday - conLlnue Lo work on LranslLlonal Llmes

7


noLes for CbservaLlon # 4:
12:40 - S1 announced for Ss Lo geL Lhelr snacks ouL -
12:43 - S1 8evlewed Lhe maLh pep Lalk" - Ss aware of expecLaLlons for class - 12:44 - SLarLed backwards counLed - 12:48 - S1 sLarLed revlewlng
lnsLrucLlons / expecLaLlons for Lhe assessmenL - 12:33 - S1 clrculaLlng room - 12:37 - eyes back on me" - 1:02 - Ss worklng on nexL problem - 1:09 - S1
collecLlng LesL from Ss - 1:10: S1 announces LhaL Ss are golng Lo play some maLh games - 1:13 - Ss sLarLed wlLh games - 1:23 - S1 sLarLed clean up song

SuggesLlons / leedback:
1he 30 seconds you lnvesLed aL Lhe beglnnlng of Lhe class allowed Lhe Ss Lo undersLand Lhelr expecLaLlons for Lhe class - l appreclaLe how you
allowed Ss Lo have a vlsual of Lhelr Classuo[o -
very qulck response Lo Ss behavlors Loday aL beglnnlng.Lhen.
lad ln your hand - why were you noL Lalklng away / addlng uo[o's
Cood [ob wlLh eye slgnals, monlLorlng aL beglnnlng
uurlng backward counLlng, you sLopped Lhe class and re-dlrecLed = poslLlve ouLcome
uld Lhe snacks for Loday dlsLracL from Lhe LesL revlew Loday? Should Lhe LranslLlon Lo Lhe LesL occurred afLer Lhe snacks were gone?
Cne chlld ln back dld noL puL snack away - acLually eaLlng snack wlLh pencll.-
enclls were a dlsLracLlon Loday.
Pow could you beLLer ensure Ss are sLaylng on Lask whlle worklng wlLh maLh games? Would a pep Lalk" be beneflclal here?
Pow do you know whaL Lhe sLudenLs know?
8


noLes for CbservaLlon # 3:
12:36 - S1 announces 3 more mlnuLes of snack Llme remalnlng - 12:39 - C1 announces Lo Ss Lhey have one mlnuLe of snack Llme remalnlng - lnforms SS
Lhey musL puL Lrash ln Lrash can when S1 passes - 12:40 - l need Lo see everyLhlng off my desk by Lhe Llme l geL Lo 0." 12:41: LeL's geL sLarLed durlng
maLh" - 12:41 - S1 movlng Ss Lo dlfferenL seaLs - WhaL ls our number one rule?" - 0( -(% %*12 /3!- 4 *5 %*12,-. - WhaL ls anoLher rule?" -(% %( .!% (6% ('
7!*%78 12:44 - awarded uo[o - 12:43 - you should have your cards ouL and looklng aL me.3.4.3.2.1." eyes up here." 12:46 - S1 used doc camera Lo
show vlsual - covered - Lhen revealed agaln - 12:48 - asklng Ss Pow do you know?" - 12:30 - Arlel.walLlng on your eyes. 12:33 - anoLher example
glven - S1 asks. Pow do you know?" 12:33 - Peads up.leeL on Lhe lloor." 12:37 - S1 glves Ss a challenge problem - WhaL happened Lo engagemenL
here??? - 12:38 - l know you are ready when your heads are down - 1:04 - S1 LranslLloned class Lhe l have.who has?" Came -



SuggesLlons / leedback:
Class seemed Lo be calmer durlng beglnnlng of class - noLlceable dlfference!
Whlch one of my maLhemaLlclans?
Look aL me.
("'#)!&*+ *%- "+#)!&*+
Make sure exLra Len frames are removed Lo mlnlmlze mlsconcepLlons
Level of quesLlonlng Lo sLudenLs lncreased, level of accounLablllLy lncreased
SC1 Cn wlLh noLlclng sLudenLs were off-Lask!!! ./012 345 wlLh calllng ouL sLudenLs by name!
keep up Lhe greaL work wlLh 9(/ +( :(6 2-(/;"
1hank you for Lhe lncreased enLhuslasm!
Could you have had Ss make a menLal noLe of Lhe number belng descrlbed?
9
Monday, April 7, 2014

