Curriculum Specialist Program

Indicator

0

Not Demonstrated

1

Developing

2

Proficient

3

Distinguished

Evidence does not have accompanying rationale-reflection that adequately addresses the components of the standard and/or evidence does not address the components of the standard. Competence on the standard is not displayed.

Evidence and rationale-reflection display a growing understanding of the components of the standard, but are not complete or thorough enough to demonstrate a basic competence of all of the components of theEnhancing learning and development  standard.

Rationale-reflection adequately addresses all of the components of  the standard by justifying how the evidence demonstrates the components of the  standard. Evidence selected reflects basic competence of the components of the standard.

Rationale-reflection provides insightful, in-depth support to justify the selection and value of the evidence. Each component of the standard is clearly and thoroughly addressed and supported by evidence, reflecting advanced knowledge and performance that significantly exceed basic expectations of the standard.

Standard I: Teacher Leadership

Components of Teacher Leadership that may be addressed by the candidate are...

●       Opportunities through leadership and/or participation in collaborative activities with others, such as peers, colleagues, teachers, administrators, community organizations, and/or parents. (CAEP)

●       Setting goals and establishing priorities while promoting educational initiatives that positively impact student learning. (ATC)

●       Applying professional dispositions, laws and policies, codes of ethics, and professional standards appropriate to their field of specialization. (CAEP)

Evidence does not have accompanying rationale-reflection that adequately address the teacher leadership standard and/or evidence does not address the components of teacher leadership. Competence of the standard is not displayed or explained.

Evidence and rationale-reflection display a growing understanding of teacher leadership but are not complete or thorough enough to demonstrate a basic competence of the  teacher leadership standard. Limited insight and connection highlighted in rationale-reflection.

Evidence and rationale-reflection adequately address the components of teacher leadership by justifying how the evidence demonstrates the teacher leadership standard. Appropriate detail and insight provided in rationale-reflection.

Evidence and rationale-reflection provide insightful, in-depth support to justify the selection and value of the evidence.  The teacher leadership standard is  clearly and thoroughly addressed and supported by evidence, reflecting advanced knowledge and performance that significantly exceed adequate expectations of the teacher leadership standard.

Standard II: Respectful Educational Environments

Components of Respectful Educational Environments that may be addressed by the candidate are...

●       Employing data-literate analysis and evidence to develop supportive school environments. (CAEP)

●       Differentiating curriculum and instruction to address diverse learning needs and support inclusive learning environments. (ATC)

●       Demonstrating knowledge and understanding of diverse cultures and global issues as they relate to the educational community. (ATC)

Evidence does not have accompanying rationale-reflection that adequately addresses the components of respectful educational environments and/or evidence does not address the components of this standard. Competence on respectful educational environments is not displayed.

Evidence and rationale-reflection display a growing understanding of the components of respectful educational environments, but are not complete or thorough enough to demonstrate a basic competence of all of the components of the standard.

Rationale-reflection adequately addresses all of the components of respectful educational environments by justifying how the evidence demonstrates the standard. Evidence selected reflects basic competence of the components of respectful educational environments.

Rationale-reflection provides insightful, in-depth support to justify the selection and value of the evidence. Each component of respectful educational environments is clearly and thoroughly addressed and supported by evidence, reflecting advanced knowledge and performance that significantly exceed basic expectations of the respectful educational environments standard.

Standard III: Knowledge of Content

Components of Knowledge of Content that may be addressed by the candidate are...

●       Demonstrating in-depth understanding of key concepts of the discipline and interconnectedness of the relevant curriculum. (ATC/NCPTS)

●       Applying in-depth knowledge of discipline-relevant instruction and assessment. (ATC/NCPTS)

●       Using  technology-enriched learning experiences to challenge students to think critically, solve problems, communicate their ideas, and collaborate effectively. (NC Digital Learning Competencies, CAEP)

Evidence does not have accompanying rationale-reflection that adequately addresses the components of the knowledge of content and/or evidence does not address the components of the content of knowledge. Competence on Content of Knowledge  is not displayed.

Evidence and rationale-reflection display a growing understanding of the components of the knowledge of content but are not complete or thorough enough to demonstrate a basic competence of all of the components of the knowledge of content..

Rationale-reflection adequately addresses all of the components of  the knowledge of content by justifying how the evidence demonstrates the components of the  knowledge of content. Evidence selected reflects basic competence of the components of the knowledge of content.

Rationale-reflection provides insightful, in-depth support to justify the selection and value of the evidence. Each component of the knowledge of content  is clearly and thoroughly addressed and supported by evidence, reflecting advanced knowledge and performance that significantly exceed basic expectations of the knowledge of content.

Standard IV: Student Learning

Components of Student Learning that may be addressed by the candidate are...

●       Planning discipline-relevant curriculum and instruction using relevant data-literate and research-based practices. (ATC, CAEP)

●       Applying instructional techniques appropriate to the ways in which learning takes place, including levels of intellectual, physical, social, and emotional development of their students. (NCPTS)

●       Demonstrating a thorough understanding of assessment by collecting and critically analyzing student data to determine instructional needs. (ATC)

Evidence does not have accompanying rationale-reflection that adequately addresses the student learning and/or evidence does not address student learning.. Competence on student learning is not displayed.

Evidence and rationale-reflection display a growing understanding of student learning, but are not complete or thorough enough to demonstrate a basic competence of all of the components of student learning.

Rationale-reflection adequately addresses all of the components of  student learning by justifying how the evidence demonstrates the components of student learning. Evidence selected reflects basic competence of student learning.

Rationale-reflection provides insightful, in-depth support to justify the selection and value of the evidence. Each component of student learning is clearly and thoroughly addressed and supported by evidence, reflecting advanced knowledge and performance that significantly exceed basic expectations of student learning.

Standard V: Reflection

Components of Reflection that may be addressed by the candidate are...

●       Applying personal and professional reflection to extend student learning. (ATC)

●       Following  professional dispositions, laws and policies, codes of ethics, and professional standards appropriate to their field of specialization. (CAEP)

●       Demonstrating critical analysis and synthesis of discipline relevant content. (ATC)

Evidence does not have accompanying rationale-reflection that adequately addresses the components of reflection and/or evidence does not address the components of reflection. Competence on reflection is not displayed.

Evidence and rationale-reflection display a growing understanding of reflection, but are not complete or thorough enough to demonstrate a basic competence of all of the components of reflection.

Rationale-reflection adequately addresses all of the components of reflection by justifying how the evidence demonstrates the components of reflection. Evidence selected reflects basic competence of the components of reflection.

Rationale-reflection provides insightful, in-depth support to justify the selection and value of the evidence. Each component of reflection is clearly and thoroughly addressed and supported by evidence, reflecting advanced knowledge and performance that significantly exceed basic expectations of reflection.