Microsoft Word - Final Teacher Candidate Rubric as approved by the SBE.doc

Teacher Candidate

Evaluation Rubric

North Carolina

Educator Evaluation System

Teacher Candidate Evaluation Rubric

The following rubric was developed to align with and reflect the North Carolina Professional Teaching

Standards approved by the North Carolina State Board of Education on June 7, 2007. The rubric also

parallels the North Carolina Inservice Teacher Evaluation Rubric that is used to assess the professional

performance of inservice teachers throughout the state. However, the Teacher Candidate Evaluation Rubric

has been adapted to reflect the specific contexts and opportunities available to teacher candidates throughout

their programs, and to allow distinctions to be made across each of four levels of performance on the North

Carolina Professional Teaching Standards.

Preservice teacher (candidate) performance should be rated on each element within each Standard as

characteristic of a practitioner at one of four levels: Emergent Candidate, Developing Candidate, Proficient

Candidate or Accomplished Candidate. These levels are cumulative across the rows of the rubric in that a

“Proficient Candidate” teacher must exhibit the characteristics encompassed under the “Emergent

Candidate” and “Developing Candidate” levels in addition to those described at the “Proficient Candidate”

level. To be recommended for licensure, a candidate must demonstrate professional performance at no less

than the Proficient Candidate level on each element and on each standard

Approved by the NC State Board of Education

September 11, 2008

Standard 1: Teachers demonstrate leadership

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Acknowledges the

importance of high school

graduation for students.

Identifies the types of data

that are commonly available

to and used in schools.

AND

Demonstrates how teachers

contribute to students’ progress

toward high school graduation

by following the North

Carolina Standard Course of

Study.

Uses data to identify the skills

and abilities of students.

Describes the characteristics

and importance of a safe and

orderly classroom environment.

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.

AND

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.

Draws on appropriate data to

develop classroom and

instructional plans.

Maintains a safe and orderly

classroom that facilitates student

learning.

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.

AND

Takes responsibility for student

progress toward high school

graduation by aligning

instruction and assessment with

the North Carolina Standard

Course of Study.

Maintains or supports a

classroom culture that

empowers students to

collaborate and become

lifelong learners.

Approved by the NC State Board of Education

September 11, 2008

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Recognizes opportunities

for involvement in

professional learning

activities.

AND

Attends professional learning

activities.

AND

Engages in collaborative and

collegial professional learning

activities.

Identifies the characteristics or

critical elements of a school

improvement plan.

Displays the ability to use

appropriate data to identify areas

of need that should be addressed in

a school improvement plan.

AND

Participates in professional

learning community (PLC)

activities.

Works with others in

developing and/or

implementing school

improvement activities.

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Recognizes the

responsibility of teachers for

professional improvement

and support.

AND

Recognizes the need and

identifies opportunities for

professional growth.

AND

Participates in professional

development and growth activities.

Begins to develop professional

relationships and networks.

AND

Seeks additional opportunities

for professional development

and growth.

Extends professional

relationships and networks.

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Demonstrates awareness of

school practices and

policies.

AND

Identifies the policies and

practices affecting students’

learning.

AND

Implements and adheres to policies

and practices positively affecting

students’ learning.

AND

Works with others to develop

and/or revise policies and

practices to improve students’

learning.

Approved by the NC State Board of Education

September 11, 2008

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).

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Recognizes the need for

ethical professional

behavior.

AND

Articulates the importance of

ethical behavior as outlined in

the Code of Ethics for North

Carolina Educators and the

Standards for Professional

Conduct.

AND

Upholds the Code of Ethics for

North Carolina Educators and the

Standards for Professional

Conduct.

AND

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.

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

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Articulates the importance

of appropriate and caring

learning environments for

children.

AND

Recognizes and can explain

aspects of a respectful and

effective learning environment.

AND

Maintains a positive and nurturing

learning environment.

AND

Enhances an inviting,

respectful, inclusive, flexible,

and supportive learning

environment.

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 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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Acknowledges that diverse

cultures impact the world.

Identifies the range and

aspects of diversity of

students in the classroom.

AND

Displays knowledge of diverse

cultures, their histories, and

their roles in shaping global

issues.

Acknowledges the influence of

all aspects of diversity on

students’ development and

attitudes.

