Saturday, July 23, 2011

NC Teaching Standard 2

Last year, teachers in North Carolina were evaluated on teacher performance based on the (newly implemented) North Carolina Teacher Evaluation Instrument consisting of five performance areas.  This blog was, in part, created to help teachers, specifically, with Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students.  The wording of Standard II is as follows:


A: Teachers provide an environment in which each child has a positive,
nurturing relationship with caring adults.
Teachers encourage an environment that is inviting, respectful,
supportive, inclusive, and flexible.
• Encourage an environment that is inviting, respectful, supportive,
inclusive, and flexible.

B: 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.
• 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.

C: 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 contributions of each student in the learning environment
by building positive, appropriate relationships.
• Maintain high expectations for all students
• Appreciate differences and value contributions by building positive,
appropriate relationships.

D: 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.
• Collaborate with specialists
• Engage students and ensure they meet the needs of their students
through inclusion and other models of effective practice


E: Teachers work collaboratively with the families and significant adults
in the lives of their students.
Teachers recognize that educating children is a shared responsibility
involving the school, parents or guardians, and the community. Teachers
improve communication and collaboration between the school and the
home and community in order to promote trust and understanding and
build partnerships with all segments of the school community. Teachers
seek solutions to overcome cultural and economic obstacles that may
stand in the way of effective family and community involvement in the
education of their students.
• 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

View complete Teacher Evaluation document here.

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