Online Evaluation Tool:

Observations

NCDPI Educator Recruitment & Development

Donna Albaugh,

PD Lead, Region 4

donna.albaugh@dpi.nc.gov

Savon Willard,

Professional Development

Consultant

Savon.willard@dpi.nc.gov

Eliz Colbert, Ed.D

Lead Professional Development

Consultant

eliz.colbert@dpi.nc.gov

Robert Sox,

Professional Development

Consultant

robert.sox@dpi.nc.gov

DeLea Payne,

Online Module Development

Delea.payne@dpi.nc.gov

NCEES Consultant

Kim Simmons,

North Carolina Educator

Evaluation System Consultant

kimberly.simmons@dpi.nc.gov

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

http://wikicentral.ncdpi.wikispaces.net

NCDPI Wiki Central

NC Educator Evaluation System

(NCEES) Wiki

http://ncees.ncdpi.wikispaces.net

Facilitated Course

https://ncelearning.org/sectionsopen

NC Education

https://center.ncsu.edu/nc

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

Evaluation Comparison Chart

Review of the Teacher

Evaluation Process

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

Completing the Observation Rubric

During the Evaluation Cycle

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/

NCEES Icon & Resources

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 for

Professional Growth

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.

Growing Greatness

http://ncees.ncdpi.wikispaces.net

Questions

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: donna.albaugh@dpi.nc.gov