AND

Appropriately uses materials or

lessons that counteract stereotypes

and acknowledges the

contributions of all cultures.

Incorporates different points of

view in instruction.

Understands the influence of

diversity and plans instruction

accordingly.

AND

Consistently integrates

culturally relevant and/or

sensitive materials and ideas

throughout the curriculum.

Builds on diversity as an asset

in the classroom.

Approved by the NC State Board of Education

September 11, 2008

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Articulates the need to treat

students as individuals.

AND

Encourages and values

individual student

contributions, regardless of

background or ability.

AND

Maintains a learning environment

that conveys high expectations of

every student.

AND

Enhances a learning

environment that meets the

needs of individual students.

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Recognizes that students

have individual learning

needs.

AND

Understands resources and

strategies that can provide

assistance in meeting the

special learning needs of

individual students.

AND

Cooperates with specialists and

uses resources to support the

special learning needs of all

students.

Uses research-verified strategies to

provide effective learning

activities for students with special

needs.

AND

Coordinates and collaborates

with the full range of support

specialists and resources to

help meet the special needs of

all students.

Effectively engages special

needs students in learning

activities and ensures their

unique learning needs are met.

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.

Observation

Artifact

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.

AND

Understands strategies for

enhancing communication

between home and school and

for engaging parents,

guardians, and community

members in schools.

AND

Communicates and collaborates

with the home and community for

the benefit of students.

AND

Seeks and implements

solutions to overcome obstacles

to participation of families and

communities.

Approved by the NC State Board of Education

September 11, 2008

Standard 3: Teachers know the content they teach

3a. Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the North Carolina Standard Course of Study,

teachers investigate the content standards developed by professional organizations in their specialty area. They develop and apply strategies to make the curriculum rigorous and

relevant for all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middle

and high school teachers incorporate literacy instruction within the content area or discipline.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Demonstrates awareness of

the North Carolina Standard

Course of Study.

Understands the importance

of literacy instruction across

all subjects, grades and ages.

AND

Demonstrates knowledge of the

North Carolina Standard

Course of Study by referencing

it in the preparation of lesson

plans.

Integrates literacy instruction in

individual lessons and in

particular subject areas.

AND

Develops and applies lessons

based on the North Carolina

Standard Course of Study.

Integrates effective literacy

instruction throughout the

curriculum and across content

areas to enhance students’

learning.

AND

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.

Evaluates and reflects upon the

effectiveness of literacy

instruction within and across

content areas.

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Successfully completes

general education

coursework across the

required range of

disciplines.

AND

Demonstrates a basic level of

content knowledge in the

teaching specialty.

AND

Demonstrates an appropriate level

of content knowledge in the

teaching specialty.

Encourages students to investigate

the content area to expand their

knowledge and satisfy their natural

curiosity.

AND

Demonstrates extensive

knowledge of content in the

teaching specialty.

Prompts students’ curiosity for

learning beyond the required

coursework.

Approved by the NC State Board of Education

September 11, 2008

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Recognizes the importance of

interdisciplinary learning.

Understands the importance of

global awareness for students.

AND

Articulates the links between

grade/subject and the North

Carolina Standard Course of

Study.

Displays global awareness.

AND

Demonstrates knowledge of links

between grade/subject and the

North Carolina Standard Course

of Study by relating content to

other disciplines.

Relates global awareness to the

subject.

AND

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.

Integrates global awareness

activities throughout lesson

plans and classroom

instructional practices.

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.

Observation

Artifact

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.

Identifies 21

century skills and

content as specified in the

Framework for 21

Century

Learning and Critical Elements

for 21

Century Skills.

AND

Identifies relationships between

the North Carolina Standard

Course of Study and life in the

21st century.

Demonstrates understanding of

century skills and content

as specified in the Framework

for 21

Century Learning and

Critical Elements for 21

Century Skills.

AND

Integrates 21st century skills and

content in instruction.

AND

Consistently integrates 21st

century skills and content

throughout classroom

instruction and assessment.

Approved by the NC State Board of Education

September 11, 2008

Standard 4: Teachers facilitate learning for their students

4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional

development of their students. Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture,

language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They adapt resources to address the

strengths and weaknesses of their students.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Understands the developmental

levels of students.

AND

Demonstrates awareness of the

influence of developmental

levels on students’ learning.

