Mississippi Principal
Evaluation System
2013 Process Manual
Last Modified 6/14/2013
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi
School of the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the
Mississippi School for Mathematics and Science do not discriminate on the basis of race, color, religion,
national origin, sex, age, or disability in the provision of educational programs and services or
employment opportunities and benefits. The following office has been designated to handle inquiries and
complaints regarding the non-discrimination policies of the above mentioned entities: Director, Office of
Human Resources, Mississippi Department of Education, 359 North West Street, Suite 203, Jackson,
Mississippi 39201. 601.359.3511.
1
CONTENTS
Mississippi Principal Evaluation System.......................................................................... 3
Introduction ........................................................................................................... 3
Timeline ................................................................................................................ 5
Goal Setting Conference ................................................................................................. 7
Student Growth Goals ..................................................................................................... 8
Introduction ........................................................................................................... 8
Procedure ............................................................................................................. 8
Sample Form(s) .................................................................................................... 8
Organizational Goals ..................................................................................................... 13
Introduction ......................................................................................................... 13
Procedure ........................................................................................................... 13
Sample Form(s) .................................................................................................. 13
Formative Conference ................................................................................................... 16
Circle Survey Conference ............................................................................................. 18
Summative Assessment Conference ............................................................................ 18
Professional Growth Goals Conference ........................................................................ 21
Glossary of Terms ......................................................................................................... 22
Appendix A. MPES Business Rules (2013-2014) .......................................................... 25
Appendix B. CTE Director Evaluation Forms ................................................................ 27
Appendix C. Canvas® (“Canvas”) .................................................................................. 38
Overview ............................................................................................................ 38
Procedure ........................................................................................................... 38
2
I. MISSISSIPPI PRINCIPAL EVALUATION SYSTEM
Introduction
The Mississippi Department of Education (MDE) believes that effective school principals
are leaders who help ensure that all students reach ambitious targets of performance.
That is, principals of traditional or alternative schools and directors of career and
technical education (CTE) centers—collectively referred to as “principals” in this
document—must ensure a high level of academic success for every student by fostering
school and community climates that value effective teaching and student learning. The
Mississippi Principal Evaluation System (MPES) is designed to fulfill federal
requirements and conform to the Mississippi Standards for School Leaders, endorsed
by the Mississippi Board of Education. The guiding principles upon which the MPES is
based are clustered into three categories.
Foundational Principles:


Highlight learning-centered leadership
Be grounded in the Mississippi Standards for School Leaders
Process Principles:













Be evidence based
Have set benchmarks agreed upon in advance
Be transparent
Foster a culture of collaboration between the principal and supervisor
Be valid and reliable
Be comprehensive but not overly complex
Be both formative and summative
Include multiple measures, including student achievement
Tap into the views of multiple constituents
Have well-defined timelines
Provide ongoing feedback to the principal
Be site specific, connected to the needs of the specific school
Be flexible enough to allow for adjustments
Outcome Principles:





Promote school improvement
Enhance academic and social learning of students
Motivate principals to improve
Promote targeted professional growth opportunities
Result in meaningful consequences
The prime directive is that everyone should adhere to the aforementioned guiding
principles. Teachers, principals, and principals’ supervisors will participate in the
MPES, offering multiple data sources to evaluate a principal’s performance.
3
Appendix A contains important business rules for principals and supervisors
participating in the MPES process. As with every part of this evaluation process, the
business rules will be informed by and revised based on additional data collected during
the MPES. Note that assistant principals are not required by the MDE to participate in
the MPES process at this time; the decision to include or exclude assistant principals
from the MPES evaluation process is left to each district.
Roles and responsibilities are defined below for the parties participating in the MPES.
Teachers:


Reflect on the principal’s leadership skills during the academic year
Complete the confidential Circle Survey by the established deadline
Principals:




Analyze all sources of information to provide a basis for goal setting
Participate in a series of structured meetings during the evaluation process
 Goal Setting Conference
 Formative Conference
 Circle Survey Conference
 Summative Assessment Conference
 Professional Growth Plan Conference
Conduct a self-assessment as part of the Circle Survey process
Work with a supervisor(s) to establish plans for professional growth and school
improvement in the next year
Supervisors:





Review information about the principal’s leadership skills and school success and
review any information provided by the principal
Plan and lead a series of structured meetings during the evaluation process
 Goal Setting Conference
 Formative Conference
 Circle Survey Conference
 Summative Assessment Conference
 Professional Growth Plan Conference
Provide the principal with timely and specific feedback about leadership skills
Provide district support and resources to help the principal be successful
Work with the principal to establish plans for professional growth and school
improvement for the next year
The MPES evaluates principal performance based on student outcomes (70%) and
leadership (30%).
4
Principals
Org.
