Professional Development Reflection Tool

NC Professional Teaching Standards Alignment

We create custom reflection forms that serve multiple purposes for professional development programs. This interactive tool demonstrates how we can design forms with your organization’s branding for post-training reflection.

How This Tool Benefits Your Program:

Individual Artifacts: Participants receive a personalized PDF with your logo for supervisor meetings and professional portfolios
Program Evaluation Data: Creates a comprehensive database documenting how professional development aligns with teaching standards
Stakeholder Reporting: Provides measurable evidence of participant engagement and standards alignment for funders and administrators
Continuous Improvement: Captures participant perceptions to enhance future professional development design

Complete the reflection form below to experience how we transform professional development feedback into valuable artifacts and evaluation data.

Name
First Last
School
School Year
Describe the activity that you are documenting.
Standards Alignment*
- Standard I: Teachers demonstrate leadership
- Standard II: Teachers establish a respectful environment for a diverse population of students
- Standard III: Teachers know the content they teach
- Standard IV: Teachers facilitate learning for their students
- Standard V: Teachers reflect on their practice
The activity may support more than one Standard. Select the standard with which the activity is best aligned.
Domain*
- Teachers lead in their classrooms
- Teachers demonstrate leadership in the school
- Teachers lead the teaching profession
- Teachers advocate for schools and students
- Teachers demonstrate high ethical standards
Domain*
- Teachers provide an environment in which each child has a positive nurturing relationship with caring adults.
- Teachers embrace diversity in the school community and in the world.
- Teachers treat students as individuals.
- Teachers adapt their teaching for the benefit of students with special needs.
- Teachers work collaboratively with the families and significant adults in the lives of their students.
Domain*
- Teachers align their instruction with the North Carolina Standard Course of Study.
- Teachers know the content appropriate to their teaching specialty.
- Teachers recognize the interconnectedness of content areas and disciplines.
- Teachers make instruction relevant to students.
Domain*
- Teachers know the ways in which learning takes place and they know the appropriate levels of intellectual and physical and social and emotional development of their students.
- Teachers plan instruction appropriate for their students.
- Teachers use a variety of instructional methods.
- Teachers integrate and utilize technology in their instruction.
- Teachers help students develop critical thinking and problem solving skills.
- Teachers help students work in teams and develop leadership qualities.
- Teachers communicate effectively.
- Teachers use a variety of methods to assess what each student has learned.
Domain*
- Teachers analyze student learning.
- Teachers link professional growth to their professional goals
- Teachers function effectively in a complex and dynamic environment.
Objectives*
- Take responsibility for all students’ learning Communicate vision to students
- Use data to organize, plan, and set goals
- Use a variety of assessment data throughout the year to evaluate progress
- Establish a safe and orderly environment
- Empower students
Objectives
- Work collaboratively with all school personnel to create a professional learning community
- Analyze data
- Develop goals and strategies through the school improvement plan
- Assist in determining school budget and professional development
- Participate in hiring process
- Collaborate with colleagues to mentor and support teachers to improve effectiveness
Objectives
- Strive to improve the profession
- Contribute to the establishment of positive working conditions
- Participate in decision-making structures
- Promote professional growth
Objectives
- Advocate for positive change in policies and practices affecting student learning
- Participate in the implementation of initiatives to improve education
Objectives
- Demonstrate ethical principles
- Uphold the Code of Ethics and Standards for the Professional Conduct
Objectives
- Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.
Objectives
- Demonstrate knowledge of diverse cultures
- Select materials and develop lessons that counteract stereotypes and incorporate contributions.
