Teacher Candidate Evaluation Rubric - Public Schools of North ...

North CarolinaEducator Evaluation SystemTeacher CandidateEvaluation Rubric

Teacher Candidate Evaluation RubricThe following rubric was developed to align with and reflect the North Carolina Professional TeachingStandards approved by the North Carolina State Board of Education on June 7, 2007. The rubric alsoparallels the North Carolina Inservice Teacher Evaluation Rubric that is used to assess the professionalperformance of inservice teachers throughout the state. However, the Teacher Candidate Evaluation Rubrichas been adapted to reflect the specific contexts and opportunities available to teacher candidates throughouttheir programs, and to allow distinctions to be made across each of four levels of performance on the NorthCarolina Professional Teaching Standards.Preservice teacher (candidate) performance should be rated on each element within each Standard ascharacteristic of a practitioner at one of four levels: Emergent Candidate, Developing Candidate, ProficientCandidate 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 “EmergentCandidate” 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 lessthan the Proficient Candidate level on each element and on each standard.i

Standard 1: Teachers demonstrate leadership1ObservationArtifact1a. Teachers lead in their classrooms. Teachers demonstrate leadership by taking responsibility for the progress of all students to ensure that they graduate from highschool, 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 avariety 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 schoolyear 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 empowersstudents to collaborate and become lifelong learners.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateAcknowledges theimportance of high schoolgraduation for students.Identifies the types of datathat are commonly availableto and used in schools.ANDDemonstrates how teacherscontribute to students’ progresstoward high school graduationby following the NorthCarolina Standard Course ofStudy.Uses data to identify the skillsand abilities of students.Describes the characteristicsand importance of a safe andorderly classroom environment.Understands positivemanagement of studentbehavior, including strategiesof conflict resolution and angermanagement, effectivecommunication for defusingand deescalating disruptive ordangerous behavior, and safeand appropriate use ofseclusion and restraint.ANDEvaluates the progress of studentstoward high school graduationusing a variety of assessment datameasuring goals of the NorthCarolina Standard Course ofStudy.Draws on appropriate data todevelop classroom andinstructional plans.Maintains a safe and orderlyclassroom that facilitates studentlearning.Uses positive management ofstudent behavior, includingstrategies of conflict resolution andanger management, effectivecommunication for defusing anddeescalating disruptive ordangerous behavior, and safe andappropriate seclusion and restraint.ANDTakes responsibility for studentprogress toward high schoolgraduation by aligninginstruction and assessment withthe North Carolina StandardCourse of Study.Maintains or supports aclassroom culture thatempowers students tocollaborate and becomelifelong learners.Not Demonstrated(Comment Required)Approved by the NC State Board of EducationSeptember 11, 2008

2ObservationObservationArtifactArtifact1b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a professional learning community. They analyzeand use local, state, and national data to develop goals and strategies in the school improvement plan that enhances student learning and teacher working conditions. Teachersprovide 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 participatein the hiring process and collaborate with their colleagues to mentor and support teachers to improve the effectiveness of their departments or grade levels.Not DemonstratedEmergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate(Comment Required)Recognizes opportunitiesfor involvement inprofessional learningactivities.ANDAttends professional learningactivities.ANDEngages in collaborative andcollegial professional learningactivities.Identifies the characteristics orcritical elements of a schoolimprovement plan.Displays the ability to useappropriate data to identify areasof need that should be addressed ina school improvement plan.ANDParticipates in professionallearning community (PLC)activities.Works with others indeveloping and/orimplementing schoolimprovement activities.1c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the establishment of positive working relationships inthe school. They actively participate in and advocate for the decision-making structures in education and government that take advantage of the expertise of teachers. Teacherspromote professional growth for all educators and collaborate with their colleagues to improve the profession.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)ObservationArtifactRecognizes theresponsibility of teachers forprofessional improvementand support.ANDRecognizes the need andidentifies opportunities forprofessional growth.ANDParticipates in professionaldevelopment and growth activities.Begins to develop professionalrelationships and networks.ANDSeeks additional opportunitiesfor professional developmentand growth.Extends professionalrelationships and networks.1d. Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices affecting student learning. They participate in theimplementation of initiatives to improve the education of students.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)Demonstrates awareness ofschool practices andpolicies.ANDIdentifies the policies andpractices affecting students’learning.ANDImplements and adheres to policiesand practices positively affectingstudents’ learning.ANDWorks with others to developand/or revise policies andpractices to improve students’learning.Approved by the NC State Board of EducationSeptember 11, 2008

