1. Mississippi Principal Evaluation System (MPES) Training of Trainers June, 2013 1

2. Welcome and Introductions Welcome and introductions Table introductions Logistics Review of materials Availability of resource trainers Parking Lot 2

3. Expectations Working alone, write on an index card the three most important things you are hoping to get out of today’s training session. As a group at your table, share your expectations for today’s session. Combine your individual lists into a single list for your table and reach consensus about your top 3 expectations. Share your table group’s list with the full group. Evaluate session based on these expectations. 3

4. MPES Timeline Pilot ……………………………………….. 2012-2013 34 districts; 219 principals Full Implementation ………………. 2013-2014 151 districts; 900+ principals 4

5. Mississippi Principal Evaluation System (MPES) Subjective Opinion 100% Subjective 30% Student Outcomes 70% 5

6. MPES Components 6 Circle Survey 30%

7. MPES Process and Target Dates 7 AUGUST: Goal Setting Conference DECEMBER -JANUARY: Formative Conference APRIL: Circle Survey Conference JULY: Summative Assessment Conference Student/School Growth Scored Professional Growth Goals Conference

8. MPES Overview Goal-Setting Conference Language Arts Goal: Form 2A Mathematics Goal: Form 2B Organizational Goals: Form 2C Input Data in Canvas Formative Conference Discuss Progress Toward Goals Adjust Strategies and Add Support Complete Form 3 Input Data in Canvas Circle Survey Conference Teachers Complete Survey (Mid-year) Principal and Supervisor Complete Survey (Mid-year) Principal and Supervisor Review Circle Survey Results Input Data in Canvas Summative Assessment, Professional Growth Goals Conferences Discuss Goals and Rate Achievement of Goals Complete Form 4 Discuss Professional Growth Plan Complete Professional Growth Goals Form Input Data in Canvas 8

9. Setting MPES Language Arts and Mathematics Goals Schoolwide goals - Based on statewide tests (i.e., MCT2); MDE spreadsheet will assist in goal setting. Principals and supervisors - Set quantifiable goals and quantifiable ways to measure progress toward each goal. 9

10. MPES Components - CTE Career and Technical Education (CTE) Directors will replace the Language Arts and Mathematics goals with: Student growth goal for Year 1 Students (25%) Student growth goal for Year 2 Students (25%) These goals will be based on the previous year’s end-of-term MS-CPAS2 data. 10

11. Setting MPES Organizational Goals 1 st Goal: Tied to school’s ability to reach student growth percentile targets (based on a report generated by MDE) 2 nd Goal: Intended to target each school’s area in greatest need of improvement, for example:  Leading indicators  Lagging indicators 11

12. Circle Survey Concise, secure online survey Valid, reliable, and research-based Certified staff only 30% of Summative Assessment Score 3 components:  Teachers (10%), principal (10%), and supervisor (10%) 12

13. Circle Survey Anonymous teacher component  Secure login information provided to each participant Completed at each participant’s convenience or in lab setting Alignment of survey score with MPES 1-4 rating system 13

14. MPES Process Forms Form 1: Master Documentation (Tracking Form) Form 2A: Language Arts Goal Setting Conference* Form 2B: Mathematics Goal Setting Conference* Form 2C: Organizational Goals Setting Conference Form 3: Formative Conference Form 4: Summative Assessment Scoring Sheet *Remember, CTE directors use modified forms based on Year 1 and Year 2 student goals drawn from MS-CPAS2 data. 14

15. ALL Goals Must Be SMART Specific and strategic Measurable Action-oriented Rigorous, realistic, and results-focused Time-bound and tracked 15

16. Form 4: Summative Assessment Scoring Sheet 16

17. Form 4: Summative Assessment Scoring Sheet 17

18. MPES Statewide Implementation (2013-2014) Regional One Day Training-of-Trainers – June 4 or 5: Oxford – June 6: Raymond – June 25 or 26: Hattiesburg – June 27: Raymond MASS Pre-conference Overview (July 9) Formative Conference Training (Fall 2013) Evaluation Scoring Training (Spring 2014) 18 Every superintendent and 2 administrators should attend a training. They will provide training within their districts.

