Mississippi Educator and Administrator Professional Growth System METIS

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Hillary Bryant
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1 Mississippi Educator and Administrator Professional Growth System METIS

2 Vision Mississippi State Board of Education To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens Mission To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community MDE 2

3 Mississippi State Board of Education 5-Year Strategic Plan GOAL 1: All students proficient and showing growth in all grades in all assessed areas in all schools GOAL 2: Every student in every school graduates from high school and is ready for college and career GOAL 3: Every child has access to a high-quality early childhood program GOAL 4: Every school has effective teachers and leaders GOAL 5: Every community effectively using a world-class data system to improve student outcomes GOAL 6: Every school and district is rated C or higher MDE 3

4 What this Work is About Retain Effective Educators and Extend Their Reach Improved Growth System Provide High-Quality Professional Learning Improved Student Achievement Prepare New Teachers & Leaders to Succeed MDE 4

5 Purpose of the System The Mississippi Educator and Administrator Professional Growth System is designed to improve student achievement by providing teachers and administrators with feedback to inform continuous improvement. MDE 5

6 Our Teachers Deserve Better MDE 6

7 Conversations about Teaching Recall an occasion in which you, as a teacher, were engaged in a productive conversation about teaching. What were the circumstances surrounding the conversation? Did you hold the same view or opposing views during the conversation? Was your thinking and teaching practice changed because of this conversation? MDE 7

8 Teacher Growth Rubric

9 Teacher Growth System Classroom Observations A minimum of three per school year 2 informal (unannounced) and 1 formal (announced) High-quality feedback after each observation MDE 9

10 Future Components: Teacher Growth System Student Surveys Develop during the school year as a non-evaluative component Implementation during the school year Teachers Impact on Student Learning Develop during the school year Implementation during the school year MDE 10

11 Three Goals of the PGS Raise the Bar Reduce the Lift Support Growth MDE 11

12 Raising the Bar Level 4 Language Advanced instructional practices, particularly those that foster student ownership of learning & the environment Level 3 Language Effective Instruction Teacher-directed success Level 2 Language Makes attempts, but is not yet effective High-potential MDE 12

13 Reducing the Lift 4 DOMAINS 9 STANDARDS MDE 13

14 Support Growth Classroom Observations Follow-up and Additional Feedback Clear, Specific, Actionable, and Timely Feedback Changes in Practice MDE 14

15 Domains Teacher Growth Rubric Lesson Design Student Understanding Culture and Learning Environment Professional Responsibilities MDE 15

16 Domain 4 Domain 3 Domain 2 Domain 1 Standards 1. Lessons are aligned to standards and represent a coherent sequence of learning 2. Lessons have high levels of learning for all students 3. Assists students in taking responsibility for learning and monitors student learning 4. Provides multiple ways for student to make meaning of content 5. Manages a learning-focused classroom community 6. Manages classroom space, time, and resources (including technology when appropriate) effectively for student learning 7. Creates and maintains a classroom of respect for all students 8. Engages in professional learning 9. Establishes and maintains effective communication with families/guardians MDE 16

17 Performance Levels Standard Rubric Features Domain 1. Plans lessons that are aligned to standards and represent a coherent sequence of learning Lessons: Indicators Include student learning outcomes and instructional activities that are fully aligned to current Mississippi s College and Career Standards are part of a coherent and focused sequence of learning with meaningful connections made to previous and future learning Include student learning outcomes and instructional activities that are partially aligned to the current Mississippi s College and Career Standards are part of an ineffective sequence of learning with few connections made to previous and future learning Include student learning outcomes and instructional activities that are not aligned to the acquisition of current Mississippi s College and Career Standards are not part of a coherent sequence of learning with meaningful connections made to previous and future learning MDE 17

18 COLLECT SORT INTERPRET PROVIDE FEEDBACK The Observation Process An observer looks for and records evidence relevant to assessing practice. The observer categorizes the evidence by teacher standards. The observer finds which indicators of performance best match the evidence. The observer uses evidence to ground discussion with the teacher on improving. MDE 18

19 COLLECT SORT The Observation Process: Collect INTERPRET PROVIDE FEEDBACK An observer looks for and records evidence relevant to assessing practice. The observer categorizes the evidence by teacher standards. The observer finds which indicators of performance best match the evidence. The observer uses evidence to ground discussion with the teacher on improving. MDE 19

Evidence Makes or Breaks Feedback Conversations Evidence is what grounds agreement on the quality of practice, as well as the conversation about how to improve quality observation depends

20 Evidence Makes or Breaks Feedback Conversations Evidence is what grounds agreement on the quality of practice, as well as the conversation about how to improve quality observation depends on quality evidence. A piece of evidence is an objective description of something observed in a lesson. It makes no suggestion of quality. (p. 128) Better Feedback for Better Teaching MDE 20

21 Evidence or Interpretation Evidence Observable Objective Free of Value Judgment Interpretation Draws Conclusions Subjective May Include Value Judgment Evidence Types: Verbatim scripting of teacher or student comments Non-evaluative statements of observed teacher or student behavior Numeric information about time, student participation, resource use, etc. An observed aspect of the environment MDE 21

22 COLLECT SORT The Observation Process: Sort INTERPRET PROVIDE FEEDBACK An observer looks for and records evidence relevant to assessing practice. The observer categorizes the evidence by teacher standards. The observer finds which indicators of performance best match the evidence. The observer uses evidence to ground discussion with the teacher on improving. MDE 22

