PRINCIPAL AND
TEACHER EVALUATION
Key Ideas, Your Role, and Your School’s Leading
and Lagging Indicators
Alexis Nordin
Research Associate III
Goals for Today
• Overview of the Principal Evaluation Components & Timeline
• Introduction to the MPES Goal-Setting & Scoring Process
• Brief Summary of Teacher Evaluation & SLOs
• The Principal-Teacher Connection
• Definition of Leading and Lagging Indicators
• Counselors’ Role in the New Evaluation Processes
MPES OVERVIEW &
TIMELINE
MPES Overview
The Mississippi Principal Evaluation System (MPES) is mandatory
for all districts this year.
• Principal evaluation, including a student growth component, is a
requirement of Mississippi’s ESEA flexibility waiver.
• Last year 34 districts (219 principals) piloted a principal
evaluation, focusing primarily on the VAL-ED component.
• Who is required to participate this year?
• Head principals of K-12 public schools
• Career and technical education directors
• Assistant principals & alternative school principals are NOT required to
participate this year (local decision)
5
MPES Components
Organizational
Goals (2)
20%
Circle Survey
30%
Mathematics
Goal
25%
Language
Arts Goal
25%
6
MPES Process and Target Dates
Student/School
Growth Scored
AUG:
Goal-Setting
Conference
DEC.-JAN:
Formative
Conference
APR.:
Circle
Survey
Conference
JULY: Summative
Assessment
Conference
Professional
Growth Goals
Conference
7
Goal-Setting
Conference
Formative
Conference
Circle Survey
Conference
Language Arts Goal:
Form 2A
Discuss Progress
Toward Goals
Mathematics Goal:
Form 2B
Certified Staff
Complete Survey
(Mid-Year)
Adjust Strategies
and Add Support
Organizational
Goals: Form 2C
Complete Form 3
Input Data in
Canvas
Input Data in
Canvas
Principal and
Supervisor
Complete Survey
(Mid-Year)
Principal and
Supervisor Review
Circle Survey
Results
Input Data in
Canvas
Summative
Assessment
& PGG
Conferences
Discuss Goals and
Rate Achievement
of Goals
Complete Form 4
Discuss
Professional
Growth Goals
Complete
Professional
Growth Goals Form
Input Data in
Canvas
MPES GOAL-SETTING &
SCORING
9
Setting MPES Language Arts and
Mathematics Goals (50%)
• Schoolwide goals - Based on statewide tests
(i.e., MCT2).
• Principals and supervisors - Set
quantifiable goals and quantifiable ways to
measure progress toward each goal at the
start of the school year (Sept. 6).
10
Setting MPES Organizational Goals (20%)
• Organizational Goals (2) Currently Based On:
 Leading indicators
 Lagging indicators
These can include student assessments, but the Language
Arts and Mathematics goals should not be used again in
the Organizational Goals.
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Goal Quantification
All Goals Must Be:
• Measurable (numerical targets)
• Ranges/degrees of achievement
• Mutually exclusive/contiguous
• Realistic/based on data
• Attainable/achievable
• Consistent and fair
• Agreed upon by the principal and supervisor at the beginning of
the year
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MPES Goal Scoring
A Principal’s Goal Score is Based on a 1-4 Range:
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)
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MPES Summative Assessment Rating
Final Scoring (for Principals)
TEACHER EVALUATION
OVERVIEW & SLOS
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Teacher Evaluation
The process is being gradually implemented over the
next 3 years.
• You will see full implementation in the 2015-2016
school year.
