North Carolina

Educator Evaluation System

Teacher Candidate
Evaluation Rubric
March Final Internship Evaluation

Date:

Name: Brittany Beaulieu

School: Northern High School

March 2016

Evaluators: Kate Allman, Alan Teasley, Matthew Spencer

Standard 1: Teachers demonstrate leadership

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

Demonstrates how teachers

contribute to students progress
toward high school graduation
by following the North
Carolina Standard Course of
Study.

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.

Takes responsibility for

student progress toward high
school graduation by aligning
instruction and assessment with
the North Carolina Standard
Course of Study.

Identifies the types of

data that are commonly
available to and used in
schools.

Uses data to identify the

skills and abilities of students.

Draws on appropriate data to

develop classroom and
instructional plans.

Describes the characteristics

and importance of a safe and
orderly classroom environment.

Maintains a safe and orderly

classroom that facilitates student
learning.

Maintains or supports a
classroom culture that
empowers students to
collaborate and become
lifelong learners.

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

Acknowledges the
importance of high school
graduation for students.

AND

Artifact

Observation

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

Not Demonstrated
(Comment Required)

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.

COMMENTS for 1a:

MARCH FEEDBACK: Candidate has continued to lead the classroom in a way that promotes a safe and respectful learning environment and
appropriate progress towards high school graduation. The university supervisors and mentor were particularly impressed with the candidates
organization and ability to prevent student misbehavior through engaging instruction.
Approved by the NC State Board of Education
September 11, 2008

JANUARY FEEDBACK: Candidates classroom management skills and teacher presence in the classroom are advanced. Candidate balances their
individual responsibilities with a team goal; the students negotiate that balance with Ms. Beaulieu in a coaching, rather than directive, role.
Continue to use these skills during your second internship placement at Northern High School.
Spring mentor feedback: Data from daily informal assessments (warm-ups, cold-call class discussions, homework, etc.) drive lesson plans;
enthusiasm for ALL responses helps build confidence and sense of intellectual safety, and minimizes disruptive behavior; appropriately pushes
back on student work that does not reach standard for total success (right is right, in Teach Like a Champion lingo); group work with
presentations creates opportunities for students to develop leadership/collaborative skills.

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.

Developing Candidate
Attends professional
learning activities.

AND

Recognizes opportunities
for involvement in
professional learning
activities.

Proficient Candidate

Accomplished Candidate

Engages in collaborative and

collegial professional learning
activities.

Participates in professional
learning community (PLC)
activities.

Identifies the characteristics or

critical elements of a school
improvement plan.

Works with others in

developing and/or
implementing school
improvement activities.

AND

Emergent Candidate

AND

Artifact

Observation

1b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning community. They analyze

Not Demonstrated
(Comment Required)

Displays the ability to use

appropriate data to identify areas
of need that should be addressed in
a school improvement plan.

COMMENTS for 1b:

MARCH FEEDBACK: Candidate has participated in all of the required professional development activities of Dukes Master of Arts in Teaching
Program. Candidate worked with other interns at Northern High School to implement a Post-secondary Access Project.
JANUARY FEEDBACK: Candidate attended and actively participated PLC meetings at DSA. Please reference the School Improvement Plan at
Northern High School and discuss it with your mentor.

Obser
vation
Artifa
ct

Spring mentor comment: Brittany typically left school before any PLC teams met. She told me she met this requirement while at her fall
placement.
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.

Approved by the NC State Board of Education

September 11, 2008

Recognizes the need and

identifies opportunities for
professional growth.

Accomplished Candidate

Participates in professional
development and growth activities.
AND

Recognizes the
responsibility of teachers for
professional improvement
and support.

Proficient Candidate

AND

Developing Candidate

AND

Emergent Candidate

Begins to develop professional

relationships and networks.

Not Demonstrated
(Comment Required)

Seeks additional
opportunities for professional
development and growth.
Extends professional
relationships and networks.