- Recognize the influences on a child’s development, personality, and performance
- Consider and incorporate different points of view
Objectives
- Maintain high expectations for all students
- Appreciate differences and value contributions by building positive, appropriate relationships
Objectives
- Collaborate with specialists
- Engage students and ensure they meet the needs of their students through inclusion and other models of effective practice
Objectives
- Improve communication and collaboration between the school and the home and community
- Promote trust and understanding and build partnerships with school community
- Seek solutions to overcome obstacles that prevent family and community involvement
Objectives
- Teach the North Carolina Standard Course of Study
- Develop and apply strategies to make the curriculum rigorous and relevant
- Develop literacy skills appropriate to specialty area
Objectives
- Know subject beyond the content they teach
- Direct students’ curiosity into an interest in learning
Objectives
- Know links between grade/subject and the North Carolina Standard Course of Study
- Relate content to other disciplines
- Promote global awareness and its relevance
Objectives
- Incorporate life skills which include leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, and social responsibility
- Demonstrate the relationship between the core content and 21st century content that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness.
Objectives
- Know how students think and learn
- Understand the influences on student learning and differentiate instruction
- Keep abreast of evolving research
- Adapt resources to address the strengths and weaknesses of students
Objectives
- Collaborate with colleagues
- Use data for short and long range planning
- Engage students in the learning process
- Monitor and modify plans to enhance student learning
- Respond to cultural diversity and learning needs of students
Objectives
- Choose methods and materials as they strive to eliminate achievement gaps
- Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction
Objectives
- Know appropriate use
- Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate
Objectives
- Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions
- Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems
Objectives
- Teach the importance of cooperation and collaboration
- Organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities
Objectives
- Communicate clearly with students in a variety of ways
- Assist students in articulating thoughts and ideas clearly and effectively
Objectives
- Use multiple indicators, both formative and summative, to evaluate student progress Provide opportunities for self-assessment
- Use assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions
Objectives
- Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement
- Collect and analyze student performance data to improve effectiveness
Objectives
- Participate in continued, high quality professional development
Objectives
- Actively investigate and consider new ideas that improve teaching and learning
- Adapt practice based on data
Developing
- Understands how they contribute to students graduating from high school.
- Uses data to understand the skills and abilities of students.
Proficient:
- Takes responsibility for the progress of students to ensure that they graduate from high school.
- Provides evidence of data driven instruction throughout all classroom activities.
- Establishes a safe/orderly classroom.
Accomplished:
- Communicates to students the vision of being prepared for life in 21st century.
- Evaluates student progress using a variety of assessment data.
- Creates a classroom culture that empowers students to collaborate.
Distinguished:
- Encourages students to take responsibility for their own learning.
- Uses classroom assessment data to inform program planning
- Empowers and encourages students to create and maintain a safe and supportive school and community environment.
Developing
- Attends professional learning community meetings.
- Displays awareness of the goals of the school improvement plan.
Proficient:
- Participates in professional learning community.
- Participates in developing and/or implementing the school improvement plan.
Accomplished:
- Assumes a leadership role in professional learning community.
- Collaborates with school personnel on school improvement activities.
Distinguished:
- Collaborates with colleagues to improve the quality of learning in the school.
- Assumes a leadership role in implementing school improvement plan throughout the building.
Developing
- Has knowledge of opportunities and the need for professional growth and begins to establish relationships with colleagues.
Proficient:
- Improvement of the profession through professional growth.
- Establishment of positive working relationships.
- School’s decision-making processes as required.
Accomplished:
- Promotes positive working relationships through professional growth activities and collaboration.
Distinguished:
- Seeks opportunities to lead professional growth activities and decision-making processes.
Developing
- Knows about the policies and practices affecting student learning.
Proficient:
- Supports positive change in policies and practices affecting student learning.
Accomplished:
- Participates in developing policies and practices to improve student learning.
Distinguished:
- Actively participates, promotes, and provides strong supporting evidence for implementation of initiatives to improve education.
Developing
- Understands the importance of ethical behavior as outlined in the Code of Ethics for North Carolina Educators & the Standards for Professional Conduct.
Proficient:
- Demonstrates ethical behavior through adherence to the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.
Accomplished:
- Knows and upholds the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.
Distinguished:
- Models the tenets of the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct and encourages others to do the same.
Developing
- Appreciates and understands the need to establish nurturing relationships.
Proficient:
- Establishes an inviting, respectful, inclusive, flexible, and supportive learning environment.
