This rubric provides guidance for evaluating North Carolina teachers. It outlines four standards: (1) teachers demonstrate leadership, (2) teachers establish a respectful environment for students, (3) teachers know the content they teach, and (4) teachers facilitate learning for their students. For each standard, the rubric describes performance levels of developing, proficient, accomplished, and distinguished. Teachers are evaluated on both observed classroom instruction and artifacts that provide evidence of meeting each standard. The rubric is intended to be used for self-assessment, observations, and evaluation conferences to improve teacher effectiveness.

1. Rubric for Evaluating North Carolina Teachers (Required for Self Assessment and
Observation)
This form should be used for the teacher self-assessment, classroom observation, and the summary evaluation
conference.
Note: A in the first column (Observation) means that the evaluator should be able to observe the items in that row during
routine classroom observations.
Name: Mrs Angela Long Date:
School: Chavis Middle District: Gaston County Schools
Evaluator: Title:
Start Time: End Time:
Standard I: Teachers demonstrate leadership
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 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.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
Understands how Takes responsibility Communicates to Encourages students
they contribute to for the progress of students the vision of to take responsibility
students graduating students to ensure being prepared for for their own
from high school. that they graduate life in the 21st learning.
from high school. century.
Uses data to Provides evidence of Evaluates student Uses classroom
understand the skills data driven progress using a assessment data to
and abilities of instruction variety of assessment inform program
students. throughout all data. planning.
classroom activities.
Establishes a safe and Creates a classroom Empowers and
orderly classroom. culture that encourages students
empowers students to to create and
collaborate. maintain a safe and
supportive school and
community
environment.
1b. Teachers demonstrate leadership in the school. Teachers work collaboratively with school personnel to create a
professional learning community. They analyze 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.
. . . and . . . and . . . and
Attends professional Participates in Assumes a leadership Collaborates with
learning community professional learning role in professional colleagues to improve
meetings. community. learning community. the quality of learning
in the school.
Displays awareness of Participates in Collaborates with Assumes a leadership
the goals of the school developing and/or school personnel on role in implementing
improvement plan. implementing the school improvement school improvement
school improvement activities. plan throughout the
plan. building.

2. North Carolina Teacher Evaluation Rubric
1c. Teachers lead the teaching profession. Teachers strive to improve the teaching profession. They contribute to the
establishment of positive working conditions in their school. They actively participate in and advocate for 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.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
Has knowledge of contributes to the Promotes positive Seeks opportunities to
opportunities and the improvement of the working relationships lead professional
need for professional profession through through professional growth activities and
growth and begin to professional growth. growth activities and decision-making
establish relationships collaboration. processes.
with colleagues.
contributes to the
establishment of
positive working
relationships.
contributes to the
school's decision
making processes as
required.
1d. Teachers advocate for schools and students. Teachers advocate for positive change in policies and practices
affecting student learning. They participate in the implementation of initiatives to improve the education of students.
. . . and . . . and . . . and
Knows about the Supports positive Participates in Actively participates,
policies and practices change in policies and developing policies promotes, and
affecting student practices affecting and practices to provides strong
learning. student learning. improve student supporting evidence
learning. for implementation of
initiatives to improve
education.
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)
. . . and . . . and . . . and
Understands the Demonstrates ethical Knows and upholds Models the tenets of
importance of ethical behavior through the Code of Ethics for the Code of Ethics for
behavior as outlined adherence to the North Carolina North Carolina
in the Code of Ethics Code of Ethics for Educators and the Educators and the
for North Carolina North Carolina Standards for Standards for
Educators and the Educators and the Professional Conduct. Professional Conduct
Standards for Standards for and encourages
Professional Conduct. Professional Conduct. others to do the same.
Comments

3. North Carolina Teacher Evaluation Rubric
Examples of Artifacts for Standard I:
Lesson plans Class rules and procedures National Board Certification
Journals Participation in The Teacher Working Discipline records
Student handbooks Condition Survey
Student work Professional Learning Communities
School improvement planning Membership in professional
Service on committees organizations
Relevant data Formal and informal mentoring
Surveys
Standard II: Teachers establish a respectful environment for a diverse population of
students
2a. 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.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
Appreciates and Establishes an Maintains a positive Encourages and
understands the need inviting, respectful, and nurturing advises others to
to establish nurturing inclusive, flexible, and learning environment. provide a nurturing
relationships. supportive learning and positive learning
environment. environment for all
students.
2b. 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.
. . . and . . . and . . . and
Acknowledges that Displays knowledge of Uses materials or Promotes a deep
diverse cultures diverse cultures, their lessons that understanding of
impact the world. histories, and their counteract cultures through the
roles in shaping stereotypes and integration of
global issues. acknowledges the culturally sensitive
contributions of all materials and ideas
cultures. throughout the
curriculum.
Demonstrates Acknowledges the Consistently Capitalizes on
awareness of the influence of race, incorporates different diversity as an asset
diversity of students ethnicity, gender, points of view in in the classroom.
in the classroom. religion, socio- instruction.
economics, and
culture on a student's
development and
attitudes.
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 contributions of each student in
the learning environment by building positive, appropriate relationships.
. . . and . . . and . . . and
Holds high Communicates high Encourages and Helps students hold
expectations of expectations for all values contributions high expectations for
students. students. of students, themselves and their
regardless of peers.
background or ability.

