Developing
Identifies relationships between the North Carolina Standard Course of Study and life in the 21^st century.

Proficient
. . . and identifies relationships between the core content and 21^st century content.

Accomplished
. . . and integrates core content and 21^st century content throughout lesson plans and classroom instructional practices.

Distinguished
. . . and deepens students’ understandings of 21st century skills and helps them make their own connections and develop new skills.

Content is mostly taught in isolation. 

Lessons sporadically incorporate 21^st century interdisciplinary themes and there is a limited understanding of the connections to core content.

There is an exclusion of real-world connections.

Twenty-first century skills are not strategically integrated, do not lead to student understanding of content, or are not taught.

Instruction is built upon 21^st century interdisciplinary themes and applies to core content.

Twenty-first century skills are incorporated into lessons.

Teachers facilitate opportunities for creative thinking and problem solving.

Instruction reflects an in-depth understanding of 21^st century interdisciplinary themes.

Teacher consistently plans learning experiences that encourage student creativity, innovation, and problem-solving.

Teacher facilitates student collaboration, and use of technology tools, on project-based assignments.

Twenty-first century skills are integrated strategically in instruction.

Instruction reflects a comprehensive understanding of 21^st century interdisciplinary themes.

Teacher creates varied, authentic project-based assignments and lessons that incorporate real-world applications and require higher-order thinking.

Twenty-first century skills are integrated consistently and strategically  in all curriculum areas. 

Students collaborate to generate new ideas and content.

Student choice of tools and regular, self-directed use for collaboration, building knowledge, and in meaningful activities.