North Carolina Teacher Evaluation Rubric – Standard IV Teachers Facilitate Learning for their students

IV-a. 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. Developing Understands developmental levels of students and recognizes the need to differentiate instruction. No I-SS observable evidence Proficient Understands developmental levels of students and appropriately differentiates instruction. Assesses resources needed to address strengths and weakness of students. We post pictures of students doing kinesthetic activities like dancing, playing music twister, treble staff beanbag toss, etc. to be evidence for this standard. Accomplished Identifies appropriate developmental levels of students and consistently and appropriately differentiates instruction Reviews and uses alternative resources or adapts existing resources to take advantage of student strengths and address weaknesses. Distinguished Encourages and guides colleagues to adapt instruction to align with students' developmental levels. Stays abreast of current research about student learning and emerging resources and encourages the school to adopt or adapt them for the benefit of all students.

The students in these pictures are using a variety of learning styles: Visual, Aural, Kinesthetic

Developing Recognizes data sources important to planning instruction. I-SS Observable Evidence: Instruction is informed by data and aligned to NCSCOS. Proficient Uses a variety of data for short- and long-range planning of instruction. Monitors and modifies instructional plans to enhance student learning. I-SS Observable Evidence: Evident that a variety of data sources are utilized to plan instruction. Instruction is monitored and modified to engage and address student's needs. Predictive Assessments, L to J, Action Plan Distinguished Monitors student performance and responds to cultural diversity and learning needs through the school improvement process. I-SS Observable Evidence: Actively involved in the SIP process to address identified student needs and implement SIP strategies. Accomplished Monitors student performance and responds to individual learning needs in order to engage students in learning. I-SS Observable Evidence: Monitors individual student performance and instruction is differentiated to meet the needs of all students. Individual Action Plans, Differentiation b. 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.

The next slide shows an example of an Action Plan cycle. This is a process that most teachers go through to plan effective teaching (whether they call it that or not), but allowing the students to participate in the planning gives them ownership of the process and informs them of expectations for learning. Action Plans can be implemented as a whole class (best for beginners) or, once students have had experience with the process, for individuals (great for differentiating).

Plan Based on the data, our learning target for this cycle is: (SCOS 5.01) I can read whole, half, eighth, sixteenth and dotted notes and rests in 2/4, ¾, 4/4 and 6/8 meters. We will measure our learning by: A pre-test and a post test during the week of November 15th.___ Our Class Performance Goal: _Each 5thgrade class will show a 10% growth on the number of correct answers on the post-test. We will celebrate improvement by: Alamina, Coughlin, Dennis, Duncan – Candy Jones – Short Group Game (telephone) We will celebrate reaching our goal by: Alamina, Coughlin, Duncan – Gum Chewing Dennis – Paper Wad Fight Jones – Musical Chairs This is our plan for the Cycle Beginning: __ ___ _ Study Did we reach our goal? _Alamina - Coughlin – Dennis - Duncan - Jones -___________ Did we improve? _Alamina - Coughlin – Dennis - Duncan - Jones -____ Is there anything else we need to think about to help us understand our data ? Today’s Date:___________________ + −∆ What strategies helped us reach our goal for this learning target?  What kept us from reaching our goal for this learning target?  What should be done differently to help us improve? Today’s Date:___________________________ Do Action Plan To help us reach our goal for this learning target, we will: Practice rhythm patters at the Keyboards 2 Center Play Cover Up Play War with the Music Note Cards Use the Smart Notebook activity at the Smart Center Give our best effort in large group activities Our plan for the Month Beginning: _ __ We will reflect on this plan when we receive data on:_ _ ACT Looking at our action steps from this Month

c. 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 the achievement gaps. Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction. Developing Demonstrates awareness of the variety of methods and material s necessary to meet the needs of all students. I-SS Observable Evidence: Demonstrates awareness of the variety of methods and materials necessary to meet the needs of all the students Proficient Demonstrates awareness or use of appropriate methods and materials necessary to meet the needs of all students. I-SS Observable Evidence: Implements varied high-yield instructional strategies which are visible throughout lesson. Accomplished Ensures the success of all students through the selection and utilization of appropriate methods and materials. I-SS Observable Evidence: Reflects on the use of appropriate methods instructional strategies and materials based on data and incorporates them into instruction. Distinguished Stay abreast of emerging research areas and new innovative materials and incorporate them into lessons plans and instructional strategies. I-SS Observable Evidence: Incorporates emerging research based instructional strategies and innovative materials into instruction to meet the needs of all students

We can show evidence for this part of standard IV by varying our music and instrumental parts to accommodate for students' levels and abilities. For example: a challenging vocal line accompanied by a simple percussion part. In I-SS the music teachers meet as a group to reflect on our best practices, High-yield Instructional Strategies and research articles.

d. 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. Developing Assesses effective types of technology to use for instruction. I-SS Evidence: Knowledgeable of types of technology applicable to use during instruction. (Possible discussion topic) Proficient Demonstrates knowledge of how to utilize technology in instruction. I-SS Evidence: Integrates and models use of technology during instruction. Accomplished Integrates technology with instruction to maximize student learning. I-SS Evidence: Enriches student learning through the incorporation of appropriate technology into instruction. Distinguished Provides evidence of student engagement in higher level thinking skills through the integration of technology I-SS Evidence: Engages students regularly in the use of technology to address higher level thinking skills and 21st century standards (Problem solving, project-based learning, etc.).

