Standard II: Teacher Handout NORTH CAROLINA TEACHER EVALUATION INSTRUMENT and PROCESS Standard II: Teacher Handout North Carolina Department of Public Instruction

Standard I Review Using the Standard I Review sheet, discuss the process of collecting evidence and marking the rubric Standard I Element A indicators Sample evidence collected by principal Standard I Rubric for Element A was marked based on the evidence

A good deed is never lost: he who sows courtesy reaps friendship; and he who plants kindness gathers love. Basil

Standard II: Teachers establish a. respectful environment for Standard II: Teachers establish a respectful environment for a diverse population of students. A. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults: Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible

Element A Sample Evidence Teacher uses a sarcastic tone Teacher yells regularly Teacher apologizes to a student for making her cry

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Standard II: Teachers establish a. respectful environment for a Standard II: Teachers establish a respectful environment for a diverse population of students. B. Teachers embrace diversity in the school community and in the world: Demonstrate knowledge of diverse cultures Select materials and develop lessons that counteract stereotypes and incorporate contributions Recognize the influences on a child’s development, personality, and performance Consider and incorporate different points of view

Element B Sample Evidence Teacher has read the book The World is Flat which has made her aware of worldwide cultural diversity Teacher has become interested in researching Indian culture because she has a Hindu student in her classroom Teacher continues to use outdated materials that show gender bias During oral questioning, teacher calls on boys more than girls

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C. Teachers treat students as individuals: Standard II: Teachers establish a respectful environment for a diverse population of students. C. Teachers treat students as individuals: Maintain high expectations for all students Appreciate differences and value contributions by building positive, appropriate relationships

Element C Sample Evidence Teacher does not give zeros for late assignments. She requires students to complete all assignments. Teacher is friends with students on Facebook

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Standard II: Teachers establish a. respectful environment for a Standard II: Teachers establish a respectful environment for a diverse population of students. Teachers adapt their teaching for the benefit of students with special needs: Collaborate with specialists Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice

Element D Sample Evidence Regular education teacher refuses to meet after school for IEP meetings Regular education teacher does not apply IEP/504 modifications Regular education teacher has literacy centers in her classroom, but these centers do not reflect differentiation for students with special needs

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Standard II: Teachers establish a. respectful environment for a Standard II: Teachers establish a respectful environment for a diverse population of students. Teachers work collaboratively with the families and significant adults in the lives of their students: Improve communication and collaboration between the school and the home and community Promote trust and understanding and build partnerships with school community Seek solutions to overcome obstacles that prevent family and community involvement

Element E Sample Evidence Teacher establishes website Teacher does not return parent emails Teacher does not contact parents about student work or behavior issues Teacher does not participate/attend extra curricular activities Teacher refuses to send notes home in Spanish

Standard II: Teachers establish a respectful environment for a diverse population of students. See comments

Comments Element D: The teacher was rated as “Not Demonstrated” because the teacher’s unwillingness to apply modifications for students with IEP’s and 504’s demonstrates a lack of knowledge of effective practices for students with special needs Element E: The teacher was rated as “Not Demonstrated” due to the lack of response to parents

Standard II Summary Sheet Completed at the end of the year Rate each element Determine overall rating: Could be the principal’s call if the principal decides to go with a rating that was not reflected by the majority of ratings Remember, the principal completes a rubric following each observation, but fills out the summary sheet using the cumulative ratings from the entire year For example, the comments on the summary sheet may reflect improvement that has been demonstrated in a particular element

Standard II Activity In your groups, use the Standard II Pre-Activity sheet: Individuals share the evidence for each element Mark your group rubric for each element Groups complete the rating portion of at the top of their summary sheets When time is called, have a reporter: Share how the group marked the rubric and why, including the evidence used Share how the summary rating sheet was marked Facilitator has as many groups share as time allows. 12:00 – 1:00 - Lunch

Reminders To maintain consistency throughout the county, teachers are being trained in the same format for each session of the training Complete the Pre-Activity for Standard III before returning to the next training session