ObservationArtifact1e. Teachers demonstrate high ethical standards. Teachers demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Teachersuphold 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).Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)Recognizes the need forethical professionalbehavior.ANDArticulates the importance ofethical behavior as outlined inthe Code of Ethics for NorthCarolina Educators and theStandards for ProfessionalConduct.ANDUpholds the Code of Ethics forNorth Carolina Educators and theStandards for ProfessionalConduct.ANDModels the tenets of the Codeof Ethics for North CarolinaEducators and the Standardsfor Professional Conduct, andencourages others to do thesame.Standard 2: Teachers establish a respectful environment for a diverse population of students3ObservationArtifact2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. Teachers provide anenvironment for student learning that is inviting, respectful, supportive, inclusive, and flexible.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)Articulates the importanceof appropriate and caringlearning environments forchildren.ANDRecognizes and can explainaspects of a respectful andeffective learning environment.ANDMaintains a positive and nurturinglearning environment.ANDEnhances an inviting,respectful, inclusive, flexible,and supportive learningenvironment.ObservationArtifact2b. Teachers embrace diversity in the school community and in the world. Teachers demonstrate their knowledge of the history of diverse cultures and theirrole in shaping global issues. They actively select materials and develop lessons that counteract stereotypes and incorporate histories and contributions of all cultures. Teachersrecognize 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’sculture and background may influence his or her school performance. Teachers consider and incorporate different points of view in their instruction.Not DemonstratedEmergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate(Comment Required)Acknowledges that diversecultures impact the world.Identifies the range andaspects of diversity ofstudents in the classroom.ANDDisplays knowledge of diversecultures, their histories, andtheir roles in shaping globalissues.Acknowledges the influence ofall aspects of diversity onstudents’ development andattitudes.ANDAppropriately uses materials orlessons that counteract stereotypesand acknowledges thecontributions of all cultures.Incorporates different points ofview in instruction.Understands the influence ofdiversity and plans instructionaccordingly.ANDConsistently integratesculturally relevant and/orsensitive materials and ideasthroughout the curriculum.Builds on diversity as an assetin the classroom.Approved by the NC State Board of EducationSeptember 11, 2008

ObservationArtifact2c. Teachers treat students as individuals. Teachers maintain high expectations, including graduation from high school, for students of all backgrounds. Teachersappreciate the differences and value the contribution of each student in the learning environment by building positive, appropriate relationships.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)Articulates the need to treatstudents as individuals.ANDEncourages and valuesindividual studentcontributions, regardless ofbackground or ability.ANDMaintains a learning environmentthat conveys high expectations ofevery student.ANDEnhances a learningenvironment that meets theneeds of individual students.ObservationArtifact2d. Teachers adapt their teaching for the benefit of students with special needs. Teachers collaborate with the range of support specialists to help meet thespecial needs of all students. Through inclusion and other models of effective practice, teachers engage students to ensure that their needs are met.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)4ObservationArtifactRecognizes that studentshave individual learningneeds.ANDUnderstands resources andstrategies that can provideassistance in meeting thespecial learning needs ofindividual students.ANDCooperates with specialists anduses resources to support thespecial learning needs of allstudents.Uses research-verified strategies toprovide effective learningactivities for students with specialneeds.ANDCoordinates and collaborateswith the full range of supportspecialists and resources tohelp meet the special needs ofall students.Effectively engages specialneeds students in learningactivities and ensures theirunique 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 ashared responsibility involving the school, parents or guardians, and the community. Teachers improve communication and collaboration between the school, the home, and thecommunity in order to promote trust and understanding and build partnerships with all segments of the school community. Teachers seek solutions to overcome cultural andeconomic obstacles that may stand in the way of effective family and community involvement in the education of their students.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateRecognizes factors that candiminish or enhanceinvolvement by parents,guardians, and thecommunity in schools.ANDUnderstands strategies forenhancing communicationbetween home and school andfor engaging parents,guardians, and communitymembers in schools.ANDCommunicates and collaborateswith the home and community forthe benefit of students.ANDSeeks and implementssolutions to overcome obstaclesto participation of families andcommunities.Not Demonstrated(Comment Required)Approved by the NC State Board of EducationSeptember 11, 2008