Music teachers in I-SS use smartboards, digital projectors, DVD players, animated listening maps, music computer software, CD payers/Ipods, Animato, voice threads, Elluminate, Skype, Music class blogs, and internet surveys. Evidence - Take photos of students using Smartboards and computers.

e. 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. Developing Understands the importance of developing students’ critical- thinking and problem solving skills. I-SS evidence: attempts to provide opportunities for students to think critically of problem solve. Proficient Demonstrates knowledge of processes needed to support students in acquiring critical thinking skills and problem solving skills. I-SS evidence: Utilizes instructional strategies and activities that support development of critical thinking and problem solving skills of students (Higher order thinking, rigorous classroom instructional activities, PDSA conversation) Accomplished Teaches students the processes needed to: think creatively and critically, develop and test innovative ideas, synthesize knowledge, draw conclusions, exercise and communicate sound reasoning, understand connections, make complex choices, and frame, analyze and solve problems. I-SS evidence: Teaches students the processes needed to: Think creatively and critically, develop and test innovative ideas, Synthesize knowledge Draw conclusions Exercise and communicate sound reasoning Understand connections Make complex choices and Frame, analyze and solve problems

Distinguished Encourages and assists teachers throughout the school to integrate critical thinking and problem solving skills into their instructional practices I-SS evidence: Teacher and students actively and collaboratively engage in problem solving and higher order thinking. Encourages and assists other teachers throughout the school to integrate critical thinking and problem solving into their instructional practices I-SS Best Practices: Students create class Action Plans in music Students create rhythms and melodies Students synthesize rhythm and note reading skills to play instruments like recorders playing and singing with expression = higher order thinking skills Interpreting lyrics and creating music = Higher order thinking skills Music teachers share ideas with each other about teaching creativity and higher order thinking skills Evidence: take photos of all of the above activities.

These students are using Boom Whackers and Whack-a-boom cards to create their own musical composition.

f. Teachers help students work in teams and develop leadership qualities. Teachers teach the importance of cooperation and collaboration. They organize learning teams to help students define roles, strengthen social ties, improve communication and collaboration skills, interact with people from different cultures and backgrounds, and develop leadership qualities. Developing Provides opportunities for cooperation, collaboration, and leadership through student learning teams. I-SS evidence: allows students to work together. Proficient Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership. I-SS evidence: Utilizes cooperative groups with identified roles and responsibilities. Accomplished Encourages students to create and manage learning teams. I-SS evidence: Holds teams and individuals accountable for achieving learning goals. Distinguished Foster the development of student leadership and teamwork skills to be used beyond the classroom. I-SS evidence: Provides opportunities for students to work independently and interdependently to achieve learning goals, develop leadership and teamwork skills throughout the school environment. I-SS music teachers use collaborative groups in music center activities as well as other music-making activities. Student "jobs" include conductor (leader), time keeper, note-taker, reporter. Groups are flexible with respect to ability, socio- economic level, cultural diversity, etc.

g. 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. Developing Demonstrates the ability to effectively communicate with students. Provides opportunities for students to articulate thoughts and ideas. I-SS evidence: Effective 2-way communication that utilizes age- appropriate vocabulary and language. Coaches students to articulate thoughts and ideas through open-ended questions. Proficient Uses a variety of methods for communication with all students. Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively. I-SS evidence: Utilizes a variety of methods to support effective communication with all students. Provides opportunities for students to clearly and effectively articulate thoughts and ideas relative to the lessons objective. Accomplished Creates a variety of methods to communicate with all students. Establishes classroom practices, which encourage all students to develop effective communication skills. I-SS evidence: Creates a variety of methods to support effective 2-way communication with all students. Creates opportunities for students to articulate ideas through structured activities and discussions. Distinguished Anticipates possible student misunderstandings and proactively develops teaching techniques to mitigate concerns. Establishes school-wide and grade appropriate vehicles to encourage students throughout the school to develop effective communication skills. I-SS evidence: Systematically and proactively uses quality tools or other techniques to address student concerns. Establishes school-wide, grade appropriate activities to provide all students the opportunity to develop effective communication skills.

The music classroom offers many opportunities for non-linguistic communication!

h. 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. Developing Uses indicators to monitor and evaluate student progress. Assesses students in the attainment of 21st Century knowledge, skills, and dispositions. I-SS evidence: Utilizes assessment data to monitor and evaluate students' progress. Informally assesses students in 21st century skills, knowledge, & dispositions through observations. Proficient Uses multiple indicators, both formative and summative, to monitor and evaluate student progress and to inform instruction. Provides evidence that students attain 21st century knowledge, skills and dispositions. I-SS evidence: Uses regular district & grade level/content appropriate formative and summative assessments to monitor, evaluate, and inform classroom instruction. Provides documentation of assessing 21st century skills, knowledge, & dispositions using a systematic tool. Accomplished Uses the information gained from the assessment activities to improve teaching practice and student learning. Provides opportunities for students to assess themselves and others. I-SS evidence: Uses data to adjust teaching practices to close achievement gaps for all students. Teacher regularly provides students with the opportunity to assess themselves and others. Distinguished Teaches students and encourages them to use peer and self-assessment feedback to assess their own learning. Encourages and guides colleagues to assess 21st century skills, knowledge, and dispositions and to use the assessment information to adjust their instructional practice. I-SS evidence: Teacher provides regular opportunities for students to self- assess and peer-assess using the data to adjust their learning. Teacher regularly provides training to colleagues focused on how to assess 21st century skills, knowledge, & dispositions and uses the data to impact instruction.

I-SS Music Best Practices: Data Folders, Spreadsheets, graphs (histogram, scatter graph, class run charts), data-driven instruction, rubrics (student created/teacher created)