1. Mississippi Teacher/Principal Evaluation System
MASA Presentation
October 14, 2013

2. Expectations
Working alone, write on an index card the three most important things you are hoping to get out of today’s session.
Discuss with your neighbor expectations for today’s session. Combine your individual lists into a single list and reach a consensus about your top 3 expectations.
Be ready to share the top 3 with your neighbor.
Evaluate today’s session based on these expectations.

3. Mississippi Teacher Evaluation System (M-STAR)

4. Implementation Timeline
Pilot Implementation ……………………………………… – 2012
Focus Group Review and Feedback………….January – July 2012
Training on M-STAR…………….………………….July 2012 – July 2013
Field Test M-STAR and School Wide Growth……….2013 – 2014
(Note: All districts must use M-STAR this year.)
Implementation of M-STAR , Individual Growth, and School Wide Growth; Train on Student Learning Objectives (SLOs) and Professional Growth Goals (PGGs) ………………………2014 – 2015
Full Implementation; M-STAR, PGGs, School Wide Growth, Individual Growth or SLOs ……………………….………………………

5. 2013-2014 Implementation of Teacher Evaluation Components
State Tested and
Non-State Tested Teachers
M-STAR: 50%
School-wide Growth: 50%

6. TO IMPROVE
TEACHING
AND
LEARNING!
The ultimate goal
of M-STAR is…

7. Mississippi Statewide Teacher Appraisal Rubric (M-STAR) A research-based instrument to evaluate teacher effectiveness
M-STAR’s Goal: To improve teacher practice and positively impact student learning
M-STAR:
provides a reliable and valid system of assessments based on common standards,
includes multiple measures,
identifies areas of strength and challenge, and
helps track educational progress to improve the performance of teachers.

8. Formal Observation Cycle
Includes three main activities:
The pre-observation conference (10-20 minutes)
The lesson observation (bell to bell or length of the lesson)
The post-observation conference (20 – 30 minutes)
Pre-Observation Conference (10-20 minutes)
Observation (bell to bell or length of the lesson)
Post-Observation Conference (20-30 minutes)
This slide diagrams the three main activities of the formal observation cycle.
Explain:
“The first step in the formal observation cycle is the pre-observation conference, and it should last minutes. This conference should include the evaluator and the person being evaluated. The evaluation should last the entire class period or the length of the lesson to be evaluated. The post-observation conference should last minutes.”

9. Formal Observation Cycle
Review lesson plan,
understand context,
& ask clarifying questions
Key Questions:
What are students learning?
What is the evidence of this learning?
Pre-Observation Conference
1-2 days prior to observation
Observation
Post-Observation Conference
Within 1 week of observation
Follow up Walkthrough
Within 2 weeks of post-observation conference
This slide diagrams the Formal Observation Cycle.
Explain:
“This slide diagrams the Formal Observation Cycle. Notice the four steps of the cycle including the timeline and also the importance of feedback.”
Effective, concrete feedback &
next steps are critical.
Observe feedback
in action

10. Mississippi Statewide Teacher Evaluation Rubric (M-STAR)
Five domains (weighted equally)
Planning
Assessment
Instruction
Learning Environment
Professional Responsibilities
20 Standards

11. Mississippi Teacher Evaluation System Rating Levels
A teacher’s performance on each standard will be
appraised in accordance with a four-level rating scale:
Level 1
Level 2
Level 3
Level 4
Indicates that the teacher’s performance does not meet expectations
Indicates that the teacher’s performance inconsistently meets expectations
Indicated that the teacher’s performance meets expectations
Indicates that the teacher’s performance consistently exceeds expectations.

12. Summary Scoring
Teachers will receive a rating (on a point scale) for each standard
Distinguished – 4 points
Effective – 3 points
Emerging – 2 points
Unsatisfactory – 1 point
Within each domain, the points will be averaged.
The averages from each domain will be weighted equally to arrive at a summative rating.