Standard 3: Teachers know the content they teach5ObservationObservationArtifactArtifact3a. 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 andrelevant for all students and provide a balanced curriculum that enhances literacy skills. Elementary teachers have explicit and thorough preparation in literacy instruction. Middleand high school teachers incorporate literacy instruction within the content area or discipline.Not DemonstratedEmergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate(Comment Required)Demonstrates awareness ofthe North Carolina StandardCourse of Study.Understands the importanceof literacy instruction acrossall subjects, grades and ages.ANDDemonstrates knowledge of theNorth Carolina StandardCourse of Study by referencingit in the preparation of lessonplans.Integrates literacy instruction inindividual lessons and inparticular subject areas.ANDDevelops and applies lessonsbased on the North CarolinaStandard Course of Study.Integrates effective literacyinstruction throughout thecurriculum and across contentareas to enhance students’learning.ANDDevelops and applies strategiesreflecting the North CarolinaStandard Course of Study andstandards developed byprofessional organizations tomake the curriculum balanced,rigorous, and relevant.Evaluates and reflects upon theeffectiveness of literacyinstruction within and acrosscontent areas.3b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their classrooms by knowingtheir 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 acrossdisciplines. Middle school and high school teachers have depth in one or more specific content areas or disciplines.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)Successfully completesgeneral educationcoursework across therequired range ofdisciplines.ANDDemonstrates a basic level ofcontent knowledge in theteaching specialty.ANDDemonstrates an appropriate levelof content knowledge in theteaching specialty.Encourages students to investigatethe content area to expand theirknowledge and satisfy their naturalcuriosity.ANDDemonstrates extensiveknowledge of content in theteaching specialty.Prompts students’ curiosity forlearning beyond the requiredcoursework.Approved by the NC State Board of EducationSeptember 11, 2008

6ObservationObservationArtifactArtifact3c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical alignment of the grade or subject they teach andthe 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 forstudents. Teachers promote global awareness and its relevance to subjects they teach.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateRecognizes the importance ofinterdisciplinary learning.Understands the importance ofglobal awareness for students.ANDArticulates the links betweengrade/subject and the NorthCarolina Standard Course ofStudy.Displays global awareness.ANDDemonstrates knowledge of linksbetween grade/subject and theNorth Carolina Standard Courseof Study by relating content toother disciplines.Relates global awareness to thesubject.ANDIntegrates the links and thevertical alignment of the gradeor subject area and the NorthCarolina Standard Course ofStudy. Effectively and broadlyrelates content to otherdisciplines.Not Demonstrated(Comment Required)Integrates global awarenessactivities throughout lessonplans and classroominstructional practices.3d. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching deliberately, strategically, and broadly. These skillsinclude leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility. Teachers help their studentsunderstand the relationship between the North Carolina Standard Course of Study and 21st century content, which includes global awareness; financial, economic, business andentrepreneurial literacy; civic literacy; and health awareness.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)Recognizes the relationshipbetween the North CarolinaStandard Course of Study andlife in the 21st century.Identifies relationships betweenthe North Carolina StandardCourse of Study and life in the21st century.Integrates 21st century skills andcontent in instruction.Consistently integrates 21stcentury skills and contentthroughout classroominstruction and assessment.Identifies 21 st century skills andcontent as specified in theFramework for 21 st CenturyLearning and Critical Elementsfor 21 st Century Skills.ANDDemonstrates understanding of21 st century skills and contentas specified in the Frameworkfor 21 st Century Learning andCritical Elements for 21 stCentury Skills.ANDANDApproved by the NC State Board of EducationSeptember 11, 2008

Standard 4: Teachers facilitate learning for their studentsObservationArtifact4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotionaldevelopment 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 thestrengths and weaknesses of their students.Not DemonstratedEmergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate(Comment Required)Understands the developmentallevels of students.Demonstrates awareness of theinfluence of developmentallevels on students’ learning.Identifies developmental levels ofindividual students and plansinstruction accordingly.Appropriately differentiatesinstruction.7ObservationObservationArtifactArtifactANDDemonstrates an understandingof methods for differentiatinginstruction to accommodatedevelopmental differences instudents.ANDAssesses and uses resourcesneeded to address strengths andweaknesses of students.4b. Teachers plan instruction appropriate for their students. Teachers collaborate with their colleagues and use a variety of data sources for shortand long range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage studentsin the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning. Teachers make the curriculum responsive to culturaldifferences and individual learning needs.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateRecognizes data sourcesimportant to planninginstruction.ANDUses a variety of data for shortandlong-range planning ofinstruction.Monitors and modifiesinstructional plans to enhancestudent learning.ANDCollaborates with colleagues tomonitor student performance andmake instruction responsive tocultural differences and individuallearning needs.ANDANDWorks collaboratively withother school staff to develop ormaintain a culturally anddevelopmentally supportiveschool environment.Not Demonstrated(Comment Required)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 theystrive to eliminate achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)Understands a range of methodsand materials that can beapplied in the classroom.ANDDemonstrates awareness of thevariety of methods andmaterials necessary to meet theneeds of all students.ANDUses a variety of appropriatemethods and materials to meet theneeds of all students.ANDConsistently enables thesuccess of all students throughthe selection and use ofappropriate methods andmaterials.Approved by the NC State Board of EducationSeptember 11, 2008