COMMENTS for 1c:

MARCH FEEDBACK: Candidate is beginning to seek out opportunities to develop professional relationships and networks. Candidate attended
Duke-NCCU Lets Talk Racism Conference. Continue to seek out opportunities for professional development and funding through the Alan B.
Teasley Travel Award.
JANUARY FEEDBACK: Candidate collaborated and shared materials with junior English teachers during their teaching of The Crucible.
Candidate also observed several other teachers at Durham School of the Arts.
4
implementation of initiatives to improve the education of students.

Identifies the policies and

practices affecting students
learning.

Proficient Candidate
Implements and adheres to
policies and practices positively
affecting students learning.

Accomplished Candidate
AND

Demonstrates awareness
of school practices and
policies.

Developing Candidate
AND

Emergent Candidate
AND

Artifact

Observation

1d. Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student learning. They participate in the
Not Demonstrated
(Comment Required)

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

COMMENTS for 1d:

MARCH FEEDBACK: Candidate implemented policies and practices in Mr. Spencers class at Northern High School.
JANUARY FEEDBACK: Candidate consistently implements a variety of classroom procedures (for writing workshop, for collaborative work, for
classroom participation, etc.) that contribute to student learning.

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).

Articulates the importance

of ethical behavior as outlined
in the Code of Ethics for North
Carolina Educators and the
Standards for Professional
Conduct.

Proficient Candidate
Upholds the Code of Ethics for
North Carolina Educators and the
Standards for Professional
Conduct.

Accomplished Candidate

AND

Recognizes the need for

ethical professional
behavior.

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

Spring mentor feedback: Brittany conscientiously enforced all school-wide rules designed to positively impact student learning (for example, cell
phone ban, tardy policy, bathroom pass policy). Brittany helped to create and run two workshops for students at Northern during lunch: one on
college essays, the other on resume-building and interviewing skills.

Not Demonstrated
(Comment Required)

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.

COMMENTS for 1e:

MARCH FEEDBACK: Candidate demonstrated ethical and professional behavior throughout her spring internship at Northern High School.
JANUARY FEEDBACK: Candidate has demonstrated outstanding ethical and professional behavior.

Approved by the NC State Board of Education

September 11, 2008

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.

Recognizes and can explain

aspects of a respectful and
effective learning environment.

Proficient Candidate
Maintains a positive and
nurturing learning environment.

Accomplished Candidate

AND

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

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

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

Not Demonstrated
(Comment Required)

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

COMMENTS for 2a:

MARCH FEEDBACK: Candidate has an excellent rapport with students. Candidate was able to develop strong relationships with students and
develop a supportive learning environment.

Spring mentor comment: Warm, positive, enthusiastic teaching persona helps all students to feel good in, and enjoy coming to, class.

Artifact

2b. Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse cultures and their
Observation

JANUARY FEEDBACK: Candidate maintains a positive and nurturing learning environment. During The Crucible Unit, candidate gave hesitant
students leadership roles in the trial. Candidate uses humor and positive reinforcement to encourage more widespread participation in class
discussion. Candidate makes consistent use of a brisk pace, the use of a timer, varied activities to reach different learning types, and clear
instructions to maximize success in order to transform a challenging class into a respectful and supportive learning environment. Please continue
these practices during your second teaching internship at Northern High School.

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)

Approved by the NC State Board of Education

September 11, 2008

Incorporates different points of

view in instruction.

Consistently integrates
culturally relevant and/or
sensitive materials and ideas
throughout the curriculum.
AND

Acknowledges the influence

of all aspects of diversity on
students development and
attitudes.

Appropriately uses materials or

lessons that counteract stereotypes
and acknowledges the
contributions of all cultures.
AND

Identifies the range and

aspects of diversity of
students in the classroom.

Displays knowledge of
diverse cultures, their histories,
and their roles in shaping
global issues.
AND

Acknowledges that
diverse cultures impact the
world.