Accomplished:
- Maintains a positive and nurturing learning environment.
Distinguished:
- Encourages and advises others to provide a nurturing and positive learning environment for all students.
Developing
- Acknowledges that diverse cultures impact the world.
- Demonstrates awareness of the diversity of students in the classroom.
Proficient:
- Displays knowledge of diverse cultures, their histories, and their roles in shaping global issues.
- Acknowledges the influence of race, ethnicity, gender, religion, socioeconomics, and culture on a student’s development and attitudes.
Accomplished:
- Uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures.
- Consistently incorporates different points of view in instruction.
Distinguished:
- Promotes a deep understanding of cultures through the integration of culturally sensitive materials and ideas throughout the curriculum.
- Capitalizes on diversity as an asset in the classroom.
Developing
- Holds high expectations of students.
Proficient:
- Communicates high expectations for all students.
Accomplished:
- Encourages and values contributions of students, regardless of background or ability.
Distinguished:
- Helps students hold high expectations for themselves and their peers.
Developing
- Recognizes that students have a variety of learning needs.
- Is knowledgeable of effective practices for students with special needs.
Proficient:
- Collaborates with specialists who can support the special learning needs of students.
- Provides unique learning opportunities such as inclusion and research based effective practices for students with special needs.
Accomplished:
- Understands the roles of and collaborates with the full range of support specialists to help meet the special needs of all students.
- Effectively engages special needs students in learning activities and ensures their unique learning needs are met.
Distinguished:
- Anticipates the unique learning needs of students and solicits assistance from within and outside the school to address those needs.
- Adapts instruction for the benefit of students with special needs and helps colleagues do the same for their students.
Developing
- Responds to family and community concerns.
Proficient:
- Communicates and collaborates with the home, and community for the benefit of students.
Accomplished:
- Recognizes obstacles to family and community participation and conscientiously seeks solutions to overcome them.
Distinguished:
- Promotes trust and understanding throughout the school community.
Developing
- Demonstrates an awareness of the NCSCOS and references it in the preparation of lesson plans.
- Elementary: Begins to integrate literacy instruction in selected lessons.
- Secondary: Recognizes the importance of integrating literacy strategies within the content areas.
Proficient:
- Understands the NCSCOS; uses it in preparation of lesson plans, and applies strategies to make the curriculum rigorous and relevant.
- Elementary: Integrates effective literacy instruction throughout the curriculum.
- Secondary: Incorporates a wide variety of literacy skills within content areas to enhance learning.
Accomplished:
- Develops and applies strategies based on the NCSCOS and standards developed by professional organizations to make the curriculum balanced, rigorous and relevant.
- Elementary: Evaluates and reflects upon the effectiveness of literacy instruction.
- Secondary: Evaluates and reflects upon the effectiveness of literacy instruction within content areas.
Distinguished:
- Assists colleagues in applying such strategies in their classrooms.
- Elementary: Makes necessary changes to instructional practice to improve student learning.
- Secondary: Makes necessary changes to instructional practice to improve student learning.
Developing
- Demonstrates a basic level of content knowledge in the teaching specialty to which assigned.
Proficient:
- Demonstrates an appropriate level of content knowledge in the teaching specialty to which assigned.
Accomplished:
- Applies knowledge of subject beyond the content in assigned teaching specialty. Motivates students to investigate the content area to expand their knowledge and satisfy their natural curiosity.
Distinguished:
- Extends knowledge of subject beyond content in their teaching specialty and sparks students’ curiosity for learning beyond the required course work.
Developing
- Understand the links between grade/subject and the NCSCOS.
- Displays global awareness.
Proficient:
- Demonstrates knowledge of links between grade/subject and the NCSCOS.
- Promotes global awareness and its relevance to the subjects.
Accomplished:
- Demonstrates knowledge of the links and vertical alignment of the grade or subject area and the NCSCOS. Relates content to other disciplines.
- Integrates global awareness activities throughout lesson plans and classroom instructional practices.
