Element IIIa: 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.

Element IIIb: 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.

Element IIIc: 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.

Element IIId: 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.

Click here to access the Teacher Observation Instrument



Discussion Activity (Extended Questions)

Review the language of Standard 3,its Elements and its Descriptors. How would you respond to the following questions?
  • When you are observing in the classroom, what evidences prove to you that the teacher has prepared a lesson that is rigorous and relevant?
  • What evidences of literacy do you look for in classroom observations? More specifically, what evidences of literacy do you look for in non-ELA classrooms?
  • What would you see in a classroom where the teacher was "directing students' natural curiosity into an interest in learning?"
  • How do you define global awareness?
  • When you are observing in the classroom, what evidences prove to you that the teacher is incorporating global awareness in the lesson?
  • What would you see in a classroom when the teacher is integrating Math with 21st century content? Science with 21st century content? Social Studies with 21st century content? ELA with 21st century content? Art or Music with 21st century content? Physical Education with 21st century content? CTE with 21st century content?


Video Activity

Think back to the short video clip you viewed as we began the afternoon. What evidences can you cite of how the teacher is addressing Standard 3: Literacy, Global Awareness, Rigor, Relevance, Depth of Content Knowledge, and 21st Century Skills. Use Post-it Notes to record your evidences.
Place your Post-it Notes on the chart that best defines your evidence as Developing, Proficient, Accomplished, or Distinguished.
We will use the Teacher Observation Instrument to build consensus as to how we would evaluate the performance of the teacher as Developing, Proficient, Accomplished, or Distinguished for Standard 3.


Resources


from Summer Institute 2013
Global Awareness Wiki
Fostering Global Awareness
NC Education Modules
  • Literacy in History/Social Studies, Science and Technical Subjects Part 1
  • Literacy in History/Social Studies, Science and Technical Subjects Part 2
  • Literacy Strategies to Scaffold Learning
21st Century Classroom



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