13. Domain score (average of standard scores)
4 points
3 points
2 points
1 point
Score
Domain I: Planning
1. Plans lessons that demonstrate knowledge of content and pedagogy. X 3
2. Plans lessons that meet the diversity of students’ backgrounds, cultures, skills, learning levels, language proficiencies, interests, and special needs.
3. Selects instructional goals that incorporate higher level learning for all students. 2
4. Plans units of instruction that align with the Mississippi Curriculum Framework or, when applicable, the Common Core State Standards.
Domain score (average of standard scores)
2.75
Domain II: Assessment
5. Collects and organizes data from assessments to provide feedback to students and adjusts lessons and instruction as necessary. 4
6. Incorporates assessments into instructional planning that demonstrate high expectations for all students.
Domain III: Instruction
7. Demonstrates deep knowledge of content during instruction.
8. Actively engages students in the learning process.
9. Uses questioning and discussion techniques to promote higher order thinking skills.
10. Brings multiple perspectives to the delivery of content.
11. Communicates clearly and effectively.
2.8

14. Example Domain I 2.75 Domain II 4 Domain III 2.8 Domain IV 3.2
Standards
4 points
3 points
2 points
1 point
Score
Domain IV: Learning Environment
12. Manages classroom space and resources effectively for student learning. X 4
13. Creates and maintains a climate of safety, respect, and support for all students.
14. Maximizes time available for instruction. 3
15. Establishes and maintains a culture of learning to high expectations.
16. Manages student behavior to provide productive learning opportunities for all students. 2
Domain score (average of standard scores)
3.2
Domain V: Professional Responsibilities
17. Engages in continuous professional development and applies new information learned in the classroom.
18. Demonstrates professionalism and high ethical standards; acts in alignment with Mississippi Code of Ethics.
19. Establishes and maintains effective communication with families.
20. Collaborates with colleagues and is an active member of a professional learning community in the school.
2.5
M-STAR score (see calculation example below)
3.05
Domain I 2.75
Domain II 4
Domain III 2.8
Domain IV 3.2
Domain V 2.5
Example
15.25 ÷ 5 = 3.05

15. Four Levels of Effectiveness:
Distinguished - Level 4: The most effective level; rating at this level indicates that the teacher’s performance is exemplary, consistently exceeding expectations.
Effective - Level 3: The minimum expectation for all teachers. Rating at this level indicates that the teacher’s performance consistently meets expectations.
Emerging - Level 2: Indicates a beginning teacher or a teacher who needs focused professional development. Rating at this level indicates the teacher is sometimes meeting expectations, but not doing so consistently. Teachers  should receive PD/support.
Unsatisfactory - Level 1: The least effective level; rating at this level indicates the teacher’s performance is not acceptable. Teachers receiving this rating rarely meet expectations  and should receive comprehensive PD/support.

16. 2014-2015 Implementation of Teacher Evaluation Components
M-STAR: 50%
Individual Growth: 30%
School-wide Growth: 20%
School-wide Growth: 50%

17. Student Growth Percentiles
The Growth Model is a statistical model that tells us how much progress a student made in a year compared to other students who started at the same place. It also tells us whether or not that student is on track to be proficient, and provides information about the degree to which the student is growing, no matter where he or she started.

18. 2015-2016 Implementation of Teacher Evaluation Components
M-STAR: 30%
PGGs: 20%
Individual Growth: 30%
School-wide: 20%
Student Learning Objectives (SLOs): 30%

19. Professional Growth Goals (PGGs)
What are PGGs?
Why are PGGs important?
How are PGGs developed?
Do PGGs count in a teacher’s overall evaluation rating?
How are PGGs evaluated?

20. Professional Growth Goals
Professional Growth Goals (PGGs) are ANNUAL individualized goals designed to direct a teacher’s path in professional development activities that enhance the teaching performance and promote student achievement. The two PGGs will be the teacher’s growth focus areas for the upcoming school year.

21. Professional Growth Goals
It is important that the administrator and teacher meet during the M-STAR summative post observation conference in the spring to determine areas for growth, set SMART goals, and commit to the PGGs. If a new teacher begins in August, PGGs will be set then to assist him/her with the transition to the school. This will allow the teacher adequate time to receive targeted professional development to implement into his/her teaching practices during the upcoming school year.