1:00 ST reviewing patterns of alternating colors 1:07 ST instructed Ss to take out daybooks 1:10 ST announced to Ss again that
Dojo points will be taken away / rewarded for behavior 1:15 Ss continuing to work on patterns ST introduced a different pattern
used timer to manage time 1:23 ST told Ss to put up daybook and bring out white folder, page 5 1:26 pattern discussion continuing
1:37 ST brought class together to remind them they would pick up here on Wednesday -


Suggestions / Feedback:
eyes on me multiple times 1:07 Dojo taken
Should Ss have taken out daybooks previously?
What did you do to show Ss the relevancy of the instruction?
Make sure turn and talk is managed Ss quickly became off task at this point of the lesson.
Crayon color seemed to be an issue could students have just written the first letter of the color?
Management of Ss (outside of those directly working with you) still seems to be an issue
The strategy of interviewing a Ss was great!
Instead of putting head down, should you have had Ss write their name on their paper, then put pencil down? Only a few Ss put their
heads down
Thank you for taking some anecdotal notes todaybut dont let it be an afterthought
Challenges ready today but Ss quickly required additional information/direction from ST.















10


Monday, April 14, 2014
1:03 We are going to get started with math no pencils in hand go ahead put pencils in middle bucket lets review math monster
what are we trying to get the math monster to do? Say the math rules with me so we can help the math monster 1:18 Transition
from the beginning of the lesson to the new material of the lesson led Ss through the I can statements 1:24 ST started to distribute
games to Ss 1:29 stopped class to review CHAMPS plan




Feedback / Suggestions:
***WOW! Increased enthusiasm! = increased enthusiasm from students!
* Beginning of math lesson established success for students
* Give me those eyes so I know you can see me
* Student Interview - multiple timeshow do you know?
* Preston
* Increased ability to multi-manage corrected Ss quickly reverted back to MM
* Plan ready for Ss who finished early
* Good job of circulating while Ss working in small groups to document progress
* When students became off-task, you reviewed the CHAMPS plan this helped to get Ss back on track
* I appreciate the way you maintained instruction throughout snack
* Be careful of assuming students are correct when they tell you they are finished.











11
Thursday, April 17, 2014
12:52 ST reviewing the CHAMPS plan clear explanation of rules and expectations for class 12:55 Get out daybooks 5-4-3-2-1
look at time on board and write down in daybook 12:56 hocus pocus who can tell me what time this is? I hear people talking this
is not a good way for our math monster to get a sticker ST asks a Ss to read time S responds they do not know how to say the word ST
reminds S about the saying for when minute hand is on 0 good job of re-directing Ss and helping them discover the answer 1:00 ST
changes time on SMART board Ss respond with incorrect time ST again asks probing questions to help Ss with answer 1:06 pencils
down1:07 ST asks Ss to write down pattern ideas in their daybook 1:08 ST asks Ss to share ways the two patterns are similar 1:09
ST asks Ss to write down two ways patterns are different 1:12 ST asks Ss to write down pattern in daybook 1:25 ST instructs Ss to
put away daybooks eyes on me I want you to show off your knowledge write your name and put your pencil back on the table -



Suggestions / Feedback:

Data?

Thank you for maintaining a high level of enthusiasm. HUGE change!

Significant improvement with attentiveness to off-task behavior

CT noticed issue with the hour hand how could this have been handled better? Was this misconception thought about in the lesson
planning process?

1:13 great representation of classroom controlyou held Ss to a standardmaintain this practice!