Builds on diversity as an
asset in the classroom.

Understands the influence of

diversity and plans instruction
accordingly.

COMMENTS for 2b:

MARCH FEEDBACK: Candidate integrated multiple perspectives and global issues in their discussion of Macbeth. Continue to think about how
to integrate a variety of perspectives and marginalized voices in the English classroom. Student-guided activities build upon students cultural
backgrounds and interests and facilitate more culturally-relevant teaching.

Spring mentor comment: Short fiction unit built largely around cultural and personal identity questions (African-American, War Vet,
generational perspectives, gender perspectives, etc.). Pedagogy that celebrates and makes effective use of different viewpoints and varying answers
to the same question. There is no right answer, no wrong answer; we are looking for GOOD answers, not RIGHT answers.
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.

Proficient Candidate

Articulates the need to

treat students as individuals.

Encourages and values

individual student
contributions, regardless of
background or ability.

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

Accomplished Candidate

AND

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

JANUARY FEEDBACK: Candidate integrated different points of view in the Night unit for the world literature course. Candidate incorporated
lessons on groupthink, propaganda, and parallels to the Syrian refugee crisis.

Not Demonstrated
(Comment Required)

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

Approved by the NC State Board of Education

September 11, 2008

COMMENTS for 2c:

MARCH FEEDBACK: Candidate maintained high expectations of every student during the spring internship.

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.

Developing Candidate

AND

Recognizes that students

have individual learning
needs.

Understands resources and

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

Proficient Candidate

Accomplished Candidate

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

Emergent Candidate

AND

Artifact

Observation

Spring mentor comment: Pedagogy that celebrates and makes effective use of different viewpoints and varying answers to the same question.
There is no right answer, no wrong answer; we are looking for GOOD answers, not RIGHT answers. Appropriately pushes back on student
work that does not reach standard for total success. Use of Teach Like a Champion strategies (Cold Call, No Opt Out, Right is Right) maintains
expectation of rigor. Works one-on-one with students who have unique needs (behavioral, emotional).

Not Demonstrated
(Comment Required)

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.

COMMENTS for 2d:

MARCH FEEDBACK: Candidate did not have the opportunity to collaborate with many specialists at Northern High School; however, they did
attend one IEP meeting and followed the students plan. They were introduced to a variety of research-verified strategies during the Monday night
seminar course that will equip them in effectively collaborating with specialists to support students with a variety of learning needs.
JANUARY FEEDBACK: She has modified materials for students with visual impairment and learning disabilities so as to meet their IEPs and
unique learning needs. She has modified materials for students with extended absences due to family circumstance, emotional challenges, and
illness, coordinating her efforts through the counselors. She has shared materials with our EC inclusion teacher so they can work together to assist
EC students.
Spring mentor feedback: Involved in IEP process; provided feedback to EC specialist when requested.
Approved by the NC State Board of Education
September 11, 2008

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.

Understands strategies for

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

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

Accomplished Candidate

AND

Recognizes factors that

can diminish or enhance
involvement by parents,
guardians, and the
community in schools.

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

2e. Teachers work collaboratively with the families and significant adults in the lives of their students. Teachers recognize that educating children is a

Not Demonstrated
(Comment Required)

Seeks and implements

solutions to overcome obstacles
to participation of families and
communities.

COMMENTS for 2e:

MARCH FEEDBACK: Candidate contacted parents via e-mail during the spring internship. During your first year of teaching, please consistently
maintain strong contact with parents and families throughout the year.
9

JANUARY FEEDBACK: Candidate communicated with parents regarding students with long term absences, regarding students with failing
averages and regarding a student switching from standard level to honors level English. She brought in a guest speaker in preparation for a
culminating trial activity with her unit on The Crucible.
Spring mentor feedback: Brittany not only communicated with students, but on many occasions made phone calls to parents for a range of
reasons (behavioral, attendance, grades).