4. North Carolina Teacher Evaluation Rubric
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.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
Recognizes that Collaborates with Understands the roles Anticipates the
students have a specialists who can of and collaborates unique learning needs
variety of learning support the special with the full range of of students and
needs. learning needs of support specialists to solicits assistance
students. help meet the special from within and
needs of all students. outside the school to
address those needs.
Is knowledgeable of Provides unique Effectively engages Adapts instruction for
effective practices for learning opportunities special needs the benefit of
students with special such as inclusion and students in learning students with special
needs. research based activities and ensures needs and helps
effective practices for their unique learning colleagues do the
students with special needs are met. same for their
needs. students.
2e. 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.
. . . and . . . and . . . and
Responds to family Communicates and Recognizes obstacles Promotes trust and
and community collaborates with the to family and understanding
concerns. home and community community throughout the school
for the benefit of participation and community.
students. conscientiously seeks
solutions to overcome
them.
Comments
Examples of Artifacts for Standard II:
Student profiles Communications with parents/
Student surveys community
Cooperation with ESL teachers Professional development on cultural
Lessons that integrate international attitudes and awareness
content Use of technology to incorporate
Documentation of referral data and cultural awareness into lessons
use of IEPs

5. North Carolina Teacher Evaluation Rubric
Standard III: Teachers know the content they teach
3a. 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 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)
. . . and . . . and . . . and
Demonstrates an Understands the Develops and applies Assists colleagues in
awareness of the North Carolina strategies based on applying such
North Carolina Standard Course of the North Carolina strategies in their
Standard Course of Study, uses it in Standard Course of classrooms.
Study and references preparation of lesson Study and standards
it in the preparation plans, and applies developed by
of lesson plans. strategies to make the professional
curriculum rigorous organizations to make
and relevant. the curriculum
balanced, rigorous,
and relevant.
Elementary: Begins to Elementary: Elementary: Elementary: Makes
integrate literacy Integrates effective Evaluates and reflects necessary changes to
instruction in selected literacy instruction upon the effectiveness instructional practice
lessons. throughout the of literacy instruction. to improve student
curriculum. learning.
Secondary: Secondary: Secondary: Evaluates Secondary: Makes
Recognizes the Incorporates a wide and reflects upon the necessary changes to
importance of variety of literacy effectiveness of instructional practice
integrating literacy skills within content literacy instruction to improve student
strategies within the areas to enhance within content areas. learning.
content areas. learning.
3b. 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 in content in assigned content in their
teaching speciality to the teaching teaching specialty. teaching speciality
which assigned. speciality to which Motivates students to and sparks students'
assigned. investigate the curiosity for learning
content area to beyond the required
expand their course work.
knowledge and satisfy
their natural curiosity.

6. North Carolina Teacher Evaluation Rubric
3c. Teachers recognize the interconnectedness of content areas/disciplines. Teachers know the links and vertical
alignment of the grade or subject they teach and 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.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
Understand the links Demonstrates Demonstrates Collaborates with
between grade/ knowledge of links knowledge of the teachers from other
subject and the North between grade/ links and vertical grades or subject
Carolina Standard subject and the North alignment of the areas to establish
Course of Study. Carolina Standard grade or subject area links between
Course of Study. and the North disciplines and
Carolina Standard influence school-wide
Course of Study. curriculum and
Relates content to teaching practice.
other disciplines.
Displays global Promotes global Integrates global Promotes global
awareness. awareness and its awareness activities awareness and its
relevance to the throughout lesson relevance to all
subjects. plans and classroom faculty members,
instructional influencing
practices. curriculum and
teaching practices
throughout the
school.
3d. Teachers make instruction relevant to students. Teachers incorporate 21st century life skills into their teaching
deliberately, strategically, and broadly. These skills 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.
. . . and . . . and . . . and
Identifies Identifies Integrates core Deepens students'
relationships between relationships between content and 21st understandings of
the North Carolina the core content and century content 21st century skills
Standard Course of 21st century content. throughout lesson and helps them make
Study and life in the plans and classroom their own connections
21st century. instructional and develop new
practices. skills.
Comments
Examples of Artifacts for Standard III:
Display of creative student work Content standards
Use of NC Standard Course of Study
Lesson plans

