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NCDPI Educator Recruitment & Development
Donna Albaugh,
PD Lead, Region 4
Savon Willard,
Professional Development
Consultant
Eliz Colbert, Ed.D
Lead Professional Development
Consultant
Robert Sox,
Professional Development
Consultant
DeLea Payne,
Online Module Development
NCEES Consultant
Kim Simmons,
North Carolina Educator
Evaluation System Consultant
Reminders about Webinar Protocol
Webinar is being
recorded
Keep mics muted
Communicate comments
and questions to us through
the dashboard
bar
Questions answered to entire group
or to you personally
Lose your connection?
Log back in using the
webinar link
Webinar Parking Lot
http://tinyurl.com/mcreltools
Use the tinyurl to access the Webinar Parking Lot
Use the Google document (Parking Lot) to share
online tool management tips, ask questions, and/or
make comments
NC Educator Evaluation System
(NCEES) Wiki
http://ncees.ncdpi.wikispaces.net
Webinar Outcomes
Review the North Carolina State Board of Education policy on the
Evaluation Process
Review Step 3 in the annual evaluation cycle
Present strategies for managing the
observation cycle
Demonstrate accessing, notating, and
authenticating the observation rubric in the
online evaluation tool
Share resources, strategies, and best
practices for coaching teachers for peak
performance
State Board of Education
Policy on Evaluation
Twenty-first Century Professionals Policy ID Number: TCP-C-004
Policy Title: Policy establishing the Teacher Performance
Appraisal process
http://sbepolicy.dpi.state.nc.us/policies
Each local board shall adopt a policy requiring career teachers to be evaluated
annually. The annual evaluation requirements shall be met by either:
(1) Using the Teacher Evaluation Process as set forth in 16 NCAC 6C.0503; or
(2) Using an abbreviated evaluation consisting of Standards One, Four, and Six of the Teacher Evaluation Process.
Annual Evaluation Policy
Observation Cycle
STEP 3:
Observation Cycle
(Administrative and
Peer)
Component 6: Post-
Observation Conference
The principal shall conduct a
post-observation conference no
later
than ten school days after each
formal observation.
Discuss and Document strengths
and weaknesses on the Rubric.
Component 5: Observations
A. Formal observation: 45 min. or entire class period
B. Probationary Teachers: 3 formal by principal and 1 formal by peer
C. Career Status Teachers: Evaluated annually.
During the renewal year: 3 total- 1 must be formal Observations shall be
noted using the Rubric.
Tips for Managing Observations
Notify teachers of observations
using email notification in the online tool
Group teachers in the online
tool
Schedule observations in the online tool
Monitor observation
reports in the online tool
Monitor the Teacher Record
of Evaluation Activities
Type in the username that was provided to you (UID number)
Type in your password
Click Login
Click on the NC Educator Evaluation
System icon
Click on Observe/Report
Click on Observations
Click on the teacher’s name (the name will
highlight).
Click on New Observation
Click Next. (The fields are pre-
populated.)
Click on the Calendar icon that is located next to <No dates set>.
You may choose the date you are completing the observation by
clicking “Today” or by clicking the day in the calendar and
then Set.
Use the drop downs to choose the Start Time(1) (the time you begin the observation), Teacher Status (2) (Probationary or Career Status Teacher, as well as the year number), and the School Year
(3). You may block the teacher from viewing the form until it is completed by clicking the box. “ Do not allow the teacher to view
this rubric form.” (4)
Accessing, Notating, and
Authenticating the Observation
Rubric in the Online Tool
Demonstration Site
Online Tool Login
demo/
https://mxweb3.media-x.com/home/ncval/
https://mxweb3.media-x.com/home/ncval/demo/
Username: principaldemo15
Password: 123456
Solo Practice
Log into the demo site, practice accessing, notating, and authenticating an observation in the online tool using the North Carolina Rubric for Evaluating Teachers.
https://mxweb3.media-x.com/home/ncval/demo/
Username: principaldemo15
Password: 123456
Reflective Coaching
Reflective Coaching
Encourages reflection through
questioning
Reciprocal learning
Non-judgmental approach to guide a person to self-directed learning
Focus on a teacher’s thinking,
perceptions, beliefs, and assumptions
Observation is seen opportunity
to collect data
Adapted from Costa and Garmston (1985) Cognitive
Coaching Framework
Reflective Coaching is not…
• Reflective coaching has nothing to do with
evaluation. Observations are not
evaluations…they are single points in time.
• The evaluation is the Summary Rating Form
completed at the end of the evaluation
process.
• Mentoring
Requirements for Reflective Coaching
• Trust
• Communication Awareness
• Appropriate Responses
• Knowledge
• Structure
• Questioning
Judgmental vs.
Non-Judgmental Questioning
Example:
• Why did you do it that way? vs.
• What would you do differently next time if
you could?
Pre-Conference Coaching
Planning Map
• Clarifying Goals
• Determining the success indicators
• Anticipating approaches, strategies and
decisions
• Identifying a personal learning focus
• Reflecting on the coaching process
Post-Conference Coaching
Reflecting Map
• Summary of impression and recalling
supporting information
• Analyze causal factors that impacted the event
• Construct new learning
• Commit to the application
• Reflect on coaching process and design
refinement
Post-Conference Coaching
• Begins with open-ended question
• Teacher does most of the talking
• Coaches comments are grounded in facts
• Paraphrasing shows that
you value what you are
hearing
References
Cognitive Coaching: What is it? (2011). UTEACH. The University of Texas at Austin.
Retrieved from: http://csuscognitivecoachingflc.wikispaces.com/file/view/CognitiveCoaching-
UofTexas.pdf
Costa, A. & Garmston, R. (1985, February) "Supervision for Intelligent Teaching."
Educational Leadership, 42 (5), 70-80.
Costa, A. & Garmston, R. (1992) Cognitive Coaching: A Strategy For Reflective Teaching
Teacher support specialist instructional handbook. Winterville, GA: Northeast Georgia
RESA, pp. 91-96.
Costa, A. & Garmston, R.(2002). Cognitive Coaching: a Foundation for Renaissance
Schools. Norwood, Massachusetts: Christopher-Gordon, Inc., 398-399.
Survey
Live survey link:
go.ncsu.edu/webinar
An email will be sent to all
registered webinar participants
with the survey link.
Access the NCEES Wiki for this
presentation:
http://ncees.ncdpi.wikispaces.net
Coming Soon
November Webinars
Online Evaluation Tool:
Professional Development
Based on Plan Mid-Year
Review
Email: [email protected]