Mississippi Principal Evaluation
System (MPES)
Training of Trainers
June, 2013
1
Welcome and Introductions
•
•
•
•
•
•
Welcome and introductions
Table introductions
Logistics
Review of materials
Availability of resource trainers
Parking Lot
2
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
MPES Timeline
• Pilot ……………………………………….. 2012-2013
34 districts; 219 principals
• Full Implementation ………………. 2013-2014
151 districts; 900+ principals
4
Mississippi Principal Evaluation
System (MPES)
Where we were ...
Where we’re going …
Subjective Opinion
100%
Subjective 30%
Student Outcomes
70%
5
MPES Components
Organizational
Goals
20%
Circle Survey
30%
Mathematics
Goal
25%
Language
Arts Goal
25%
6
MPES Process and Target Dates
Student/School
Growth Scored
AUGUST:
Goal Setting
Conference
DECEMBER
-JANUARY:
Formative
Conference
APRIL:
Circle
Survey
Conference
JULY:
Summative
Assessment
Conference
Professional
Growth Goals
Conference
7
MPES Overview
Goal-Setting
Conference
Formative
Conference
Circle Survey
Conference
Language Arts Goal:
Form 2A
Discuss Progress
Toward Goals
Teachers Complete
Survey (Mid-year)
Mathematics Goal:
Adjust Strategies
Form 2B
and Add Support
Organizational Goals:
Form 2C
Input Data in Canvas
Principal and
Supervisor Complete
Survey
(Mid-year)
Complete Form 3
Input Data in Canvas
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
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
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
Setting MPES Organizational Goals
• 1st Goal: Tied to school’s ability to reach
student growth percentile targets (based on a
report generated by MDE)
• 2nd Goal: Intended to target each school’s area
in greatest need of improvement, for example:
 Leading indicators
 Lagging indicators
11
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
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
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.
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ALL Goals Must Be SMART
Specific and strategic
Measurable
Action-oriented
Rigorous, realistic, and
results-focused
Time-bound and tracked
15
Form 4: Summative Assessment
Scoring Sheet
16
Form 4: Summative Assessment
Scoring Sheet
17
MPES Statewide Implementation
(2013-2014)
• Regional One Day Training-of-Trainers
– June 4 or 5: Oxford
Every superintendent and 2
administrators should attend a
– June 6: Raymond
training. They will
– June 25 or 26: Hattiesburg
provide training
within their districts.
– June 27: Raymond
• MASS Pre-conference Overview (July 9)
• Formative Conference Training (Fall 2013)
• Evaluation Scoring Training (Spring 2014)
18
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
Recap
20
MPES Process and Target Dates
Student/School
Growth Scored
AUGUST:
Goal Setting
Conference
DECEMBER
-JANUARY:
Formative
Conference
APRIL:
Circle
Survey
Conference
JULY:
Summative
Assessment
Conference
Professional
Growth Goals
Conference
21
How can you prepare for the new
Mississippi Principal Evaluation
System?
22
Suggestions
• 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.
23
Goal Setting
What is a Goal?
The result or achievement toward
which effort is directed;
an aim or an end.
24
Short-term Indicator
Current
Situation
Objective
1
Objective
2
Objective
3
Goal
Long-term Indicator
25
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
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 resultsoriented (Attainable? Important?)
T – Time-bound and tracked (By when?)
27
Setting Organizational Goals
Goal 1: Student growth percentile targets
Goal 2: Leading and lagging indicators
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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
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.
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Setting Organizational Goals:
Review Data
31
Setting Organizational Goals:
Setting Goals
32
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 resultsoriented (Attainable? Important?)
T – Time-bound and tracked (By when?)
33
Goal Setting Video
• MPES Video #1
https://docs.google.com/file/d/0BzWtB2TJvE
WHa1J6eEwwczVYdk0/edit?usp=sharing
34
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
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
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
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
Quantification: What is Student
Rubric Example
This rubric does not meet MPES requirements. Why not?
High
Performing
(4)
Achievement
on Math
Assignments
Student gets
98% to 100% of
the problems
correct
Adequate
Performance
(3)
Fair
Performance
(2)
Student gets
80% to 97% of
the problems
correct
Student gets
60% to 79% of
the problems
correct
Poor
Performance
(1)
Student gets
59% or fewer of
the problems
correct
39
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
Quantifying a Goal
• MPES Video #
2 https://docs.google.com/file/d/0BzWtB2TJv
EWHSG1uYWxtd1U5T2M/edit?usp=sharing
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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
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
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Quantifying a Goal
44
Quantifying a Goal
45
Quantifying a Goal
46
Quantifying a Goal
47
Quantifying a Goal
48
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
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
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
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
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
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?
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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
Next Steps: Scoring Metric Rubric
• Training: Spring 2014
56
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.
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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
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
How Will Canvas Support You?
Principals
Supervisors
• 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
• 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
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
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
Canvas Overview
MPES forms will be available as fillable forms in
Canvas. Principals will simply:
1.
2.
3.
4.
5.
Download an MPES form.
Complete the form.
Save the form on the computer.
Re-upload the form as an attachment.
Click “Submit” — Canvas will confirm that your
form was submitted and notify your supervisor.
63
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
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
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
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
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
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
Canvas Questions?
Alexis Nordin
662-325-1191
alexis.nordin@rcu.msstate.edu
70
MPES Business Rules
The MPES Business Rules are
available in the MPES Process
Manual.
71
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
Business Rule 1
Primary
Contributing
• 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
• 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
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
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
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
MPES Process and Target Dates
Student/School
Growth Scored
AUGUST:
Goal Setting
Conference
DECEMBER
-JANUARY:
Formative
Conference
APRIL:
Circle
Survey
Conference
JULY:
Summative
Assessment
Conference
Professional
Growth Goals
Conference
77
Revisit Expectations Exercise
78
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
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
Questions?
www.mde.k12.ms.us/federal-programs
(MPES on the left)
mpes@mde.k12.ms.us
Debbie Murphy
Mike Kent
601-359-3499
601-359-5254
dmurphy@mde.k12.ms.us
mkent@mde.k12.ms.us
81