23. Student Learning Objectives (SLOs)
A Student Learning Objective is a long-term academic goal that teachers and evaluators set for groups of students. It must be:
Specific and measureable
Based on available prior student learning data
Aligned to state standards
Based on growth and achievement

24. Student Learning Objectives (SLOs) Components
Population
Learning Content
Interval of Instructional Time
Evidence
Baseline
Target(s)
Scoring
Rationale

25. SLOs and PGGs Develop SLOs and PGGs ……..……..2013 – 2014
Train on SLOs and PGGs …………… – 2015
Add Student Learning Objectives (SLOs) and Professional Growth Goals (PGGs) to the Teacher Evaluation System………

26. Reporting Teacher Evaluation Data
The Educator Licensing Management System (ELMS) will be used to capture and display teacher evaluation information. To manage teacher evaluations, the principal will log onto the system and go to the “Teacher Evaluations” tab. Once there, the principal is provided with search options to find the evaluation and educator they want.
The teacher evaluation is accomplished by completing a list of activities. There are several types of activities. They include a mixture of meetings, documentation and scoring. Collecting this information allows the principal to determine a Teacher Effectiveness label. The label for an educator is determined by taking a list of scoring details and applying a distribution factor to each one. Next the details are summed. This cumulative score is then compared to a range of values to determine the Teacher Effectiveness label.
 All evaluations will have a formative and a summative score although the formative may be optional. The documents used to determine the score will be a mixture of paper and electronic forms. Some of these forms will be completed by the educator, others by the principal. The ELMS teacher evaluation module provides the capacity to determine whether principals, educators, or both can see a document that has been entered into the system.

27. Reporting Teacher Evaluation Data
The Educator Licensing Management System (ELMS) will be used to capture and display teacher evaluation information.
Principals will be responsible for entering teacher scores into ELMS.
Note : Only principals who attend the two-day M-STAR training can enter the scores.
Teacher ratings must be entered into the system by June 1.
Teachers with missing data will not receive a rating.
Only M-STAR observation ratings will be entered into ELMS.

28. Reporting Teacher Evaluation Data
Principals create ELMS account
Verify teacher roster for evaluation purposes
Enter formative teacher evaluation data in ELMS (optional for 2014)
Enter summative teacher evaluation in ELMS
Teacher Evaluation Report
December 2017
January 2014
February 2014
March – June 1, 2014
June 30, 2014

29. Reminders
M-STAR will be used to evaluate all classroom teachers and librarians in
Ultimately, evaluation instruments will be developed for other licensed employees (school counselors, speech-language pathologists, school psychologists, social workers etc.). Until that time, administrators will continue to use the existing evaluation process.
8. Pre-observation conferences and post-observation conferences are worth the extra time! The pre-conference provides the evaluator with background information about the lesson, the students and other details that may help him/her understand the context of the classroom. It also provides an opportunity for the teacher to ask clarifying questions about the formal observation process.

30. Reminders
7. The post-observation allows the evaluator to ask questions about what he/she observed during the lesson and any outcomes after the lesson.
6. Both formal observations are scored; however, the mid-year observation score is used for formative purposes only. The performance score on the spring evaluation is the official score.
5. Evaluators decide on a score based on two things: the preponderance of evidence and professional judgment.

31. Reminders
4. Someone other than a principal can evaluate a teacher as long as the person has completed an MDE approved training.
3. Evaluation data will be reported and stored in the MS Educator Licensure Management System (ELMS). Individual teacher ratings will not be made public.
2. Evaluation information is posted on the Mississippi Teacher Center’s website at

32. Reminders
1. The overriding goal of M-STAR is to improve the practice of teachers!

33. Questions/Discussion

34. MDE Contacts www.mde.k12.ms.us/teacher-center Daphne Buckley
Select Mississippi Teacher Evaluation System on the left side of the page.
Daphne Buckley
Cecily McNair
Tarance Hart

35. Mississippi Principal Evaluation System (MPES)

36. Mississippi Principal Evaluation System (MPES)
“Talent matters tremendously in education. Great principals lead great schools. Great teachers do miraculous things with children”
–Arne Duncan, U.S. Secretary of Education
“The program helps to facilitate focused conversations about goal setting and best instructional practices among district and building level administration, as well as faculty and staff.” –Austin Brown, Principal
“I find it great to be as objective as possible when evaluating the performance of a principal. MPES will allow more opportunity to do such.”
-Frederick Hill, Superintendent

37. Elephant in the Room!!

38. ESEA Flexibility Waiver
What does this waiver do for schools?
- Allows districts to postpone making
personnel decisions based upon the
evaluation until the school year
- The waiver does NOT postpone educator
evaluation implementation. Schools must still
implement the educator evaluation systems
following the state’s approved timeline.