Demonstrates an understanding

of methods for differentiating

instruction to accommodate

developmental differences in

students.

AND

Identifies developmental levels of

individual students and plans

instruction accordingly.

Assesses and uses resources

needed to address strengths and

weaknesses of students.

AND

Appropriately differentiates

instruction.

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Recognizes data sources

important to planning

instruction.

AND

Uses a variety of data for short-

and long-range planning of

instruction.

Monitors and modifies

instructional plans to enhance

student learning.

AND

Collaborates with colleagues to

monitor student performance and

make instruction responsive to

cultural differences and individual

learning needs.

AND

Works collaboratively with

other school staff to develop or

maintain a culturally and

developmentally supportive

school environment.

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.

Observation

Artifact

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.

AND

Demonstrates awareness of the

variety of methods and

materials necessary to meet the

needs of all students.

AND

Uses a variety of appropriate

methods and materials to meet the

needs of all students.

AND

Consistently enables the

success of all students through

the selection and use of

appropriate methods and

materials.

Approved by the NC State Board of Education

September 11, 2008

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Demonstrates knowledge of

methods for utilizing

technology in instruction.

AND

Assesses effective types of

technology to use for

instruction.

AND

Integrates technology with

instruction to maximize students’

learning.

AND

Engages students in higher

level thinking through the

integration of technology.

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.

Observation

Artifact

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.

AND

Demonstrates knowledge of

processes needed to support

students in acquiring critical-

thinking and problem-solving

skills.

AND

Integrates specific instruction that

helps students develop the ability

to apply processes and strategies

for critical thinking and problem

solving.

AND

Creates or maintains instruction

that consistently engages

students in the processes of

critical thinking and problem

solving in meaningful contexts.

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.

Observation

Artifact

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.

AND

Demonstrates awareness of

multiple approaches or

strategies for developing and

supporting student learning

teams.

AND

Organizes student learning teams

for the purpose of developing

cooperation, collaboration, and

student leadership.

AND

Encourages students to create

and manage learning teams.

Approved by the NC State Board of Education

September 11, 2008

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Communicates effectively both

orally and in writing.

Recognizes a variety of

methods for communicating

effectively with students.

AND

Demonstrates the ability to

communicate effectively with

students.

Provides opportunities for

students to articulate thoughts

and ideas.

AND

Uses a variety of methods to

communicate effectively with all

students.

Consistently encourages and

supports students to articulate

thoughts and ideas clearly and

effectively.

AND

Establishes classroom practices

that encourage all students to

develop effective

communication skills.

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Demonstrates awareness of

multiple indicators or measures

of student progress.

AND

Interprets data on student

progress accurately and can

draw appropriate conclusions.

AND

Uses multiple indicators, both

formative and summative, to

monitor and evaluate students’

progress and to inform instruction.

Provides evidence that students

attain 21st century knowledge,

skills and dispositions.

AND

Uses information gained from

assessment activities to

improve teaching practice and

students’ learning.

Provides opportunities for

students to assess themselves

and others.

Approved by the NC State Board of Education

September 11, 2008

Standard 5: Teachers reflect on their practice

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Recognizes multiple sources of

information on students’

learning and performance.

AND

Identifies data sources to

improve students’ learning.

AND

Uses data to provide ideas about

what can be done to improve

students’ learning.

AND

Based upon data, selects or

develops instructional

approaches that are

intentionally tailored to

students’ learning needs.

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Acknowledges the importance

of ongoing professional

development.

AND

Attends required or expected

activities for professional

growth.

AND

Participates in recommended

activities for professional learning

and development.

AND

Seeks out and engages in

opportunities to expand

professional knowledge and

build professional skills.

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.

Observation

Artifact

Emergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate

Not Demonstrated

(Comment Required)

Acknowledges the importance

of using research-verified

approaches to teaching and

learning.

AND

Demonstrates knowledge of

current research-verified

approaches to teaching and

learning.

AND

Uses a variety of research-verified

approaches to improve teaching

and learning.

AND

Investigates and implements

innovative, research-verified

approaches to improve teaching

and learning.

Glossary of Terms

Accomplished Candidate: The fourth of four performance levels used to rate a candidate’s proficiency on

elements of the standards. Reflects only those candidates who possess and demonstrate truly

exemplary understanding, mastery, and consistent integration of relevant concepts and skills in their

professional practice. Such candidates regularly engage in activities that intentionally and proactively

encourage the professional growth of colleagues, continually evaluate their own performance, and

actively seek ways to improve their performance.