12
Standard 1: Teachers demonstrate leadership
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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
year to evaluate student progress and to make adjustments to the teaching and learning process. They establish a safe, orderly environment, and create a culture that empowers students to
collaborate and become lifelong learners.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required) Acknowledges the importance of
high school graduation for
students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Identifies the types of data that
are commonly available to and
used in schools.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5



A
N
D

Demonstrates how teachers contribute
to students progress toward high
school graduation by following the
North Carolina Standard Course of
Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Uses data to identify the skills and
abilities of students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Describes the characteristics and
importance of a safe and orderly
classroom environment.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Understands positive management
of student behavior, including
strategies of conflict resolution and
anger management, effective
communication for defusing and
deescalating disruptive or
dangerous behavior, and safe and
appropriate use of seclusion and
restraint.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Evaluates the progress of students toward
high school graduation using a variety of
assessment data measuring goals of the
North Carolina Standard Course of Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Draws on appropriate data to
develop classroom and
instructional plans.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Maintains a safe and orderly
classroom that facilitates student
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Uses positive management of student
behavior, including strategies of conflict
resolution and anger management,
effective communication for defusing
and deescalating disruptive or dangerous
behavior, and safe and appropriate
seclusion and restraint.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Takes responsibility for student
progress toward high school
graduation by aligning instruction and
assessment with the North Carolina
Standard Course of Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


Maintains or supports a
classroom culture that
empowers students to
collaborate and become
lifelong learners.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5






!


!




!


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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
Recognizes opportunities
for involvement in
professional learning
activities.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


A
N
D

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

A
N
D

Engages in collaborative and
collegial professional learning
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

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

A
N
D

Participates in professional
learning community (PLC)
activities.
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





14
O
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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
Recognizes the
responsibility of teachers for
professional improvement
and support.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Recognizes the need and
identifies opportunities for
professional growth.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Participates in professional
development and growth activities.
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

A
N
D

Seeks additional opportunities
for professional development and
growth.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


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




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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)

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

A
N
D

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

A
N
D

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

A
N
D

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





13




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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).

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)
Recognizes the need for
ethical professional
behavior.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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

A
N
D

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

A
N
D

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.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5




Comments for Standard One (include dates): 1-28-14 - ST has had a strong start to her student teaching experience - continue to work on transitions within lessons and make
sure your classroom management strategies are allowing you to fully maximize time on task
2-11-14: ST has begun to work on classroom management skills so all students can be on task throughout lesson - since the last observation, the ST has attended some PD and
begun working on here PDP plan. Continue to refine your classroom management skills so Ss can be re-directed quickly
2-25-14: Classroom Management continues to be an area where ST needs to develop - make sure you have command and control of the class beofre transitioning or introducing
another activity 3-5-14: improvement made - continue to refine transitional times





















16




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

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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)

!
Articulates the importance
of appropriate and caring learning
environments for
children.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Recognizes and can explain
aspects of a respectful and effective
learning environment.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Maintains a positive and nurturing
learning environment.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5



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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
17
!


!



Acknowledges that diverse
cultures impact the world.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


Identifies the range and aspects of
diversity of students in the
classroom.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Displays knowledge of diverse
cultures, their histories, and
their roles in shaping global
issues.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


Acknowledges the influence of all
aspects of diversity on students
development and attitudes.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Appropriately uses materials or
lessons that counteract stereotypes and
acknowledges the contributions of all
cultures.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Incorporates different points of view
in instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Understands the influence of
diversity and plans instruction
accordingly.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Consistently integrates
culturally relevant and/or
sensitive materials and ideas
throughout the curriculum.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


Builds on diversity as an asset in
the classroom.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5



18
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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)


Articulates the need to treat
students as individuals.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Encourages and values
individual student
contributions, regardless of
background or ability.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Maintains a learning environment
that conveys high expectations of
every student.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Enhances a learning
environment that meets the
needs of individual students.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5



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2d. Teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support specialists to help meet the special needs of all students. Through
inclusion and other models of effective practice, teachers engage students to ensure that their needs are met.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)

!


