The MPPR in
Action
facilitated by
Joanne Picone-Zocchia, lead MPPR author
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
1
The MPPR in Action:
Aligning Domains with Practice
and Progress
2 activities
pages 2-3; 4-10
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Why are we doing this?
Considering two extremes in the continuum
of possibility…
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Evaluation Based on the MPPR
MPPR defines reality and focuses attention on
the individual attainment of specific attributes of
practice, as defined by the MPPR.
 Time
- invested in negotiating and understanding
the language of the MPPR, the tool’s application
and intent, implications of evaluation using the
MPPR, the “evidence” of MPPR attainment
 Opportunity
- exposure to an outside vision and
expectations of practice that may be different from
that which has been privately held and operating
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Evaluation Based on the MPPR

Evidence of attainment - artifacts aligned to
individual descriptors

Key questions –
• How many artifacts are enough?
• How do we collect/present artifacts?
• On whose lap does the burden of proof lie?
• Do we have to do ALL of the rubric?
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Evaluation Based on Improvement Goals
MPPR is a tool that connects attainment of
professional and school improvement goals
directly to specific quality attributes of principal
practice
 Time
- invested in negotiating and understanding the
language and use of the MPPR in the context of
goals and its application to and support of goal
attainment, in aligning the goals and the strategies
for attainment with the MPPR, in identifying the
practices and processes most necessary to and most
likely to be changed by working toward the goal, and
the representative artifacts of goal attainment.
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Evaluation Based on Improvement Goals

Opportunity – use of an outside vision and
expectations of leadership as a scaffold for
addressing and attaining goals

Evidence comes from artifacts that best
represent the progress made in the attainment
of professional and school improvement goals,
and which most readily reveal the expectations
articulated by the MPPR.
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Evaluation Based on Improvement Goals

Key questions –
•
•
•
•
What are my/our improvement goals?
Which MPPR domains, dimensions and
descriptors are key to attaining each
improvement goal?
What artifacts will best illustrate the story of the
work and evidence goal progress and
attainment?
What artifacts will best show the connection
between improvement in my practice (MPPR
domains, dimensions, descriptors) and goal
progress/attainment?
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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The MPPR in Action:
Goal Setting and Acquisition as
Entry Point to Evaluation
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
9
Improvement Goals can attend to…
Professional Improvement
Domain-focused
Dimension-focused
School Improvement
School-focused
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Step 1 – Establish Goals
a.
Complete a baseline assessment using the
MPPR
b.
Analyze the data from the baseline, as well
as other key data related to the strengths
and needs of your school or district
c.
Use the data to sketch 3-5 professional
and/or school improvement goals
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Step 2 – Alignment to MPPR
Align each goal to the Domains and Dimensions
of the MPPR by asking:
a. Which of the Domains and/or Dimensions
are most necessary to the attainment of this
goal?
b. Which of the Domains and/or Dimensions
will be most clearly evident and easy to
document as I work toward these goals?
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
12
Step 3 – Integral Practices and Processes
Identify the “signature practices,” or processes that
unfold over time which you are party to creating
and/or implementing, that will:
a. be most integral to your work in moving toward
and attaining your goal
b. clearly evidence the most change as a result of
your goal-related learning, actions and strategies
c. require or incorporate the
Domains/Dimensions/descriptors listed (check
for alignment)
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Step 4 – Identify artifacts of attainment
Select specific artifacts produced as part of the
processes or practices identified in Step 3 that will:
a. represent the progress toward or attainment of
the goal (from interim and ultimate indicators of
MPPR, Part 2)
b. Reveal expectations articulated by MPPR (from
descriptors and levels, MPPR, Part 1)
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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GOAL
EXAMPLE
Learn and
implement the
XX teacher
evaluation
system to
improve teacher
practice and
increase student
learning
Related
Integral
Domains/Dimensions/descript Processes/
ors
Signature
Practices
Domain 1 – Culture/a, c;
Sustainability
Domain 2 - all
Domain 3 – Capacity
Building/b; Instructional
Program
Domain 4 - Strategic Planning
Process
Domain 5 - Sustainability/a, c;
Culture
Domain 6 - none
Observation
process (informal
and formal;
pre/post
conferences;
written
observation;
feedback; etc.)
Collegial Learning
walks
Artifacts: pre-post conference process; written observation; feedback mechanisms and
processes; collegial learning walk protocol
© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd
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Sooo…where do we go from here?
Suggested process for MPPR evaluation
pp 11 & 12
Timeline for implementation
pp 13 & 14
© 2013 Learner-Centered Initiatives, Ltd and Communities for Learning: Leading lasting change®
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End-of-Session Reflection
© Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd