NC Education Code · Regulation
Title 16 — root / Chapter 06 — 16 NCAC 06C .0504
Plain English summary
This regulation establishes the official rubric for evaluating NC teachers across five core standards: leadership, establishing a respectful environment, content knowledge, facilitating learning, and reflective practice. Each standard contains multiple specific elements describing expected teacher behaviors and competencies. Teachers are rated on a five-level performance scale ranging from Developing to Distinguished, with a Not Demonstrated category requiring written principal justification.
Key requirements
- Teachers shall be evaluated on the following Standards and Elements
- 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 uphold the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.
- Teachers align their instruction with the North Carolina Standard Course of Study.
- 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.
- Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps.
- Teachers adapt their teaching for the benefit of students with special needs.
- For each Standard and Element, the teacher's performance shall be identified as: Developing, Proficient, Accomplished, Distinguished, or Not Demonstrated.
- If the 'Not Demonstrated' rating is used, the principal must comment about why such rating was used.
- 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.
Affected parties
- classroom teachers
- school principals
- school administrators
- students
- local education agencies