!
Recognizes that students
have individual learning
needs.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Understands resources and
strategies that can provide
assistance in meeting the
special learning needs of
individual students.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Cooperates with specialists and
uses resources to support the
special learning needs of all
students.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Uses research-verified strategies to
provide effective learning
activities for students with special
needs.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Coordinates and collaborates
with the full range of support
specialists and resources to
help meet the special needs of
all students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


Effectively engages special needs
students in learning activities and
ensures their unique learning
needs are met.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5



19



Comments for Standard II (include dates): 1-28-14: ST has developed a good rapport with her Ss. Each child is given an equal opportunity to be succesful.
2-11-14 - ST coneinues to treat each S with respect, rapport with Ss continues to be strong - even though one S during the small group instruction did not star on task,
the ST quickly realized this and, at the conclusion of the small group time, the ST asked the S to stay back and had an individual conference with the S
2-25-14: As stated in standard one, classroom management needs to be addressed further do learning environment can be strengthened for all students - 3-5-14:
Continue to integrate differentiation strategies - this will help with certain S behaviors






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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

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
Recognizes factors that can
diminish or enhance
involvement by parents,
guardians, and the
community in schools.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Understands strategies for
enhancing communication
between home and school and
for engaging parents,
guardians, and community
members in schools.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Seeks and implements
solutions to overcome obstacles to
participation of families and
communities.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5



20

Standard 3: Teachers know the content they teach

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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

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)

!


!
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

A
N
D

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

A
N
D

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

A
N
D

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


21
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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
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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)

!


!
Successfully completes
general education
coursework across the
required range of
disciplines.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
A
N
D

Demonstrates a basic level of
content knowledge in the
teaching specialty.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates an appropriate level
of content knowledge in the
teaching specialty.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


Encourages students to investigate the
content area to expand their knowledge
and satisfy their natural curiosity.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates extensive
knowledge of content in the
teaching specialty.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


Prompts students curiosity for
learning beyond the required
coursework.

Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


22
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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
!


!
Recognizes the importance of
interdisciplinary learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Understands the importance of
global awareness for students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Articulates the links between
grade/subject and the North
Carolina Standard Course of
Study.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Displays global awareness.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates knowledge of links
between grade/subject and the
North Carolina Standard Course of
Study by relating content to other
disciplines.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Relates global awareness to the
subject.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Integrates the links and the
vertical alignment of the grade or
subject area and the North
Carolina Standard Course of
Study. Effectively and broadly
relates content to other disciplines.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


Integrates global awareness
activities throughout lesson plans
and classroom instructional
practices.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5





23

Comments for Standard III (include dates): 1-28-14- Continue to articulate the "links" between different subject areas (integration)
2-11-14 - ST continues to develop lesson plans that are strongly realted to the NCSCOS - continue developing Ss' curiosity/relevance for your instruction - good job today
with relating the small group to birthday parts - good job today with implementing the phrase "Good readers"
2-25-14: Continue to work to strengthen relevancy with math instruction









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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)

!
Recognizes the relationship
between the North Carolina
Standard Course of Study and life
in the 21st century.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Identifies 21
st
century skills and
content as specified in the
Framework for 21
st
Century
Learning and Critical Elements for
21
st
Century Skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Identifies relationships between the
North Carolina Standard Course of
Study and life in the 21st century.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5
Demonstrates understanding of
21
st
century skills and content as
specified in the Framework
for 21
st
Century Learning and
Critical Elements for 21
st

Century Skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Integrates 21st century skills and
content in instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Consistently integrates 21st
century skills and content
throughout classroom
instruction and assessment.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


24

Standard 4: Teachers facilitate learning for their students

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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

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
!