ObservationArtifact4d. Teachers integrate and utilize technology in their instruction. Teachers know when and how to use technology to maximize student learning. Teachers helpstudents use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)Demonstrates knowledge ofmethods for utilizingtechnology in instruction.ANDAssesses effective types oftechnology to use forinstruction.ANDIntegrates technology withinstruction to maximize students’learning.ANDEngages students in higherlevel thinking through theintegration of technology.8ObservationArtifact4e. Teachers help students develop critical-thinking and problem-solving skills. Teachers encourage students to ask questions; think creatively; develop and testinnovative ideas; synthesize knowledge and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; andframe, analyze, and solve problems.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateDemonstrates an understandingof the importance of developingstudents’ critical-thinking andproblem-solving skills.ANDDemonstrates knowledge ofprocesses needed to supportstudents in acquiring criticalthinkingand problem-solvingskills.ANDIntegrates specific instruction thathelps students develop the abilityto apply processes and strategiesfor critical thinking and problemsolving.ANDCreates or maintains instructionthat consistently engagesstudents in the processes ofcritical thinking and problemsolving in meaningful contexts.Not Demonstrated(Comment Required)ObservationArtifact4f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration. They organizelearning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures andbackgrounds, and develop leadership qualities.Not DemonstratedEmergent Candidate Developing Candidate Proficient Candidate Accomplished Candidate(Comment Required)Recognizes the need toencourage the development ofcooperation, collaboration, andstudent leadership.ANDDemonstrates awareness ofmultiple approaches orstrategies for developing andsupporting student learningteams.ANDOrganizes student learning teamsfor the purpose of developingcooperation, collaboration, andstudent leadership.ANDEncourages students to createand manage learning teams.Approved by the NC State Board of EducationSeptember 11, 2008

ObservationObservationArtifactArtifact4g. Teachers communicate effectively. Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able tocommunicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateCommunicates effectively bothorally and in writing.Recognizes a variety ofmethods for communicatingeffectively with students.ANDDemonstrates the ability tocommunicate effectively withstudents.Provides opportunities forstudents to articulate thoughtsand ideas.ANDUses a variety of methods tocommunicate effectively with allstudents.Consistently encourages andsupports students to articulatethoughts and ideas clearly andeffectively.ANDEstablishes classroom practicesthat encourage all students todevelop effectivecommunication skills.Not Demonstrated(Comment Required)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 andeach other. Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st century knowledge, skills, performance, and dispositions.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)9Demonstrates awareness ofmultiple indicators or measuresof student progress.ANDInterprets data on studentprogress accurately and candraw appropriate conclusions.ANDUses multiple indicators, bothformative and summative, tomonitor and evaluate students’progress and to inform instruction.Provides evidence that studentsattain 21st century knowledge,skills and dispositions.ANDUses information gained fromassessment activities toimprove teaching practice andstudents’ learning.Provides opportunities forstudents to assess themselvesand others.Approved by the NC State Board of EducationSeptember 11, 2008

Standard 5: Teachers reflect on their practiceObservationArtifact5a. Teachers analyze student learning. Teachers think systematically and critically about student learning in their classrooms and schools: Why learning happens and whatcan be done to improve achievement. Teachers collect and analyze student performance data to improve school and classroom effectiveness. They adapt their practice based on researchand data to best meet the needs of students.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateRecognizes multiple sources ofinformation on students’learning and performance.ANDIdentifies data sources toimprove students’ learning.ANDUses data to provide ideas aboutwhat can be done to improvestudents’ learning.ANDBased upon data, selects ordevelops instructionalapproaches that areintentionally tailored tostudents’ learning needs.Not Demonstrated(Comment Required)ObservationArtifact5b. Teachers link professional growth to their professional goals. Teachers participate in continued, high quality professional development that reflects a global viewof 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 professionalgrowth.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)10Acknowledges the importanceof ongoing professionaldevelopment.ANDAttends required or expectedactivities for professionalgrowth.ANDParticipates in recommendedactivities for professional learningand development.ANDSeeks out and engages inopportunities to expandprofessional knowledge andbuild professional skills.ObservationArtifact5c. Teachers function effectively in a complex, dynamic environment. Understanding that change is constant, teachers actively investigate and consider new ideasthat improve teaching and learning. They adapt their practice based on research and data to best meet the needs of their students.Emergent Candidate Developing Candidate Proficient Candidate Accomplished CandidateNot Demonstrated(Comment Required)Acknowledges the importanceof using research-verifiedapproaches to teaching andlearning.ANDDemonstrates knowledge ofcurrent research-verifiedapproaches to teaching andlearning.ANDUses a variety of research-verifiedapproaches to improve teachingand learning.ANDInvestigates and implementsinnovative, research-verifiedapproaches to improve teachingand learning.Approved by the NC State Board of EducationSeptember 11, 2008

