Teacher Leadership Specialist Standards — Standard 3 Rubric Sort

Below are the elements of Standard 3 of the Teacher Leadership Specialist Standards. Under each element are listed the benchmarks for each rating (developing, proficient, accomplished, distinguished), in random order. Drag the benchmarks under each element to sort them correctly and associate them with the correct ratings, then click “Check answers” to see how you did.

  1. Element a. Teacher leadership specialists align support for educators with the NC Professional Teaching Standards.
      • Uses the NC Professional Teaching Standards as the foundation for their work.
      • Ensures that support and development activities align with the NC Professional Teaching Standards.
      • Facilitates educators’ growth and improvement related to meeting or exceeding the NC Professional Teaching Standards.
      • Builds educators’ capacity to support each other in their growth and improvement strategies.
  2. Element b. Teacher leadership specialists use their knowledge of the structure and content of the NC Standard Course of Study (Common Core and Essential Standards) to support educators.
      • Knows the structure of the North Carolina Course of Study for each discipline/subject.
      • Provides eresources to educators that support the NC Standard Course of Study.
      • Facilitates vertical and horizontal alignment of curriculum within and among disciplines/subjects and grade levels.
      • Engages educators in curriculum design and long-range planning.
  3. Element c. Teacher leadership specialits apply their understanding of the dynamic nature of teaching and learning.
      • Supports educators’ practice of evidence-based instructional strategies with fidelity.
      • Develops educators’ understanding of evidence-based instructional strategies.
      • Supports sustained implementation of evidence-based strategies.
      • Models evidence-based strategies for teachers and other staff members.
      • Collaborates with educators to assess implementation and establish goals for improving instructional strategies.
  4. Element d. Teacher leadership specialists engage colleagues in challenging conversations about data to develop appropriate solutions.
      • Engages educators in data analysis.
      • Focuses on student learning when discussing student data.
      • Models effective use of data to identify trends in student learning.
      • Facilitates educators’ independence in data analysis and problem solving to improve student learning.
  5. Element e. Teacher leadership specialists plan and deliver professional support. They use effective adult-learning strategies. They support stages of change and innovation in the school and district.
      • Creates a risk free and non-judgmental learning environment toat builds on the assets and strengths of individual educators.
      • Knows the innovations and initiatives in which the school is enaged and assesses the stages of implementation.
    2. Creates professional support that is...
      • Interactive.
      • Practical.
      • Timely.
      • Relevant.
      • Collaborates with administrators to align support with the status of implementation for school and/or district initiatives.
      • Provides educators with opportunities to apply new concepts and skills and to receive supportive feedback.
      • Recognizes signs of resistance and supports educators to keep initiative implementation on track.
      • Engages educators in reflection and goal-setting dialogue about their learning and professional development.
      Advocates for sufficient:
      • Preparation time.
      • Support for educators to work in teams.