Approved by the NC State Board of Education

September 11, 2008

Standard 3: Teachers know the content they teach

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.

Developing Candidate
Demonstrates knowledge of
the North Carolina Standard
Course of Study by referencing
it in the preparation of lesson
plans.
AND

Demonstrates awareness
of the North Carolina
Standard Course of Study.

10

Understands the
importance of literacy
instruction across all
subjects, grades and ages.

Proficient Candidate

Integrates literacy
instruction in individual lessons
and in particular subject areas.

Accomplished Candidate

Develops and applies lessons

based on the North Carolina
Standard Course of Study.

AND

Emergent Candidate

AND

Artifact

Observation

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

Integrates effective literacy

instruction throughout the
curriculum and across content
areas to enhance students
learning.

Not Demonstrated
(Comment Required)

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.

COMMENTS for 3a:

MARCH FEEDBACK: Candidate consistently supported the teaching of the North Carolina Standard Course of Study. (See mentor comment
below).
JANUARY FEEDBACK: She creates tiered texts for standard and honors students. An essay assignment was cross-curricular, similar to a social
studies document based question. She frequently uses a variety of tasks, often within a single lesson, for students to engage with a topic (scenario,
visuals, speaking tasks, writing task) so as to appeal to diverse learners, thus making the curriculum balanced, rigorous, and relevant.
Spring mentor feedback: Brittanys use of SWIFTTCo, Character Analysis Charts, clear assessment rubrics, etc. helps students to understand
their own literacies and break down the discourse of literary analysis into clear, explicit, understandable parts.
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.
Artifact

Observation

3b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their classrooms by knowing

Emergent Candidate

Developing Candidate

Proficient Candidate

Accomplished Candidate

Not Demonstrated
(Comment Required)

Approved by the NC State Board of Education

September 11, 2008

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

Demonstrates extensive
knowledge of content in the
teaching specialty.
AND

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

Demonstrates a basic level

of content knowledge in the
teaching specialty.
AND

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

Prompts students curiosity

for learning beyond the
required coursework.

COMMENTS for 3b:

MARCH FEEDBACK: Candidate continued to model enthusiasm and curiosity about English, and this encouraged student curiosity. Candidate
sought out resources to understand any limitations to knowledge during the spring semester.
JANUARY FEEDBACK: Candidate demonstrates an appropriate level of content knowledge. Fall mentor highlighted: The content information
conveyed to students in her lesson plans was always accurate. Her culminating trial and essay assignments from her Crucible unit are investigatory
in nature.
11
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.

Developing Candidate
Articulates the links between
grade/subject and the North
Carolina Standard Course of
Study.
AND

Recognizes the importance

of interdisciplinary learning.

Understands the importance

of global awareness for
students.

Proficient Candidate

Displays global awareness.

Accomplished Candidate

Demonstrates knowledge of
links between grade/subject and
the North Carolina Standard
Course of Study by relating
content to other disciplines.
AND

Emergent Candidate

AND

Artifact

Observation

3c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade or subject they teach and

Relates global awareness to the

subject.

Not Demonstrated
(Comment Required)

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.

COMMENTS for 3c:

MARCH FEEDBACK: Candidate understands the links between grades and subject. Continue to consistently integrate interdisciplinary approaches
to teaching the English curriculum.
JANUARY FEEDBACK: Candidate recognizes the interconnectedness of the North Carolina Course of Study and works to align her content with
other disciplines, especially with Social Studies.
Approved by the NC State Board of Education
September 11, 2008

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.

Developing Candidate

12

Identifies 21st century skills

and content as specified in the
Framework for 21st Century
Learning and Critical Elements
for 21st Century Skills.

Identifies relationships
between the North Carolina
Standard Course of Study and
life in the 21st century.
AND

Recognizes the relationship

between the North Carolina
Standard Course of Study and
life in the 21st century.

Proficient Candidate

Demonstrates understanding
of 21st century skills and
content as specified in the
Framework for 21st Century
Learning and Critical Elements
for 21st Century Skills.