7. North Carolina Teacher Evaluation Rubric
Standard IV: Teachers facilitate learning for their students
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, 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.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
Understands Understands Identifies appropriate Encourages and
developmental levels developmental levels developmental levels guides colleagues to
of students and of students and of students and adapt instruction to
recognizes the need appropriately consistently and align with students'
to differentiate differentiates appropriately developmental levels.
instruction. instruction. differentiates
instruction.
Assesses resources Reviews and uses Stays abreast of
needed to address alternative resources current research
strengths and or adapts existing about student
weakness of students. resources to take learning and
advantage of student emerging resources
strengths or address and encourages the
weaknesses. school to adopt or
adapt them for the
benefit of all students.
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.
. . . and . . . and . . . and
Recognizes data Uses a variety of data Monitors student Monitors student
sources important to for short- and long- performance and performance and
the planning of range planning of responds to individual responds to cultural
instruction. instruction. Monitors learning needs in diversity and learning
and modifies order to engage needs through the
instructional plans to students in learning. school improvement
enhance student process.
learning.
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.
. . . and . . . and . . . and
Demonstrates Demonstrates Ensures the success Stays abreast of
awareness of the awareness or use of of all students emerging research
variety of methods appropriate methods through the selection areas and new and
and materials and materials and utilization of innovative materials
necessary to meet the necessary to meet the appropriate methods and incorporates
needs of all students. needs of all students. and materials. them into lesson plans
and instructional
strategies.

8. North Carolina Teacher Evaluation Rubric
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.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
Assesses effective Demonstrates Integrates technology Provides evidence of
types of technology to knowledge of how to with instruction to student engagement
use for instruction. utilize technology in maximize student in high level thinking
instruction. learning. skills through the
integration of
technology.
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.
. . . and . . . and . . . and
Understands the Demonstrates Teaches students the Encourages and
importance of knowledge of processes needed to assists teachers
developing students' processes needed to think creatively and throughout the school
critical-thinking and support students in critically. to integrate critical
problem solving skills. acquiring critical thinking and problem
thinking skills and solving skills into
problem solving skills. their instructional
practices.
Teaches students the
processes needed to
develop and test
innovative ideas.
Teaches students the
processes needed to
synthesize knowledge.
Teaches students the
processes needed to
draw conclusions.
Teaches students the
processes needed to
exercise and
communicate sound
reasoning.
Teaches students the
processes needed to
understand
connections.
Teaches students the
processes needed to
make complex
choices.
Teaches students the
processes needed to
frame, analyze, and
solve problems.
4f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of
cooperation and collaboration. They organize 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.
. . . and . . . and . . . and
Provides Organizes student Encourages students Fosters the
opportunities for learning teams for the to create and manage development of
cooperation, purpose of developing learning teams. student leadership
collaboration, and cooperation, and teamwork skills
leadership through collaboration, and to be used beyond the
student learning student leadership. classroom.
teams.

9. North Carolina Teacher Evaluation Rubric
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.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
Demonstrates the Uses a variety of Creates a variety of Anticipates possible
ability to effectively methods for methods to student
communicate with communication with communicate with all misunderstandings
students. all students. students. and proactively
develops teaching
techniques to mitigate
concerns.
Provides Consistently Establishes classroom Establishes school-
opportunities for encourages and practices, which wide and grade
students to articulate supports students to encourages all appropriate vehicles
thoughts and ideas. articulate thoughts students to develop to encourage students
and ideas clearly and effective throughout the school
effectively. communication skills. to develop effective
communication skills.
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.
. . . and . . . and . . . and
Uses indicators to Uses multiple Uses the information Teaches students and
monitor and evaluate indicators, both gained from the encourages them to
student progress. formative and assessment activities use peer and self-
summative, to to improve teaching assessment feedback
monitor and evaluate practice and student to assess their own
student progress and learning. learning.
to inform instruction.
Assesses students in Provides evidence Provides Encourages and
the attainment of 21st that students attain opportunities for guides colleagues to
century knowledge, 21st century students to assess assess 21st century
skills, and knowledge, skills, and themselves and skills, knowledge, and
dispositions. dispositions. others. dispositions and to
use the assessment
information to adjust
their instructional
practice.
Comments
Examples of Artifacts for Standard IV:
Lesson plans Documentation of differentiated
Display of technology used instruction
Professional development Materials used to promote critical
Use of student learning teams thinking and problem solving
Collaborative lesson planning

10. North Carolina Teacher Evaluation Rubric
Standard V: Teachers reflect on their practice
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.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
Recognizes the need Provides ideas about Thinks systematically Provides a detailed
to improve student what can be done to and critically about analysis about what
learning in the improve student learning in their can be done to
classroom. learning in the classroom: Why improve student
classroom. learning happens and learning and uses
what can be done to such analyses to
improve student adapt instructional
achievement. practices and
materials within the
classroom and at the
school level.
5b. Teachers link professional growth to their professional goals. Teachers participate in continued, high-quality
professional development that reflects a global view 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.
. . . and . . . and . . . and
Understands the Participates in Participates in Applies and
importance of professional professional implements
professional development aligned development activities knowledge and skills
development. with professional aligned with goals attained from
goals. and student needs. professional
development
consistent with its
intent.
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.
. . . and . . . and . . . and
Is knowledgeable of Considers and uses a Actively investigates Adapts professional
current research variety of research and considers practice based on
based approaches to based approaches to alternative research data and evaluates
teaching and improve teaching and based approaches to the impact on student
learning. learning. improve teaching and learning.
learning and uses
such approaches as
appropriate.
Comments
Examples of Artifacts for Standard V:
Lesson plans Completion of professional
Formative assessments development
Student work Participation in professional learning
Professional Development plan community
Formative and summative assessment
data