Standard III: Teachers know the content they a. Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. They develop and 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. Not Demonstrated Developing Proficient Accomplished Distinguished (Comment Required) Observation . . . and . . . and . . . and Demonstrates an Understands the North Develops and applies Assists colleagues in  awareness of the Carolina Standard strategies based on applying such North Carolina Course of Study, the North Carolina strategies in their Standard Course of uses it in preparation Standard Course of classrooms. Study and references of lesson plans, and Study and standards it in the preparation of applies strategies to developed by lesson plans. make the curriculum professional rigorous and relevant. organizations to make the curriculum balanced, rigorous and relevant. Elementary: Begins to Elementary: Integrates Elementary: Evaluates Elementary: Makes  integrate literacy effective literacy and reflects upon the necessary changes to instruction in instruction throughout effectiveness of instructional practice to selected lessons. the curriculum. literacy instruction. improve student learning. Secondary: Recognizes Secondary: Secondary: Evaluates Secondary: Makes  the importance of Incorporates a wide and reflects upon the necessary changes to integrating literacy variety of literacy effectiveness of instructional practice to strategies within the skills within content literacy instruction improve student content areas. areas to enhance within content areas. learning. learning. b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their classrooms by knowing 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. . . . and . . . and . . . and Demonstrates a basic Demonstrates an Applies knowledge of Extends knowledge of  level of content appropriate level of subject beyond the subject beyond knowledge in the content knowledge content in assigned content in teaching specialty to in the teaching teaching specialty. teaching specialty and which assigned. specialty to which Motivates students sparks students’ assigned. to investigate the curiosity for learning content area to beyond the required expand course work. knowledge and satisfy their natural curiosity. Approved as of August 2008 24
Standard III: Teachers know the content they Observation a. Teachers align their instruction with the North Carolina Standard Course of Study. In order to enhance the Standard Course of Study, teachers investigate the content standards developed by professional organizations in their specialty area. They develop and 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 Proficient Accomplished Distinguished Not Demonstrated (Comment Required) . . . and . . . and . . . and  Demonstrates an awareness of the North Carolina Standard Course of Study and references it in the preparation of lesson plans. Understands the North Carolina Standard Course of Study, uses it in preparation of lesson plans, and applies strategies to make the curriculum rigorous and relevant. Develops and applies strategies based on the North Carolina Standard Course of Study and standards developed by professional organizations to make the curriculum balanced, rigorous and relevant. Assists colleagues in applying such strategies in their classrooms.  Elementary: Begins to integrate literacy instruction in selected lessons. Elementary: Integrates effective literacy instruction throughout the curriculum. Elementary: Evaluates and reflects upon the effectiveness of literacy instruction. Elementary: Makes necessary changes to instructional practice to improve student learning.  Secondary: Recognizes the importance of integrating literacy strategies within the content areas. Secondary: Incorporates a wide variety of literacy skills within content areas to enhance learning. Secondary: Evaluates and reflects upon the effectiveness of literacy instruction within content areas. Secondary: Makes necessary changes to instructional practice to improve student learning. b. Teachers know the content appropriate to their teaching specialty. Teachers bring a richness and depth of understanding to their classrooms by knowing 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. . . . and . . . and . . . and  Demonstrates a basic level of content knowledge in the teaching specialty to which assigned. Demonstrates an appropriate level of content knowledge in the teaching specialty to which assigned. Applies knowledge of subject beyond the content in assigned teaching specialty. Motivates students to investigate the content area to expand knowledge and satisfy their natural curiosity. Extends knowledge of subject beyond content in teaching specialty and sparks students’ curiosity for learning beyond the required course work. Approved as of August 2008 24
rubric-eval-teachers.docx