Accomplished Candidate

Integrates 21st century skills

and content in instruction.

Not Demonstrated
(Comment Required)

Consistently integrates 21st

century skills and content
throughout classroom
instruction and assessment.
AND

Emergent Candidate

AND

Artifact

Observation

3d. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skills

COMMENTS for 3d:

MARCH FEEDBACK: Candidate continued to develop students personal responsibility, self-direction, accountability, adaptability, personal
productivity, and social responsibility by modeling and explicitly supporting the development of these skills in the classroom.
st
JANUARY FEEDBACK: Candidate integrated a variety of 21 century skills during her trial activity. During candidates Night unit, she
methodically increased student accountability and expectations with self-direction, personal responsibility, personal productivity, adaptability, and
people skills.
Spring mentor feedback: Daily activities designed by Brittany challenge students to write and think clearly, to lead and be accountable, to apply
their skills to new contexts and materials.

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,
Artifact

Observation

Standard 4: Teachers facilitate learning for their students

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)

Approved by the NC State Board of Education

September 11, 2008

Assesses and uses resources

needed to address strengths and
weaknesses of students.

Appropriately differentiates
instruction.
AND

Demonstrates an
understanding of methods for
differentiating instruction to
accommodate developmental
differences in students.

Identifies developmental levels

of individual students and plans
instruction accordingly.
AND

Demonstrates awareness of
the influence of developmental
levels on students learning.
AND

Understands the
developmental levels of
students.

COMMENTS for 4a:

JANUARY FEEDBACK: Candidate has internalized the concept of differentiation and uses it on an almost-daily basis. Candidate is planning for
three levels within the same classroom: honors, standard, and EC/Inclusion. Candidate has used differentiation by ability, choice, and learning style
to further differentiate based on individual student needs.

Spring mentor feedback: Brittany makes effective use of different approaches to learning; many of her activities get students visually organizing
their ideas (for example, character analysis chart, ACES chart) and physically moving around the room (stations activities). Feedback on writing
differentiated by what each individual student needs most to hear or focus on.
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.

Uses a variety of data for

short- and long-range planning
of instruction.
Monitors and modifies
instructional plans to enhance
student learning.

Proficient Candidate
Collaborates with colleagues to
monitor student performance and
make instruction responsive to
cultural differences and individual
learning needs.

Accomplished Candidate

AND

Recognizes data sources

important to planning
instruction.

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

13

MARCH FEEDBACK: Candidate is aware of how to differentiate instruction for a variety of students strengths and needs in an individual class.
Candidate thoughtfully considered student seating assignments and grouping to support student needs. Continue to thoughtfully integrate a variety of
high-intervention and low-intervention differentiation strategies throughout your teaching.

Not Demonstrated
(Comment Required)

Works collaboratively with

other school staff to develop or
maintain a culturally and
developmentally supportive
school environment.

COMMENTS for 4b:

MARCH FEEDBACK: Candidate worked with mentor to meet the needs of all students. Continue to collaborate with colleagues to promote a
learning environment that is responsive to a variety of cultural differences and learning needs.
JANUARY FEEDBACK: Candidate has coordinated with counselors to make adjustments for students with extended absences due to suspension or
Approved by the NC State Board of Education
September 11, 2008

extenuating circumstances. Candidate discussed student progress with PLC groups.

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.

Demonstrates awareness of
the variety of methods and
materials necessary to meet the
needs of all students.

Proficient Candidate
Uses a variety of appropriate
methods and materials to meet the
needs of all students.

Accomplished Candidate

AND

Understands a range of
methods and materials that can
be applied in the classroom.

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

Spring mentor feedback: Brittany is a strong long-range planner, seeing the end goal from the outset of a unit. She is also flexible, adjusting plans
based on how things are going in the room based on various data (discussion, cold calls, homework, warm-ups, quizzes, etc.). She has sought out new
ideas both from me and from other colleagues (for example, flexible grouping idea from Sean Mournighan).

