Transcript NC TEACHER EVALUATION INSTRUMENT

21ST CENTURY
FRAMEWORK
OVERVIEW
CYBER SUMMIT ON 21ST CENTURY
SKILLS: NC SUPERINTENDENT JUNE
ATKINSON
• http://www.youtube.com/watch?v=BqV7U5bJJq8
• http://www.youtube.com/results?search_query=cyber+su
mmit+21st+century&aq=f
21st Century Skills Framework
20th Century Education Model
21st Century Skills Framework
21st Century Skills Framework
http://www.p21.org/documents/P21_Framework.pdf
21st Century Skills Framework
Core Subjects
- English
- Government
- Reading or Language Arts
- Economics
- Mathematics
- Arts
- Science
- History
- Foreign Languages
- Geography
- Civics
21st Century Skills Framework
Thinking and Learning Skills
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Critical Thinking & Problem Solving Skills
Creativity & Innovation Skills
Communication & Information Skills
Collaboration Skills
21st Century Skills Framework
ICT Literacy
Information and communications technology
(ICT) literacy is the ability to use technology to
accomplish thinking and learning skills:
• Critical Thinking & Problem Solving
Skills
• Creativity & Innovation Skills
• Communication & Information Skills
• Collaboration Skills
21st Century Skills Framework
Life Skills
• Leadership
• Ethics
• Accountability
• Adaptability
• Personal Productivity
• Personal Responsibility
• People Skills
• Self Direction (e.g. Lawrence Township)
• Social Responsibility
•http://www.lawrencetwp.com/
21st Century Skills Framework
21st Century Content
• Global Awareness
• Financial, Economic, Business and
Entrepreneurship Literacy
• Civic Literacy
• Health & Wellness Awareness
NC TEACHER STANDARDS
AND EVALUATION
INSTRUMENT
Developed to meet the new demands of education and
the 21st century framework.
NC Standards for Teachers
• Standard 1: Teachers demonstrate leadership
• Standard 2: Teachers establish a respectful environment
for a diverse population of students
• Standard 3: Teachers know the content they teach
• Standard 4: Teachers facilitate learning for their students
• Standard 5: Teachers reflect on their practice
• http://www.ncptsc.org/StandardsDocs/Final%20Standards%20Doc
ument.pdf
• http://teacheracademy.org/NC_Professional_Teaching_Standards_
11.pdf
PERFORMANCE
DESCRIPTORS AND
DEFINITIONS
The Rubric and Rating Scale
Performance Descriptors
Emergent - Candidate possesses limited or superficial knowledge and
awareness of concepts associated with educational concepts
Developing – Candidate has mastered important concepts and demonstrated the
ability to apply these to concrete problems, but in contexts of limited complexity
Proficient – Candidate has mastered important concepts and demonstrated the
ability to apply these concepts consistently in real-world contexts – minimum
performance level required to be recommended for licensure.
Accomplished – Candidate possesses and demonstrates truly exemplary
understanding, mastery, and consistent integration of relevant concepts and
skills in their professional practice – continually evaluate their own
performance, and actively seek ways to improve their performance.
Source: North Carolina Teacher Candidate Evaluation Rubric
Performance Descriptors
Not Demonstrated – Did not demonstrate competence
on, or adequate growth toward, achieving standard(s) of
performance
[NOTE: If the “Not Demonstrated” rating is
used, the evaluator must provide a comment
about why it was used.]
Source: North Carolina Teacher Candidate Evaluation Rubric
Definitions
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Artifacts – products used to demonstrate a teacher candidate’s performance or proficiency
Formal Observation – an observation of a teacher’s performance for a minimum of 45
minutes or one complete lesson
Performance Descriptor - discrete statements of specific competency that collectively
reflect a performance level in the rubric
Performance Element - a paragraph that describes in detail one constituent aspect of a
performance standard. The rubric contains twenty-five performance elements.
Performance Level - the label (e.g., Emergent Candidate, Developing Candidate,
Proficient Candidate, Accomplished Candidate) applied to each of four categories used to
rate a teacher candidate’s overall performance for a performance element in the rubric
Performance Standard – statement reflecting a domain of professional practice against
which educator performance is judged. The rubric contains five separate performance
standards (emergent, developing, proficient, accomplished, and non-demonstrated).
Summative – evaluation conducted at the end of the program that leads to a concluding
judgment about performance
Source: North Carolina Teacher Candidate Evaluation Rubric
Resources:
• NC Teacher Candidate Evaluation Rubric:
• http://www.ced.appstate.edu/newstandards/docs/final-teachercandidate-rubric-as-approved-by-the-sbe.pdf
• NC 21st Century Skills:
• http://www.p21.org/route21/index.php?option=com_content&view=
article&id=123&Itemid=199
• NC Common Core and Essential Standards:
• http://www.dpi.state.nc.us/acre/standards/
• Marzano’s Taxonomy:
• http://download.intel.com/education/Common/in/Resources/DEP/sk
ills/Marzano.pdf
• Revised Blooms’ Taxonomy:
• http://www.waynecountyschools.org/147210622111220523/lib/1472
10622111220523/Revised_Blooms_Info.pdf