Beruflich Dokumente
Kultur Dokumente
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Comments
Ventura, Maria Julieta: Ms. Shelstead is clear with students on the issue of cell phone use. She instructs students to put their cell phones away when they return from lunch. Two
students are late coming back from lunch. How is this addressed? The teacher asks a series of open-ended questions to get students to analyze the podcast as a text. The
questions probe thinking and get a number of students to contribute insightful reflections. At times the questions are whole group questions and only those who feel like
answering chime in. Let's think of strategies to use here to make sure participation is not just invitational.
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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.
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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.
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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.
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Comments
Ventura, Maria Julieta: After lunch, Ms. Shelstead greets students as they come in. She is enthusiastic and the students respond in kind. It is evident that the materials that are
used as part of this lesson are culturally relevant. Students read the text "How It Feels to Be Colored Me." The text has been simplified for one of the students who is classified
as LEP.
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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.
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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.
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Comments
Ventura, Maria Julieta: Students use a variety of reading strategies such as pre and post-reading questions, text sets, questions stems, numbered heads, the ACE protocol and
an exit ticket summary that is pre-filled.
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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.
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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.
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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.
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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.
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Not Looked For Developing Proficient Accomplished Distinguished
0 Not looked for. 1 Provides 1 ...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.
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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.
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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
0 ...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.
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Comments
Ventura, Maria Julieta: Students read the text "How It Feels to Be Colored Me." The text has been simplified for one of the students who is classified as LEP. During the lesson,
students watch a podcast that relates to the reading. The teacher uses a series of discussion questions to help student listen purposefully. After the podcast, the questions are
used to help focus the discussion. Some students are more engaged than others. Let's brainstorm strategies we can use to ensure all students are participating in the pre and
post view discussion. The teacher groups students strategically to ensure the pairs work well during the ACE protocol. Students answer questions from the main idea and
author's purpose and perspective cards. They take turns to answer-cite-explain the questions they create and respond to.
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Comments
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