Not Demonstrated
(Comment Required)

Consistently enables the

success of all students through
the selection and use of
appropriate methods and
materials.

MARCH FEEDBACK: Candidate continued to use a variety of methods to engage students during the spring semester. (See mentor comment below).
JANUARY FEEDBACK: Candidate uses a variety of methods to meet the needs of all students, including lecture, small group collaboration, class
discussion, scenarios, film, acting, etc. on a consistent basis. She is now using multiple methods and materials within individual lesson plans.
Spring mentor feedback: Brittany makes effective use of different approaches to learning; many of her activities get students visually organizing
their ideas (for example, character analysis chart, ACES chart) and physically moving around the room (stations activities). Feedback on writing
differentiated by what each individual student needs most to hear or focus on.
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.

Assesses effective types of

technology to use for
instruction.

Proficient Candidate
Integrates technology with
instruction to maximize students
learning.

Accomplished Candidate

AND

Demonstrates knowledge of
methods for utilizing
technology in instruction.

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

14

COMMENTS for 4c:

Not Demonstrated
(Comment Required)

Engages students in higher

level thinking through the
integration of technology.

Approved by the NC State Board of Education

September 11, 2008

COMMENTS for 4d:

MARCH FEEDBACK: Candidate continued to integrate instructional technology during the spring internship. Candidate experimented with using
mobile technologies in the classroom, including the iPad and smartphones. Continue to seek out ways to use instructional technology as a tool for
facilitating meaningful and engaging instruction.
JANUARY FEEDBACK: Candidate has integrated PowerPoints during lessons. During the second internship, please integrate a variety of
technology (including student use of technology) to maximize student learning.

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.

Demonstrates knowledge of
processes needed to support
students in acquiring criticalthinking and problem-solving
skills.

Proficient Candidate
Integrates specific instruction
that helps students develop the
ability to apply processes and
strategies for critical thinking and
problem solving.

Accomplished Candidate

AND

Demonstrates an
understanding of the importance
of developing students criticalthinking and problem-solving
skills.

Developing Candidate

AND

Emergent Candidate

AND

Artifact

15

Observation

Spring mentor feedback: Brittany has made excellent use of various technologies. OneNote (presentation of class material and posting of material
online); pollanywhere.com (for using cell phones to post answers/ideas/writing for whole class discussion); web teaching materials as part of stations
activity (quiz on history of womens rights before reading Jane Eyre).

Not Demonstrated
(Comment Required)

Creates or maintains
instruction that consistently
engages students in the
processes of critical thinking
and problem solving in
meaningful contexts.

COMMENTS for 4e:

MARCH FEEDBACK: Candidate continued to create a variety of instructions that engage students in critical thinking processes. (See mentor
comment below).
JANUARY FEEDBACK: Candidate created a variety of instructions that engage students in critical thinking processes. For example, during the
Night unit and the candidates culminating Crucible activities, the candidate encouraged critical thinking and problem solving.
Spring mentor feedback: Brittanys use of SWIFTTCo, Character Analysis Charts, clear assessment rubrics, etc. helps students to understand their
own literacies and break down the discourse of literary analysis into clear, explicit, understandable parts. Classroom activities typically push students
to higher order questions and thinking, in which they generate their own areas of interest in a text for application of course skills.

Approved by the NC State Board of Education

September 11, 2008

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.

Demonstrates awareness of
multiple approaches or
strategies for developing and
supporting student learning
teams.

Proficient Candidate

Accomplished Candidate

Organizes student learning

teams for the purpose of
developing cooperation,
collaboration, and student
leadership.

Encourages students to
create and manage learning
teams.

AND

Recognizes the need to

encourage the development of
cooperation, collaboration, and
student leadership.