19. MPES Statewide Implementation (2013-2014) Supervisors and principals should choose ONE Canvas webinar to attend (MDE will send email announcement): Tues., Aug. 13, 1:30-2:30 p.m. Wed., Aug. 14, 1:30-2:30 p.m. Thurs., Aug. 15, 10-11 a.m. Webinars also will be archived for later viewing. 19

20. Recap 20

21. MPES Process and Target Dates 21 AUGUST: Goal Setting Conference DECEMBER -JANUARY: Formative Conference APRIL: Circle Survey Conference JULY: Summative Assessment Conference Student/School Growth Scored Professional Growth Goals Conference

22. How can you prepare for the new Mississippi Principal Evaluation System? 22

23. Suggestions 23 Review student data related to Language Arts, Mathematics, and Organizational Goals Identify strengths and weaknesses in your data Compare data to past years’ data, other schools’ performances, etc.

24. Goal Setting What is a Goal? 24 The result or achievement toward which effort is directed; an aim or an end.

25. 25 Current Situation Objective 1 Objective 2 Objective 3 Goal Long-term Indicator Short-term Indicator

26. Setting a Content Goal You have to know where you are to know where you want to go. Review your current situation: Where is my school now? Review your current and past data -Public reports (e.g., accountability, assessment, and enrollment data) -School/district/state report cards -Individual student data -Other relevant data (e.g., leading and lagging indicators) 26

27. Articulate a Goal S – Specific and strategic (Who? What?) M – Measurable (How much? How often? How many?) A – Action-oriented (Requires action?) R – Rigorous, relevant, and results- oriented (Attainable? Important?) T – Time-bound and tracked (By when?) 27

28. Setting Organizational Goals Goal 1: Student growth percentile targets Goal 2: Leading and lagging indicators 28

29. Setting Organizational Goals Leading Indicators: Length of school year/school day Student participation rates on state assessments Student completion of advanced coursework (e.g., AP/IB), early-college high schools, dual enrollment classes Dropouts during the year Student/teacher attendance rates Disciplinary incidents Truants Teachers’ performance on LEA’s teacher evaluation 29

30. Setting Organizational Goals Lagging Indicators: Percentage of limited English proficient students who attain English language proficiency School improvement status and AMOs met and missed Graduation rates College enrollment rates Note: The Language Arts and Mathematics goals already included on Forms 2A and 2B should not be used again in the Organizational Goals on Form 2C. 30

31. Setting Organizational Goals: Review Data 31

32. Setting Organizational Goals: Setting Goals 32

33. Articulate a Goal S – Specific and strategic (Who? What?) M – Measurable (How much? How often? How many?) A – Action-oriented (Requires action?) R – Rigorous, relevant, and results- oriented (Attainable? Important?) T – Time-bound and tracked (By when?) 33

34. Goal Setting Video MPES Video #1 https://docs.google.com/file/d/0BzWtB2TJvE WHa1J6eEwwczVYdk0/edit?usp=sharing https://docs.google.com/file/d/0BzWtB2TJvE WHa1J6eEwwczVYdk0/edit?usp=sharing 34

35. Exercise 1: Setting a Goal Break into teams of two (if necessary, three) Select a data set – Elementary, middle, or high school Select a form – 2A (Language Arts) or 2B (Mathematics) Review your data Together identify and chart a goal for the school 35

36. Setting a Goal: Discussion Each team reports on their goal to their table – What was your goal? – What steps did you take as a team to arrive at your goal? – What one thing did you learn about how to set a goal as a team? – What questions do you still have about setting a goal? 36

37. Setting a Goal: Discussion Full group discussion – Report the best goal from the table. – Why it is a (SMART) goal? – What one thing did you learn? – What questions do have about setting goals? 37

38. Quantifying a Goal Is: 1. Restating the goal as a series of numerical targets that indicate the degree to which you have been successful at reaching your goal(s) 38

39. Quantification: What is Student Rubric Example High Performing (4) Adequate Performance (3) Fair Performance (2) Poor Performance (1) Achievement on Math Assignments Student gets 98% to 100% of the problems correct Student gets 80% to 97% of the problems correct Student gets 60% to 79% of the problems correct Student gets 59% or fewer of the problems correct 39 This rubric does not meet MPES requirements. Why not?