•
MS Teacher Evaluation Components
PGG
20%
M-STAR
30%
Student
Growth
50%
MS Teacher Evaluation 2015-2016
20%
20%
30%
30%
20%
20%
30%
30%
STATE TESTED TEACHERS
• M-STAR (30%)
• PGG (20%)
• Schoolwide Growth (20%)
• Individual Growth (30%)
NON-STATE TESTED TEACHERS
• M-STAR (30%)
• PGG (20%)
• Schoolwide Growth (20%)
• SLOs (30%)
M-STAR Overview
Five domains (weighted equally)
•
Planning
•
Assessment
•
Instruction
•
Learning Environment
•
Professional Responsibilities
20 standards included within the
domains
M-STAR Observation Process
FALL:
Formative
Observation:
including pre/post
conference
FALLSPRING:
5 WalkThroughs
feedback
SPRING:
Summative
Observations:
including pre/post
conference
PGG/M-STAR Annual Cycle
Begin School
Year with 2 PGG
Summative
Conference
PGG Developed
Summative
Observation
Teacher works
on approved
PD activities
Teacher works
on approved
PD activities
Formative
Observation
FEEDBACK
Walk Through
Observations
FEEDBACK
Student Learning Objectives (SLOs)
• Can more accurately be described as “student growth targets”
• Applicable to teachers of non-tested grades/subjects
• CTE population is piloting SLOs this year
• Pre-Post Test
• Pre-assessment scores set a baseline
• Post-assessment determines growth
• Individual student growth targets will be calculated for each
student based on a baseline
• Statewide goal is that students will show at least 60% of their potential
growth on the end-of-course assessment.
• Statewide goal is that at least 70% of a teacher’s students will meet growth.
SLO Calculation
Target
60% Student Growth
Pre-Test
Early Fall
Scores 20
Post-Test
Spring
Potential 100
Could Improve 80 points
Growth 60%
60% x 80 = 48
20 + 48 = 68
This Student’s Post-Test Target
Teacher’s Report
Student
Pre-Test
Growth Target
Post-Test
Met Growth
Mike
Julie
Pam
Sean
Brad
Amanda
Bill
Kristen
Marilyn
Jean
20
15
10
10
30
40
10
12
22
32
68.0
66.0
64.0
64.0
72.0
76.0
64.0
64.8
68.8
72.8
70
64
75
80
70
80
69
69
69
69
YES
NO
YES
YES
NO
YES
YES
YES
YES
NO
Number Met
Number Not Met
% Student Meeting Target
7
3
70%
Quantification
Quantification is required to convert the GOAL to a
score that aligns with the teacher rating system.
Example: 70% of Teacher’s Students Met Growth
Evaluation
Rating
SGT Met (%)
4
>=
90%
3
70%-89%
70% = 3
Scoring Rubric
2
1
50%-69% < 50%
Teacher Evaluation Ratings
 Level 4 Distinguished: Indicates that the teacher’s
performance consistently exceeds expectations – exemplary;
cream of the crop!
 Level 3 Effective: Indicates that the teacher’s performance
meets expectations. Learning is evident and Best Practices are
frequent and intentional!
 Level 2 Emerging: Indicates that the teacher’s performance
inconsistently meets expectations. PD is needed as teacher
continues to learn about the science of teaching and learning.
 Level 1 Unsatisfactory: Indicates that the teacher’s
performance does not meet expectations. An immediate plan
of improvement should be designed by the administrator and
teacher.
BRIDGING PRINCIPAL &
TEACHER EVALUATION
The Principal-Teacher Link:
• Principals and teachers must build partnerships in order for each
party to be successful.
• Principals will be evaluated on schoolwide student growth, which
requires instructional support in the classroom.
• Teachers will be evaluated on individual and schoolwide student
growth, which requires support from school administrators.
• Each party will have input in the other’s evaluation process.
Neither party can do it alone!
All Parties Must Work To Achieve:
• Honest
and open feedback
• Trust and team building
• Leadership
• Buy-In
• Goals that complement one another (teachers must
reinforce their principal’s goals and vice versa)
Does the above description fit your school?
Counselors are a great resource!
Stephen Covey
“A cardinal principle of Total Quality
escapes too many managers: you cannot
continuously improve interdependent
systems and processes until you
progressively perfect interdependent,
interpersonal relationships.”
DEFINING LEADING &
LAGGING INDICATORS
What Are “Leading” Indicators?
• Monitored throughout the year
• Can be altered during the year to impact end-of-year
outcomes
• For example, drop-out rate during the year is a
“leading” indicator because it can be monitored and
intervention is possible throughout the school year.
• As another example, hand-washing is a leading
indicator of sickness.