Developing Candidate
AND

Emergent Candidate
AND

Artifact

Observation

4f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration. They organize
Not Demonstrated
(Comment Required)

COMMENTS for 4f:

MARCH FEEDBACK: Candidate created and supported differentiated student grouping. Continue to consider how you can integrate student
reflection on their role within groups and assess individual contributions to the team.
JANUARY FEEDBACK: Candidate assigned reading groups and trial teams that met regularly during The Crucible unit. Throughout the Night unit,
the candidate methodically increased student collaboration and leadership (taking over the discussion responsibilities).

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.

Developing Candidate

Recognizes a variety of
methods for communicating
effectively with students.

Demonstrates the ability to

communicate effectively with
students.
AND

Communicates effectively
both orally and in writing.

Proficient Candidate

Provides opportunities for

students to articulate thoughts
and ideas.

Accomplished Candidate

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

Emergent Candidate

AND

Artifact

Observation

16

Spring mentor feedback: Frequent use of learning groups in class; grouping done in various ways. Sometimes Brittany assigns groups; sometimes
students self-select groups; sometimes students answer rapid pepper-style review questions to compete for slots on the learning team of their
choice.

Not Demonstrated
(Comment Required)

Establishes classroom
practices that encourage all
students to develop effective
communication skills.

COMMENTS for 4g:

MARCH FEEDBACK: Candidate continued to communicate effectively with students orally and in writing. (See comment below).
JANUARY FEEDBACK: Candidate uses the board, a calendar, verbal reminders, and email to communicate with students. Candidate also uses
procedures regarding essay editing, vague word usage, and quotation incorporation to help students develop effective communication skills. Please
Approved by the NC State Board of Education
September 11, 2008

continue these practices during your second internship at Northern High School.

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.

Developing Candidate
Interprets data on student
progress accurately and can
draw appropriate conclusions.
AND

Demonstrates awareness of
multiple indicators or measures
of student progress.

Proficient Candidate
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.

Accomplished Candidate

AND

Emergent Candidate

AND

Artifact

Observation

Spring mentor feedback: Brittany frequently uses seminar approach to learning, creating space for students to articulate their own areas of interest
within a text, and develop those areas using the skills she teaches directly in class.

Not Demonstrated
(Comment Required)

Uses information gained

from assessment activities to
improve teaching practice and
students learning.
Provides opportunities for
students to assess themselves
and others.

17

COMMENTS for 4h:

MARCH FEEDBACK: Candidate continued to use a variety of formative and summative assessment data to inform instruction.
JANUARY FEEDBACK: Candidate uses formative and summative assessment to evaluate and monitor students understanding. Continue these
practices during your second teaching internship.
Spring mentor feedback: Brittany is very responsive to information about what her students are learning. She gets this information from various
places: warm-ups, cold calls, quizzes, homework, classwork, seminars, one-on-one conversations. She uses this information to help construct the next
days lesson.

Approved by the NC State Board of Education

September 11, 2008

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.

Recognizes multiple sources

of information on students
learning and performance.

Identifies data sources to

improve students learning.

Proficient Candidate
Uses data to provide ideas about
what can be done to improve
students learning.

Accomplished Candidate

AND

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

Standard 5: Teachers reflect on their practice

Not Demonstrated
(Comment Required)

Based upon data, selects or

develops instructional
approaches that are
intentionally tailored to
students learning needs.

COMMENTS for 5a:

MARCH FEEDBACK: Candidate continued to use a variety of assessment data to analyze student understanding and adapt instruction.

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.

Attends required or expected

activities for professional
growth.

Proficient Candidate
Participates in recommended
activities for professional learning
and development.

Accomplished Candidate

AND

Acknowledges the
importance of ongoing
professional development.

Developing Candidate

AND

Emergent Candidate

AND

Artifact

Observation

5b. Teachers link professional growth to their professional goals. Teachers participate in continued, high quality professional development that reflects a global view
Not Demonstrated
(Comment Required)

Seeks out and engages in

opportunities to expand
professional knowledge and
build professional skills.