Goals
20%
Mathematics
Goal
25%
Circle
Survey
30%
Lang.
Arts
Goal
25%
CTE Directors
Org.
Goals
20%
Y1
Student
Goal
25%
Circle
Survey
30%
Y2
Student
Goal
25%
For Forms 1 through 4 in this process manual, each principal and supervisor should
access and complete the forms provided in Canvas. Forms 1 through 4 have been
modified in Appendix B for the purpose of evaluating CTE directors. The MDE will use
Canvas to administer the MPES. Further information about Canvas is provided in
Appendix C. The appropriate forms will be distributed via Canvas to each MPES
participant.
Timeline
The MPES evaluation cycle will begin in August and conclude in July each year. Form
1 shows the five steps in the evaluation process and target dates for completing each
step.
5
Mississippi Principal Evaluation System
Form 1: Master Documentation
Principal (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed to provide an overview of the steps in the MPES process. As the various
steps are completed, enter the date completed on the appropriate lines.
Steps
Goal Setting Conference
(Principal/supervisor conference to identify and
quantify organizational and student learning
goals)
Formative Conference
(Principal/supervisor conference to review and
provide feedback on the principal’s progress in
achieving the targeted organizational and
student learning goals)
Circle Survey Conference
(Principal/supervisor conference to review the
principal leadership survey results)
Summative Assessment Conference
(Principal/supervisor conference to score the
principal’s summative assessment rating)
Professional Growth Goals Conference
(Principal/supervisor conference to design a
professional growth plan for the principal, built
upon areas identified through the MPES
Summative Evaluation Process)
Required
Forms
Target
Date
Forms 2A-C
August
Form 3
DecemberJanuary
Online
April
Form 4
July
TBD by district
July
Date
Completed
All documentation (Forms 2-4 and Circle Survey results) should be maintained in a
secure personnel file in the district central office.
6
II. GOAL SETTING CONFERENCE
The Goal Setting Conference will be completed by the end of August each year. During
the Goal Setting Conference, each principal and his or her supervisor(s) will establish
goals for the upcoming school year.
Steps:
1. Prior to the meeting, the principal and supervisor(s) will review multiple school
data sources from which goals may be developed. The MDE will provide data
reports to guide goal setting.
2. The principal and supervisor(s) will bring the relevant data to the Goal Setting
Conference.
3. The principal and evaluator will discuss the data and agree on objectives,
sources of evidence, and performance measures for the two “outcome” areas:
 Two growth goals in student learning (50% of the overall principal evaluation).
o For principals, one goal will address English Language Arts for the
overall school population, and one will address Mathematics for the
overall school population. Both of the student learning goals will be
based on a statewide assessment, such as the MCT2.
o For CTE directors, one goal will address the overall school population
of Year 1 students, and one will address the overall school population
of Year 2 students. Both goals will be based on end-of-term MSCPAS2 (or MDE-approved alternative assessment) data from the
previous year.
 Two organizational goals (20% of the overall principal evaluation).
o One organizational goal will be tied to the school’s ability to achieve
student growth percentile targets, based on a report generated by the
MDE.
o The MDE will provide data reports to guide the setting of the
organizational goal related to student growth targets.
o The second organizational goal will be based on an area of weakness
within the school as identified by the principal and supervisor through
quantifiable school data sources related to leading and lagging
indicators.
4. For each goal, the principal and supervisor(s) must also set a series of four goal
quantifications corresponding to each level of the MPES Scoring Metric Rubric,
from 1 (lowest) to 4 (highest).
For each goal, the principal and supervisor(s) may complete an optional plan outlining
the principal’s strategy to achieve the goal.
If the principal and supervisor cannot agree upon the goals and criteria, the supervisor
will make the final determination. Principals new to the position or district will participate
in a Goal Setting Conference within the first 30 days of employment, using as much of
the content outlined above as possible. Principals who will serve in a school fewer than
120 total calendar days will not participate in the MPES process for that academic year.
7
During or immediately following the Goal Setting Conference, the principal and
supervisor(s) will electronically submit Forms 2A, 2B, and 2C in Canvas. Appendix C
contains detailed instructions about using Canvas.
III. STUDENT GROWTH GOALS
Introduction
For principals, one Language Arts student growth goal and one Mathematics student
growth goal each comprise 25% of the MPES evaluation. Both the Language Arts and
Mathematics goals must be schoolwide (combining all grades) and based on a
statewide assessment (e.g., the MCT2). The MDE will provide data reports and tools to
assist principals in calculating grade-combined, schoolwide goals.
For CTE directors, one Year 1 student growth goal and one Year 2 student growth goal
each comprise 25% of the MPES evaluation. For both Year 1 and Year 2 students, the
goal must combine grades and be based on the previous academic year’s end-of-term
assessment scores on the MS-CPAS2 or an MDE-approved alternative assessment.