40. Quantifying a Goal Is: 2. An agreement between the principal and the supervisor on how his or her achievement toward the goal will be scored 40

41. Quantifying a Goal MPES Video # 2 https://docs.google.com/file/d/0BzWtB2TJv EWHSG1uYWxtd1U5T2M/edit?usp=sharinghttps://docs.google.com/file/d/0BzWtB2TJv EWHSG1uYWxtd1U5T2M/edit?usp=sharing 41

42. Scoring Metric Rubric 4 – Distinguished (Substantially exceeds goal) 3 – Effective (Approaches or attains goal) 2 – Emerging (Some but not sufficient progress toward goal) 1 – Unsatisfactory (Little or no progress toward goal) 42

43. Goal Quantification Measurable (numerical targets) Ranges/degrees of achievement Mutually exclusive/contiguous Realistic/based on data Attainable/achievable Consistent and fair Agreed upon by principal and supervisor 43

44. Quantifying a Goal 44

45. Quantifying a Goal 45

46. Quantifying a Goal 46

47. Quantifying a Goal 47

48. Quantifying a Goal 48

49. Exercise 2: Quantifying a Goal Break into groups of two at each table (if necessary, three). Use the same data set you used to create your goal – Elementary, middle, or high school. Use the same Form 2A (Language Arts) or 2B (Mathematics) and chart paper. Quantify your selected goal based on the Scoring Metric Rubric. 49

50. Quantifying a Goal Each team reports on their goal quantification to their table group. – What was the quantification of your goal? – What steps did you take as a team to arrive at your quantification? – What one thing did you learn about how to quantify an organizational goal as a team? – What questions do you still have about quantifying a content goal? 50

51. Exercise 3: Putting it All Together Break into groups of two at each table (if necessary, three). Select Form 2C (Organizational Goals). Review the appropriate data for your grade level. Set a SMART goal. Quantify and chart your goal. 51

52. Putting It All Together Each team reports on their goal and its quantification to their table. – What is your goal? How did you quantify it? – What steps did you take as a team to arrive at your goal and quantification? – What one thing did you learn about how to set and quantify a goal? – What questions do you have about setting and/or quantifying a goal? 52

53. Quantifying a Goal Full group discussion – What is the best quantification from the table? – Why is it a good quantification? – What one thing did you learn about quantifying a goal? – What questions do have about quantifying a goal? 53

54. Putting It All Together Full group discussion – What is the best goal and the best quantification at your table? – Why is it a SMART Goal? Why is it a good quantification? – What one thing did you learn about setting and quantifying a goal? – What questions do have about setting and quantifying a goal? 54

55. Next Steps: Circle Survey Process Circle Survey – Teachers/certified staff – Superintendent/supervisor – Principal Districts select Circle Survey instrument with MDE guidance Training: Fall 2013 55

56. Next Steps: Scoring Metric Rubric Training: Spring 2014 56

57. Next Steps: Canvas Overview Canvas® by Instructure, Inc. (“Canvas”) is a classroom management tool replacing Blackboard™ in Mississippi’s schools. MDE is purchasing this tool for administrators’ use. Principals and supervisors will complete MPES forms in Canvas. Training on Canvas is ahead for everyone. 57

58. Canvas Overview MDE is transitioning schools throughout the state from Blackboard to Canvas. School administrators will find Canvas easy and intuitive to use. MDE is providing complimentary access to Canvas for supervisors and principals. 58

59. Canvas Training Webinars In-depth training will occur in August. MDE will send email announcements. Reminder - Supervisors and principals should choose ONE webinar to attend: - Tues., Aug. 13, 1:30-2:30 p.m. - Wed., Aug. 14, 1:30-2:30 p.m. - Thurs., Aug. 15, 10-11 a.m. 59

60. How Will Canvas Support You? Principals Sync the Canvas calendar with your own calendar Take advantage of the electronic portfolio system Everything is created for you—you just log in and go! Each principal’s info is private Supervisors See MPES data for all principals in your district Submit paperwork electronically Take advantage of the easy “grading” tool to make sure all MPES forms have been submitted on time 60

61. Canvas Overview Every supervisor will be able to access and receive MPES forms from each principal in the district. Principals will be able to see and access only their individual MPES forms. Each supervisor and principal will have private, secure login access to Canvas. 61

62. Canvas Overview Canvas is divided into four modules: Module 1: MPES Forms 2A, 2B, and 2C (August) Module 2: MPES Form 3 (December – January) Module 3: MPES Circle Survey Report (April) Module 4: MPES Forms 1 and 4 (July) Each module opens once the preceding module has been completed. 62