Other Leading Indicators
• Length of instructional day/year
• Student participation rate on State assessments in language arts
•
•
•
•
•
and mathematics
Student/teacher attendance rates
Number/percent of students completing advanced coursework
(AP/IB), early-college high schools, or dual-enrollment classes
Disciplinary incidents
Truancy
Teachers’ performance level on a teacher evaluation system
What Are “Lagging” Indicators?
• Measured at the end of the academic year (“after the
fact”)
• For example, graduation rate is a “lagging” indicator
because it is calculated per 4-year cohort after the
students have already passed through the educational
system.
• To return to the hand-washing example, sickness is a
lagging indicator because, once it is evident, prevention
is no longer an option.
Other Lagging Indicators
• Student achievement proficiency
• Student academic growth
• Achievement gaps in both proficiency and growth among student
•
•
•
•
•
subgroups
Percent of seniors who take the ACT and their average score
College enrollment rates
Graduation rates
School improvement status and AMOs met and missed
Percent of English learners who reach English proficiency
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Sample Leading Indicator Goal
(Justification)
36
Sample Leading Indicator Goal
(Goal Statement)
UNDERSTANDING YOUR ROLE
IN THE NEW EVALUATION
PROCESSES
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MPES Circle Survey (30%)
• All certified staff participate in the survey
• Concise, secure survey (usually takes less than 30 min.)
• MDE will establish survey criteria (tools must be valid, reliable,
and research-based) and give districts a choice in which survey to
use
• One choice is being developed by the Research and Curriculum
Unit at MSU for MDE and will be free of charge to schools
• Survey comprises 30% of Summative Assessment Score for
principal
• Survey includes 3 components:
 Certified Staff (10%), Principal (10%), and Supervisor (10%)
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Circle Survey
• Anonymous staff component
 Survey completed online
 Each principal will have an assigned ID number that staff
members will enter to match their feedback to the correct
principal
 Secure login information will be provided to certified staff
members.
 Certified staff will complete the survey by entering the principal ID
number and their randomly assigned participant ID number.
• Survey may be completed at each participant’s convenience or in
a lab setting
• Alignment of the survey score with the MPES 1-4 rating system
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Circle Survey
• How will the participant IDs be randomly assigned to certified
staff?
Usually accomplished in one of two ways:
1. Fishbowl method—participant IDs are randomly selected
by each qualified survey participant.
2. Survey IDs are randomly generated and given to an
elected certified staff member in the school (who does not
participate in the survey for that year) to distribute to
qualified survey participants.
The principal and the MDE officials assessing survey results
will have no way to link a specific participant ID to a specific
certified staff member within a school.
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Sample Key Processes of Circle Survey
• High Standards for Student Learning
• Rigorous Curriculum
• Quality Instruction
• Culture of Learning & Professional Behavior
• Connections to External Communities
• Performance Accountability
Examples above based on the VAL-ED survey developed
by Vanderbilt University.
42
Sample Survey Question 1
“The principal fosters effective human resources
leadership by assisting with selection and induction, and
by supporting, evaluating, and retaining quality
instructional and support personnel.”
Survey participant ranks principal on 1-4 scale or “No evidence.”
Example above based on James Stronge’s
Principal Evaluation.
43
Sample Survey Question 2
“The principal fosters the success of all students
by demonstrating professional standards and
ethics, engaging in continuous professional
development, and contributing to the profession.”
Survey participant ranks principal on 1-4 scale or “No evidence.”
Example above based on James Stronge’s
Principal Evaluation.
CONCLUSION
Recap
• Principal evaluation and teacher evaluation are changing across
•
•
•
•
the nation due to federal requirements. Counselor evaluation is
up next—see Lois Kappler’s presentation this afternoon.
Mississippi’s principal evaluation system has already been
reviewed favorably by the federal government.
Teacher evaluation and SLOs are now being piloted by CTE
populations.
Teamwork and buy-in from all stakeholders are critical to our
success.
Patience is a virtue as we all assume new roles and
responsibilities!
THANK YOU FOR
ATTENDING.
QUESTIONS?
Alexis Nordin
662-325-1191
alexis.nordin@rcu.msstate.edu