Procedure
Each principal will meet with his or her supervisor(s) during the Formative Conference
to discuss the school’s data related to the student growth goals. Together, the principal
and supervisor(s) will select one goal pertaining to each student growth category in
which the principal will be evaluated for the current year. Independent goals may be set
for the student growth goals.
At the end of the evaluation period, the principal will receive a numeric score of 1
(lowest) to 4 (highest) on the principal’s Summative Assessment Scoring Sheet.
Scoring is based on the extent to which the principal met each goal during the
evaluation period, using quantitative measures for each goal previously agreed upon by
the principal and supervisor(s).
The score for each of the two student growth goals will be inserted into the Summative
Assessment Scoring Sheet (Form 4) in the appropriate category and will comprise 50%
of the principal’s overall evaluation score.
Sample Form(s)
Form 2A is the Language Arts goal form, and Form 2B is the Mathematics goal form.
CTE directors should refer to Appendix B for modified MPES forms.
8
Mississippi Principal Evaluation System
Form 2A: Language Arts Goal Setting Conference
Principal (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed to identify and quantify the Language Arts student learning goal that
determines 25% of the Summative Assessment Score.1 This goal is based on student
assessment scores. Section I is to be completed by the principal prior to the Goal Setting
Conference. Sections II to V are to be completed jointly by the principal and supervisor during
the Goal Setting Conference.
Section I. Examination of _____ (Year) Data
The purpose of examining your school’s performance data is to help you and your supervisor
identify your Language Arts student learning goal. Please follow the steps below when
completing this form:
1. Review and enter Language Arts student assessment data for all grades combined for
this academic year.2
2. If needed, add additional data in the Other Data section.
3. Print and share this information with your supervisor prior to your Goal Setting
Conference.
Assessment
# Students Tested
(e.g., MCT2, etc.)
(combine all grades)
Part 1 – Assessment Scores
Mean Scale
Score
Data Description
Low
High
Minimal
Part 2– Other Data
# or % (circle one)
Percent
Basic
Proficient
Advanced
Comment
Section II. Identification of Goal
Based on the above data, state your goal.
Language Arts
Goal
Student learning goals comprise 50% of the total Summative Assessment Score, with 25%
devoted to the Language Arts goal and 25% to the Mathematics goal.
2
Refer to the MDE spreadsheet instructions for combining grade level data.
1
9
Section III. Quantification of Goal
1. Restate the goal identified above as a series of numerical targets corresponding to each
level of the scoring metric rubric.
2. Reach agreement that, if actual achievement falls within the range specified for a given
level, the principal will be given that score on the Summative Assessment Scoring Sheet
(Form 4).
3. Return to this form at the end of the evaluation period, record the actual achievement,
and circle the level on the rubric to which it corresponds.
4. Record the score in the appropriate space on the Summative Assessment Scoring Sheet
(Form 4).
Scoring Metric Rubric
4: Distinguished (Substantially exceeds goal)
Goal Quantification
3: Effective (Approaches or attains goal)
2: Emerging (Some but not sufficient progress toward goal)
1: Unsatisfactory (Little or no progress toward goal)
Actual Achievement
Section IV. Action Plan (Optional)
To help you reach your Language Arts goal, specify below what is going to be done, by whom,
how, and when.
What will be done?
By whom?
How?
When?
Section V. Signatures
Principal:
Date:
Supervisor:
Date:
10
Mississippi Principal Evaluation System
Form 2B: Mathematics Goal Setting Conference
Principal (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed to identify and quantify the Mathematics student learning goal that
determines 25% of the Summative Assessment Score.3 This goal is based on student
assessment scores. Section I is to be completed by the principal prior to the Goal Setting
Conference. Sections II to V are to be completed jointly by the principal and supervisor during
the Goal Setting Conference.
Section I. Examination of _____ (Year) Data
The purpose of examining your school’s performance data is to help you and your supervisor
identify your Mathematics student learning goal. Please follow the steps below when completing
this form:
1. Review and enter Mathematics student assessment data for all grades combined for this
academic year.4
2. If needed, add additional data in the Other Data section.
3. Print and share this information with your supervisor prior to your Goal Setting
Conference.
Assessment
# Students Tested
(e.g., MCT2, etc.)
(combine all grades)
Part 1 – Assessment Scores
Mean Scale
Score
Data Description
Low
High
Minimal
Part 2– Other Data
# or % (circle one)
Percent
Basic
Proficient
Advanced
Comment
Section II. Identification of Goal
Based on the above data, state your goal.
Mathematics
Goal
3
Student learning goals comprise 50% of the total Summative Assessment Score, with 25%
devoted to the Language Arts goal and 25% to the Mathematics goal.
4
Refer to the MDE spreadsheet instructions for combining grade level data.