Artifact: A product used to demonstrate a teacher candidate’s performance or proficiency.

Code of Ethics for North Carolina Educators: The standards of professional conduct required of educators

and adopted by the North Carolina State Board of Education, 6/5/97 (Appendix E).

Developing Candidate: The second of four performance levels used to rate a candidate’s proficiency on

elements of the standards. Reflects a candidate with the skills and knowledge of a student who has

successfully completed some teacher education coursework. Such candidates have mastered important

concepts and demonstrated the ability to apply these to concrete problems, but in contexts of limited

complexity (e.g., case study analysis, simulations, early field experiences, etc.).

Diversity: Differences in the characteristics of people, places or things (e.g., age, race, ethnicity, culture,

gender, education, learning styles, religion, and any other ways in which differences occur).

Electronic Evidence: The artifacts or other materials that are used by the institution to support licensure

candidates’ performance ratings and that are accessible by the North Carolina State Board of

Education for programmatic review.

Emerging Candidate: The first of four performance levels used to rate a candidate’s proficiency on

elements of the standards. Reflects a candidate who is a new student to the field of education. Such

candidates are engaged in their baccalaureate, and perhaps teacher education, coursework. However,

the Emerging Candidate possesses only a limited or superficial knowledge and awareness of concepts

associated with educational concepts.

Evaluator: The person or persons designated by an institution as responsible for overseeing and completing

the summative evaluation of licensure candidate’s performance.

Formative: Evaluation conducted during a program that produces information used primarily to make

modifications and improvement; may be conducted as often as necessary.

Literacy: (i) Age-appropriate knowledge (reading, writing, comprehension, skills) in any particular content

area or field; (ii) ability to understand, communicate, and apply principles associated with 21

Century

Skills (e.g., financial, economic, business, and entrepreneurial literacy, civic literacy, information and

media literacy, and ICT literacy). See Framework for 21

Century Learning and Critical Elements for

Creating 21

Century Skills.

North Carolina Standard Course of Study: The materials that establish competencies for each grade and

high school course to ensure rigorous student academic performance standards that are uniform across

the state. Where this document is referenced in this manual and in the rubric, other state-approved

standards (e.g., North Carolina Early Learning Standards, North Carolina Standards for Career and

Vocational Technology, etc.) also apply.

Performance Descriptor: Discrete statements of specific competency that collectively reflect a performance

level in the rubric.

Performance Element: A paragraph that describes in detail one constituent aspect of a performance

standard. The rubric contains twenty-five performance elements.

Performance Level: The label (e.g., Emergent Candidate, Developing Candidate, Proficient Candidate, and

Accomplished Candidate) applied to each of four categories used to rate a teacher candidate’s overall

performance for a performance element in the rubric.

Performance Standard: A statement reflecting a domain of professional practice against which educator

performance is judged. The rubric contains five separate performance standards.

Professional Learning Community (PLC): Describes a collegial group of administrators and school staff

who are united in their commitment to student learning and who work in an environment characterized

by mutual cooperation, personal growth, and a synergy of efforts. In PLCs, school and district

administrators share power and authority by inviting staff input in decision making and by a sustained

commitment to learning among staff about solutions to address students' needs.

Proficient Candidate: The third of four performance levels used to rate a candidate’s proficiency on

elements of the standards. Reflects a candidate who has mastered important concepts and

demonstrated the ability to apply these concepts consistently in real-world contexts (e.g., internships).

Such candidates have the knowledge and skills to perform effectively. This is the minimum

performance level required to be recommended for licensure.

Rubric: The instrument comprised of standards, elements and descriptors used to evaluate preservice school

executive performance against the North Carolina Professional Teaching Standards.

Special needs: Students with diverse abilities and disabilities who are not achieving optimal education

outcomes. This may include students with identified disabilities, students from culturally and

linguistically diverse backgrounds, and students who are academically and intellectually gifted.

Summative: Evaluation conducted at the end of a program that leads to a concluding judgment about

performance.

Works with others: Phrase used in some descriptors that indicates that a candidate has completed a task in

collaboration with additional individuals such as a cooperating teacher and/or program advisor.