Distinguished:
- Collaborates with teachers from other grades or subject areas to establish links between disciplines and influence schoolwide curriculum and teaching practice.
- Promotes global awareness and its relevance to all faculty members, influencing curriculum and teaching practices throughout the school.
Developing
- Identifies relationships between the NCSCOS and life in the 21st century.
Proficient:
- Identifies relationships between the core content and 21st century content.
Accomplished:
- Integrates core content and 21st century content throughout lesson plans and classroom instructional practices.
Distinguished:
- Deepens students’ understandings of 21st century skills and helps them make their own connections and develop new skills.
Developing
- Understands developmental levels of students and recognizes the need to differentiate instruction.
Proficient:
- Understands developmental levels of students and appropriately differentiates instruction.
- Assesses resources needed to address strengths and weakness of students.
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 or 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.
Developing
- Recognizes data sources important to planning instruction.
Proficient:
- Uses a variety of data for short and long-range planning of instruction. Monitors and modifies instructional plans to enhance student learning.
Accomplished:
- Monitors student performance and responds to individual learning needs in order to engage students in learning.
Distinguished:
- Monitors student performance and responds to cultural diversity and learning needs through the school improvement process.
Developing
- Demonstrates awareness of the variety of methods and materials necessary to meet the needs of all students.
Proficient:
- Demonstrates awareness or use of appropriate methods and materials necessary to meet the needs of all students.
Accomplished:
- Ensures the success of all students through the selection and utilization of appropriate methods and materials.
Distinguished:
- Stay abreast of emerging research areas and new innovative materials and incorporate them into lessons plans and instructional strategies.
Developing
- Assesses effective types of technology to use for instruction.
Proficient:
- Demonstrates knowledge of how to utilize technology in instruction.
Accomplished:
- Integrates technology with instruction to maximize student learning.
Distinguished:
- Provides evidence of student engagement in higher level thinking skills through the integration of technology.
Developing
- Understands the importance of developing students’ critical thinking & problem solving skills.
Proficient:
- Demonstrates knowledge of processes needed to support students in acquiring critical thinking skills and problem solving skills.
Accomplished:
- Teacher regularly engages students in processes needed to: think creatively and critically develop and test innovative ideas synthesize knowledge draw conclusions exercise/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.
Developing
- Provides opportunities for cooperation, collaboration, and leadership through student learning teams.
Proficient:
- Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.
Accomplished:
- Encourages students to create and manage learning teams.
Distinguished:
- Foster the development of student leadership and teamwork skills to be used beyond the classroom.
Developing
- Demonstrates the ability to effectively communicate with students.
- Provides opportunities for students to articulate thoughts and ideas.
Proficient:
- Uses a variety of methods for communication with all students.
- Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively.
Accomplished:
- Creates a variety of methods to communicate with all students.
- Establishes classroom practices, which encourage all students to develop effective communication skills.
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.
Developing
- Teacher collects indicators to monitor and evaluate student progress.
- Assesses students in the attainment of 21st Century knowledge, skills, and dispositions.
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.
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.
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.
Developing
- Recognizes the need to improve student learning in the classroom.
Proficient:
- Provides ideas about what can be done to improve student learning in their classroom.
Accomplished:
- Thinks systematically and critically about learning in their classroom: Why learning happens and what can be done to improve student achievement.
Distinguished:
- Provides a detailed analysis about what can be done to improve student learning and uses analyses to adapt instructional practices and materials within the classroom and at the school level.
Developing
- Understands the importance of professional development.
Proficient:
- Participates in professional development aligned with professional goals.
Accomplished:
- Participates in professional development activities aligned with goals and student needs.
Distinguished:
- Applies and implements knowledge and skills attained from professional development consistent with its intent.
Developing
- Is knowledgeable of current research-based approaches to teaching and learning.
Proficient:
- Considers and uses a variety of research-based approaches to improve teaching and learning.
Accomplished:
- Actively investigates and considers alternative research based approaches to improve teaching and learning and uses such approaches as appropriate.
Distinguished:
- Adapts professional practice based on data and evaluates impact on student learning.
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