23 Sorting Sorting produces the sets of evidence an observer will later interpret to rate the observed practice according to each standard of the rubric. Sorting also supports meaningful feedback by putting evidence where it belongs, so observers can refer to it when discussing their observations with teachers. MDE 23

24 COLLECT SORT The Observation Process: Interpret to Rate INTERPRET PROVIDE FEEDBACK An observer looks for and records evidence relevant to assessing practice. The observer categorizes the evidence by teacher standards. The observer finds which indicators of performance best match the evidence. The observer uses evidence to ground discussion with the teacher on improving. MDE 24

25 Performance Levels Standard Rubric Features Domain 1. Plans lessons that are aligned to standards and represent a coherent sequence of learning Lessons: Indicators Include student learning outcomes and instructional activities that are fully aligned to current Mississippi s College and Career Standards are part of a coherent and focused sequence of learning with meaningful connections made to previous and future learning Include student learning outcomes and instructional activities that are partially aligned to the current Mississippi s College and Career Standards are part of an ineffective sequence of learning with few connections made to previous and future learning Include student learning outcomes and instructional activities that are not aligned to the acquisition of current Mississippi s College and Career Standards are not part of a coherent sequence of learning with meaningful connections made to previous and future learning MDE 25

26 COLLECT SORT The Observation Process: Provide Feedback INTERPRET PROVIDE FEEDBACK An observer looks for and records evidence relevant to assessing practice. The observer categorizes the evidence by teacher standards. The observer finds which indicators of performance best match the evidence. The observer uses evidence to ground discussion with the teacher on improving. MDE 26

27 Preparing for the Feedback Discussion Prioritize a narrow area of focus Prepare reflective prompts Plan how to support implementation of specific suggestions MDE 27

28 Why Planning Matters Naming the key action step is critical to improving teacher practice. However for insight to be effective, it must be delivered effectively. (p. 78) Leverage Leadership MDE 28

29 1 2 Feedback Conversation Protocol Provide Precise Praise Probe Identify Problem & Action Step Practice Plan to follow up MDE 29

30 Administrator Growth Rubric

31 Our Theory of Action Supervise & Support School Leaders Leader Capacity to Improve Teaching Improved Student Achievement MDE 31

32 Leader Feedback Share a piece of feedback you received as a new school leader that helped you change your leadership practice. MDE 32

33 The Leader Coaching Cycle Analyze Impact Gather Evidence Coach & Support Plan Powerful Conversations MDE 33

34 Leaders need Feedback and Support Analyze Impact Coach & Support Gather Evidence Plan Powerful Conversations Our focus today MDE 34

35 Administrator Professional Growth System Leadership Rubric Student Learning 360 Feedback Tool MDE 35

36 Four Levels of Practice Level 4 Empowering Staff & Leadership Team Systems to Get Results Level 3 Effective Leadership Level 2 Attempts at effective practices, but inconsistent or limited results. MDE 36

37 Domains of the Administrator Growth Rubric Shared Vision, School Culture, and Family Engagement Teaching & Learning Staff Development Strategic Planning & Systems Personal Leadership & Growth MDE 37

38 Sample Practices Implements a Shared Vision Shared Vision, School Culture, and Family Engagement Learnng & Teaching Maintains a Supportive, Secure, and Respectful Learning Environment Talent Management Strategic Planning & Systems Engages in Courageous Conversations Personal about Leadership Diversity & Growth Welcomes Families and Community Members Into the School MDE 38

39 Examples of Evidence MDE 39

40 Site Visit Minimum Requirements At least one site visit during the school year Gather sufficient evidence across rubric rows (which may require more than one site visit) MDE 40

41 Conducting Effective Site Visits Make a Plan Based on Rubric & Needs Collect Written Evidence Sort Evidence Immediately Share Feedback & Supports MDE 41

42 Critical Contexts for Evaluation Classroom Observations Leadership & PLC Meetings Community & Families MDE 42

43 Classroom Observations Classroom Observations Rubric Practices You ll See: Leader s Expectations for Instruction Classroom Culture Routines & Procedures Social & Emotional Supports Cultural Responsiveness in Instruction Rigor of Instruction Personalization of Instruction to Students Needs Leadership & PLC Community & Quality Meetings of Instructional Feedback Parents Evidence of Impact of Professional Learning MDE 43

44 Best Practices: Classrooms Classroom Observations Best Practices: Review the leader s observation trackers Consider if instruction is at the appropriate level of rigor for standard Compare observation evidence and feedback to lesson plans Analyze Leadership student & PLC work Focus Meetings on coaching the leader, not the teacher Community & Parents MDE 44

45 Communities & Families Rubric Practices You ll See: Communication of School Vision Focus on Equity Relationships with Families Self-Awareness Quality of Communication with Stakeholders Community & Families MDE 45

46 Best Practices for Staff & Parent Meetings Leadership & PLC Meetings Community & Parent Discuss with your table what are your best practices for collecting evidence from staff and parent meetings? with your table what are your best practices for collecting evidence from staff and parent meetings? MDE 46

47 Summer Training Opportunities Teacher Growth Rubric Training Administrator Growth Rubric Training Contact your Local RESA for Training Dates and Locations MDE 47

48 Contact Information For additional information, please contact the Office of Educator Accountability MDE 48

Progress Monitoring for Behavior: Data Collection Methods & Procedures

Progress Monitoring for Behavior: Data Collection Methods & Procedures This event is being funded with State and/or Federal funds and is being provided for employees of school districts, employees of the