!
Understands the developmental
levels of students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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

A
N
D

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

A
N
D

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


23
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4b. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for short
and long range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand
that instructional plans must be consistently monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural differences and individual learning needs.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)



!
Recognizes data sources
important to planning
instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses a variety of data for short- and
long-range planning of instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

Monitors and modifies
instructional plans to enhance
student learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Collaborates with colleagues to
monitor student performance and
make instruction responsive to cultural
differences and individual learning
needs.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Works collaboratively with
other school staff to develop or
maintain a culturally and
developmentally supportive school
environment.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


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4c. Teachers use a variety of instructional methods. Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps.
Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)

!
Understands a range of methods
and materials that can be
applied in the classroom.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates awareness of the
variety of methods and materials
necessary to meet the
needs of all students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses a variety of appropriate
methods and materials to meet the
needs of all students.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Consistently enables the
success of all students through the
selection and use of
appropriate methods and
materials.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5




26
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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)

!
Demonstrates knowledge of
methods for utilizing
technology in instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Assesses effective types of
technology to use for
instruction.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Integrates technology with
instruction to maximize students
learning..
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Engages students in higher
level thinking through the
integration of technology.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


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4e. Teachers help students develop critical-thinking and problem-solving skills. Teachers encourage students to ask questions; think creatively; develop and test innovative ideas; synthesize knowledge
and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and
frame, analyze, and solve problems.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)

!
Demonstrates an understanding
of the importance of developing
students critical-thinking and
problem-solving skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates knowledge of
processes needed to support
students in acquiring critical-
thinking and problem-solving
skills.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Integrates specific instruction that
helps students develop the ability to
apply processes and strategies
for critical thinking and problem
solving.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Creates or maintains instruction
that consistently engages
students in the processes of
critical thinking and problem
solving in meaningful contexts.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


27
































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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)

!
Recognizes the need to
encourage the development of
cooperation, collaboration, and
student leadership.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Demonstrates awareness of
multiple approaches or strategies
for developing and supporting
student learning teams.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Organizes student learning teams
for the purpose of developing
cooperation, collaboration, and
student leadership.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Encourages students to create
and manage learning teams.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


28
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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

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
!


!
Communicates effectively both
orally and in writing.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


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

A
N
D

Demonstrates the ability to
communicate effectively with
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

A
N
D

Uses a variety of methods to
communicate effectively with all
students.
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

A
N
D

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


29

Comments for Standard IV (include dates): 1-28-14 - Continue to ask Ss questions that will enable/require them to think critically - make sure your management of
learning groups ensure all Ss (in all locations of room) the ability to be successful.
2-11-14: Continue to develop Ss' critical thinking skills, continue your work with assessing/integrating technology, good job today with implementing a variety of
instructional practices
2-25-14: Continue to work on management of student teams, so learning is strengthened when Ss work together (Today, a lot of distraction occurred as Ss were working
togethercontinue to work on asking qustions / creating activities that inspire critical thinking 3-5-14: improvement noted, continue to work on transitional times
















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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

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)

!


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

A
N
D

Interprets data on student
progress accurately and can draw
appropriate conclusions.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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


Provides evidence that students
attain 21st century knowledge,
skills and dispositions.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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


Provides opportunities for
students to assess themselves
and others.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5


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Standard 5: Teachers reflect on their practice

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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
Recognizes multiple sources of
information on students
learning and performance.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Identifies data sources to
improve students learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

Uses data to provide ideas about
what can be done to improve
students learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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


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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
Acknowledges the importance
of ongoing professional
development.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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

A
N
D

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

A
N
D

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


32
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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.

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate
Not Demonstrated
(Comment Required)
Acknowledges the importance
of using research-verified
approaches to teaching and
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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

A
N
D

Uses a variety of research-verified
approaches to improve teaching and
learning.
Observation 1
Observation 2
Observation 3
Observation 4
Observation 5

A
N
D

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



Comments for Standard V (Include dates): 1-28-14: Continue to reflect on your teaching practices
2-11-14: Today's observation demonstrated the ST's ability to function in a diverse environment - several things were occuring at the same time in the classroom and the
ST did a great job with monitoring her small group and keeping an awareness of the whole classroom
2-25-14: ST continues to reflect and collabporate in order to increase her proficiency on all standards