COMMENTS for 5b:

MARCH FEEDBACK: Candidate has attended all of the required professional development activities of Dukes MAT Program. Candidate also
attended Duke-NCCUs Lets Talk Racism Conference in Durham, NC.
JANUARY FEEDBACK: During the third nine weeks, seek out opportunities to participate in professional learning and development opportunities.

Obs
erv
atio
Arti
n
fact

18

Spring mentor feedback: Brittany is very responsive to information about what her students are learning. She gets this information from various
places: warm-ups, cold calls, quizzes, homework, classwork, seminars, one-on-one conversations. She uses this information to help construct the next
days lesson.

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.

Approved by the NC State Board of Education

September 11, 2008

Uses a variety of researchverified approaches to improve

teaching and learning.

Accomplished Candidate
AND

Demonstrates knowledge of
current research-verified
approaches to teaching and
learning.

Proficient Candidate
AND

Acknowledges the
importance of using researchverified approaches to teaching
and learning.

Developing Candidate
AND

Emergent Candidate

Not Demonstrated
(Comment Required)

Investigates and implements

innovative, research-verified
approaches to improve teaching
and learning.

COMMENTS for 5c:

MARCH FEEDBACK: Candidate has continued to use research-verified strategies introduced during the MAT Program. She has also sought out
innovative methods not introduced in the program.

19
Approved by the NC State Board of Education
September 11, 2008

Overall Comments:
STRENGTHS:
(from October)
Organization
Attention to detail
Strong teacher affect
Competent teacher content skills
Good body proximity
Maximum challenge and maximum supports
Humor

20

(additional strengths from January)

Met all fall areas for growth, including: Integration of differentiation; Focus on learning objectives and communicating these to students;
Thoughtful about pacing and introduction of activities.
Consistent excellence
(additional strengths from March)
Strong integration of technology/iPad use in the classroom
Continued consistent excellence
CONTINUING AREAS FOR GROWTH:
Seek out professional development opportunities to expand knowledge of content and skills
Incorporate student use of technology
DIRECTORS COMMENTS: Brittany is one of the strong interns that we have had complete Dukes Master of Arts in Teaching Program.
She exemplifies the work ethic, organization, care, and content expertise valued in our program. I look forward to the contributions she makes
in her school and the field of teaching, at large.
SPRING MENTOR COMMENTS: Brittany is going to be a great teacher. Her lesson planning is imaginative, dynamic, intelligently
structured. She knows how to talk with kids to make them work and to make them feel comfortable and safe. Her feedback on homework and
classwork is clear, timely, and effective. I never saw her get ruffled. I have seen her scrap a lesson plan while in the middle of it if it becomes
clear it is not working, and re-angle her materials in response. This sort of thing is among the most impressive of her abilities, since it requires
Approved by the NC State Board of Education
September 11, 2008

an awareness of her material, her teaching script, and a sensitivity in the moment to what the kids are doing and feeling and thinking. And it
requires a maturity not to simply blame the kids, but to skip that whole step and take action. It has been a great pleasure working with her and
learning from her.
FALL MENTOR COMMENTS: She is exceeding my expectations for her at this point in the internship. Her strengths are mentioned in
the comments above: strong teacher affect, competent parent contact skills, appropriate challenge level, varied activities in lesson planning,
clear communication of directions and course material to students. In the second quarter she made significant strides in differentiating for
standard and honors on a routine / daily basis. She has also improved in linking activities within a single lesson so that students have multiple
avenues for accessing the lessons objectives. She has also demonstrated the ability to adjust her expectations for different grade levels
appropriately.
She has been unable to stay for the afternoons on early release days, which has hampered her ability to show proficiency with professional
development.

21

Evaluators' Signatures and Date

Candidates Signature and Date

Approved by the NC State Board of Education
September 11, 2008

22
Approved by the NC State Board of Education
September 11, 2008