63. Canvas Overview MPES forms will be available as fillable forms in Canvas. Principals will simply: 1.Download an MPES form. 2.Complete the form. 3.Save the form on the computer. 4.Re-upload the form as an attachment. 5.Click “Submit” — Canvas will confirm that your form was submitted and notify your supervisor. 63

64. Canvas Overview Supervisors can see forms in Canvas and offer feedback to each principal via Canvas. If a principal needs to revise a form, he or she may simply make changes to the saved form and upload the revision in Canvas. 64

65. Canvas Overview To check if all assignments have been submitted: Principals: You will see checkmarks by each module letting you know assignments have been submitted. Supervisors and Principals: Under “Grades,” you will see an icon. The icon means that the assignment has been submitted. 65

66. Canvas Overview Q: Will principals receive grades on MPES forms? A: No, MDE and district supervisors will simply use Canvas as a way to make sure MPES forms have been submitted. There will be no “grading.” 66

67. Canvas Overview Q: How will I know when assignments are coming due in Canvas? A: Canvas will send dashboard reminders, calendar notifications, and daily-activity email updates (unless you disable these functions). You may sync Canvas with your electronic calendar and customize your notifications. 67

68. Canvas Overview Q: What are some other good features in Canvas? A: Conferencing features—Video conferences, group conferences, instant message chatting, etc. - AND - Electronic portfolios—Public or private portfolios allow a person to collect information relevant to the evaluation process 68

69. Canvas Overview Q: What if I need help using Canvas? A: MDE is providing many resources: FAQ document in Canvas MDE Canvas Helpdesk “Discussions” link in Canvas, where you can post a new discussion topic or add a thread. Appendix B in the MPES Process Manual Technical-support documents in Canvas about completing the MPES forms and using Canvas 69

70. Canvas Questions? Alexis Nordin 662-325-1191 alexis.nordin@rcu.msstate.edu 70

71. MPES Business Rules The MPES Business Rules are available in the MPES Process Manual. 71

72. MPES Business Rule 1 Understanding “Principals of Record:” Principals of record include appropriately licensed primary and contributing principals. Principals of record do NOT include assistant principals. The decision to evaluate assistant principals using the MPES process is left to each district. 72

73. Business Rule 1 Primary In a school where students are enrolled (“home school”) In a school where students’ test results are counted for school-level accountability ratings (includes principals at alternative schools that receive accountability ratings) Responsible for overseeing all other school staff and for reporting school data to MDE Contributing Principals who do not necessarily fit all the qualities of a primary principal but who have access to student-level data (e.g., alternative school principals who do not fall into the primary principal category) 73

74. Business Rule 2 Principal Employment Status/Attendance: Must set goals within 30 days of assuming leadership duties within a school EXCEPT… – Principals who work in a school fewer than 120 calendar days will not participate in the MPES. If a principal starts duties mid-year, this should be taken into consideration in goal setting. 74

75. Business Rule 3 Specific MPES Components Outcome Measures (account for 70% of score) – Student Growth Goals (50%) – Organizational Goals (20%) Leadership Behavior (accounts for 30% of score) – Circle Survey or suitable alternative 75

76. Business Rule 4 Quantification of goals: Generally depends on the extent to which a particular goal seems attainable, based on relevant data (e.g., previous performance of similar students) Four quantifications: (4) Distinguished – Substantially exceeds goal (3) Effective – Attains or almost attains goal (2) Emerging – Some but not sufficient progress toward goal (1)Unsatisfactory – Little or no progress toward goal 76

77. MPES Process and Target Dates 77 AUGUST: Goal Setting Conference DECEMBER -JANUARY: Formative Conference APRIL: Circle Survey Conference JULY: Summative Assessment Conference Student/School Growth Scored Professional Growth Goals Conference

78. Revisit Expectations Exercise 78

79. Directions for Group Evaluation 1.Think alone for 2-3 minutes. 2. Discuss as a group and come to a consensus. 3. Write down your group’s answers. 4. Turn them in. 79

80. Group Evaluation What was the most important thing you learned in today’s training? What is the most important thing we should do to improve the training? 80

81. Questions? www.mde.k12.ms.us/federal-programs (MPES on the left) mpes@mde.k12.ms.us Debbie MurphyMike Kent 601-359-3499601-359-5254 dmurphy@mde.k12.ms.usmkent@mde.k12.ms.us 81