39. MPES Timeline Pilot …………………………………………. 2012-2013
34 districts; 219 principals
Statewide regional trainings…….. June of 2013
Full Implementation ………………
151 districts; 1,457 school administrators

40. MPES Mississippi Principal Evaluation System (MPES)
A research-based instrument to evaluate principal effectiveness
MPES’s Goal: To achieve a higher level of academic success for every student
MPES:
Five conferences between superintendent and principal
Four deadlines for submission
Identifies areas of strength and challenge, and
Helps track educational progress to improve the performance of student achievement.

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

42. MPES Components Circle Survey 30% Talking Points:
The Language Arts and Mathematics goals are based on student assessment scores for all grades combined for the academic year. MDE’s spreadsheet tool will help principals calculate and combine grade-level data to set Language Arts and Mathematics goals.

43. Setting MPES Language Arts (25%) and Mathematics Goals (25%)
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.

44. Setting MPES Organizational Goals (20%)
Organizational Goals: Intended to target each school’s area in greatest need of improvement, for example:
Leading indicators
Lagging indicators

45. 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
Talking Points:
Leading indicators are organizational measures that impact teaching and learning. They include such things as: (see the slide)

46. 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.
Talking Points:
The Lagging indicators are focused on student achievement. You can use school performance on state assessments ONLY if the same assessments were not part of the content goals. Other examples of lagging/achievement indicators include: (see slide)

47. Circle Survey (30%) 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%)
Talking Points:
A Circle Survey is a 360-degree tool that uses feedback from multiple parties (e.g., the teachers who report to a principal, the principal’s supervisor, and the principal himself or herself) to evaluate a principal’s leadership. Teacher participation is optional and limited to certified educational staff.
There are many 360-degree tools available to districts (e.g., the VAL-ED by Vanderbilt)m and MDE will provide options for districts to use; however, the MDE will also offer a free option for districts to use if they wish. More training on the Circle Survey will be provided this fall.

48. Circle Survey Topics (Sample)
Outreach & Support
- Engages parents, community members, and other
stakeholders in the school’s success
Management & Leadership
Instruction
Communication
- Listens to the concerns and/or complaints without fear of
negative repercussions
School Environment & Climate
Professionalism
Talking Points:
A Circle Survey is a 360-degree tool that uses feedback from multiple parties (e.g., the teachers who report to a principal, the principal’s supervisor, and the principal himself or herself) to evaluate a principal’s leadership. Teacher participation is optional and limited to certified educational staff.
There are many 360-degree tools available to districts (e.g., the VAL-ED by Vanderbilt)m and MDE will provide options for districts to use; however, the MDE will also offer a free option for districts to use if they wish. More training on the Circle Survey will be provided this fall.

49. Circle Survey Process Districts may choose the best methods for them:
1. Fishbowl method—login IDs are randomly selected by each qualified participant.
2. Login IDs are randomly generated and given to a district for distribution among schools.

50. CANVAS
Canvas by Instructure, Inc. (“Canvas”) is a classroom management tool replacing Blackboard in Mississippi’s schools. MDE purchased this tool for the MPES submission process.

51. Canvas Questions? Alexis Nordin Leanne Long 662-325-1191 662-325-2519

52. MDE Contact Debbie Murphy
Select MPES on the left side of the page.
Debbie Murphy or
Ken Stamps

53. Training and Resources
Goals Training
Bringing it all together: The Goals Implementation Process to Support Schoolwide Plans, M-Star and MPES
Training Dates
October 29-30: Meridian
October 31- November 1: Ellisville
November 7-8: Greenville
November 14-15: Oxford
November 21-22: Jackson
December 5-6: Gulfport