Glossary of TermsAccomplished Candidate: The fourth of four performance levels used to rate a candidate’s proficiency onelements of the standards. Reflects only those candidates who possess and demonstrate trulyexemplary understanding, mastery, and consistent integration of relevant concepts and skills in theirprofessional practice. Such candidates regularly engage in activities that intentionally and proactivelyencourage the professional growth of colleagues, continually evaluate their own performance, andactively 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 educatorsand 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 onelements of the standards. Reflects a candidate with the skills and knowledge of a student who hassuccessfully completed some teacher education coursework. Such candidates have mastered importantconcepts and demonstrated the ability to apply these to concrete problems, but in contexts of limitedcomplexity (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 licensurecandidates’ performance ratings and that are accessible by the North Carolina State Board ofEducation for programmatic review.Emerging Candidate: The first of four performance levels used to rate a candidate’s proficiency onelements of the standards. Reflects a candidate who is a new student to the field of education. Suchcandidates are engaged in their baccalaureate, and perhaps teacher education, coursework. However,the Emerging Candidate possesses only a limited or superficial knowledge and awareness of conceptsassociated with educational concepts.Evaluator: The person or persons designated by an institution as responsible for overseeing and completingthe summative evaluation of licensure candidate’s performance.Formative: Evaluation conducted during a program that produces information used primarily to makemodifications and improvement; may be conducted as often as necessary.Literacy: (i) Age-appropriate knowledge (reading, writing, comprehension, skills) in any particular contentarea or field; (ii) ability to understand, communicate, and apply principles associated with 21 st CenturySkills (e.g., financial, economic, business, and entrepreneurial literacy, civic literacy, information andmedia literacy, and ICT literacy). See Framework for 21 st Century Learning and Critical Elements forCreating 21 st Century Skills.North Carolina Standard Course of Study: The materials that establish competencies for each grade andhigh school course to ensure rigorous student academic performance standards that are uniform acrossthe state. Where this document is referenced in this manual and in the rubric, other state-approvedstandards (e.g., North Carolina Early Learning Standards, North Carolina Standards for Career andVocational Technology, etc.) also apply.Performance Descriptor: Discrete statements of specific competency that collectively reflect a performancelevel in the rubric.Performance Element: A paragraph that describes in detail one constituent aspect of a performancestandard. The rubric contains twenty-five performance elements.Performance Level: The label (e.g., Emergent Candidate, Developing Candidate, Proficient Candidate, andAccomplished Candidate) applied to each of four categories used to rate a teacher candidate’s overallperformance for a performance element in the rubric.11

Performance Standard: A statement reflecting a domain of professional practice against which educatorperformance is judged. The rubric contains five separate performance standards.Professional Learning Community (PLC): Describes a collegial group of administrators and school staffwho are united in their commitment to student learning and who work in an environment characterizedby mutual cooperation, personal growth, and a synergy of efforts. In PLCs, school and districtadministrators share power and authority by inviting staff input in decision making and by a sustainedcommitment 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 onelements of the standards. Reflects a candidate who has mastered important concepts anddemonstrated 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 minimumperformance level required to be recommended for licensure.Rubric: The instrument comprised of standards, elements and descriptors used to evaluate preservice schoolexecutive performance against the North Carolina Professional Teaching Standards.Special needs: Students with diverse abilities and disabilities who are not achieving optimal educationoutcomes. This may include students with identified disabilities, students from culturally andlinguistically 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 aboutperformance.Works with others: Phrase used in some descriptors that indicates that a candidate has completed a task incollaboration with additional individuals such as a cooperating teacher and/or program advisor.12