11
Section III. Quantification of Goal
1. Restate the goal identified above as a series of numerical targets corresponding to each
level of the scoring metric rubric.
2. Reach agreement that, if actual achievement falls within the range specified for a given
level, the principal will be given that score on the Summative Assessment Scoring Sheet
(Form 4).
3. Return to this form at the end of the evaluation period, record the actual achievement,
and circle the level on the rubric to which it corresponds.
4. Record the score in the appropriate space on the Summative Assessment Scoring Sheet
(Form 4).
Scoring Metric Rubric
4: Distinguished (Substantially exceeds goal)
Goal Quantification
3: Effective (Approaches or attains goal)
2: Emerging (Some but not sufficient progress toward goal)
1: Unsatisfactory (Little or no progress toward goal)
Actual Achievement
Section IV. Action Plan (Optional)
To help you reach your Math goal, specify below what is going to be done, by whom, how, and
when.
What will be done?
By whom?
How?
When?
Section V. Signatures
Principal:
Date:
Supervisor:
Date:
12
IV. ORGANIZATIONAL GOALS
Introduction
Two organizational goals will each comprise 10% of the MPES. The first organizational
goal is tied to a school’s ability to achieve student growth percentile targets and is
determined based on data reports provided to each school by the MDE. The second
organizational goal is intended to target each school’s area of performance in greatest
need of improvement based on leading or lagging indicators. Each principal will meet
with his or her supervisor(s) during the Goal Setting Conference to establish the two
organizational goals. Together, the principal and supervisor(s) will examine data and
select the second organizational goal on which the principal will be evaluated for the
current year. Examples of leading and lagging indicators include—but are not limited
to—topics such as staff or student attendance, discipline, graduation rate, and dropout
rate. Refer to the MPES website for additional information on leading and lagging
indicators.
The second organizational goal may be established for the overall school population or
for a subpopulation, such as, but not limited to, an ESEA subgroup:
IEPs
ELLs
Economically Disadvantaged (FRPL)
Asian
Black
Hispanic
Native American
White
*Note that the Language Arts and Mathematics goals already included in Forms 2A and
2B should not be used again to set organizational goals on Form 2C.
Procedure
For the first organizational goal, the principal is scored based on the school’s ability to
achieve student growth percentile targets, using the data report provided by the MDE.
For the second organizational goal, similarly to setting the student growth goals, the
principal and supervisor(s) will select the goal during the Goal Setting Conference and
agree on a 1 (lowest) to 4 (highest) scoring metric to quantify the extent to which the
principal meets the organizational goal. At the Summative Assessment Conference, the
principal will be scored on the second organizational goal using the previously agreed
upon scoring metric.
Sample Form(s)
Form 2C is the organizational goal form. CTE directors should refer to Appendix B for
modified MPES forms.
13
Mississippi Principal Evaluation System
Form 2C: Organizational Goals Setting Conference
Principal (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed to identify and quantify the two Organizational Goals that determine
20% of the Summative Assessment score.5 Section I is to be completed by the principal prior
to the Goal Setting Conference. Sections II to V are to be completed jointly by the principal and
supervisor during the Goal Setting Conference.
Section I. Examination of Data
Potential data sources for Goal 1 include MDE reports on your school’s ability to meet student
growth percentile targets. Data for Goal 2 should focus on leading and lagging indicators (such
topics as Biology I, U.S. History, MST2 5th/8th, average daily attendance, discipline, staff
attendance, graduation rate, and dropout rate).
Supporting Data for Each of the Two Goals
Goal #1
(Related to the school’s student
growth percentile targets)
Goal #2
(Related to leading and lagging
indicators)
Section II. Identification of Goals
Two goals must be identified. Goal 1 must be related to your school’s student growth percentile
targets. Goal 2 will be determined by the principal, in consultation with his or her supervisor, and
may focus on leading and lagging indicators (such topics as Biology I, U.S. History, MST2
5th/8th, average daily attendance, discipline, staff attendance, graduation rate, and dropout rate).
Organizational Goal #1
(Related to school’s
student growth percentile
targets)
Organizational Goal #2
(Related to leading and lagging
indicators)
5
Organizational goals comprise 20% of the total Summative Assessment Score, with 10% devoted to
Organizational Goal #1 and 10% to Organizational Goal #2.
14
Section III. Quantification of Goals
1. Restate the goal identified above as a series of numerical targets corresponding to each
level of the scoring metric rubric.
2. Reach agreement that, if actual achievement falls within the range specified for a given
level, the principal will be given that score on the Summative Assessment Scoring Sheet
(Form 4).
3. Return to this form at the end of the evaluation period, record the actual achievement,
and circle the level on the rubric to which it corresponds.
4. Record the score in the appropriate space on the Summative Assessment Scoring Sheet
(Form 4).
Scoring Metric Rubric
4: Distinguished (Substantially exceeds
goal)
3: Effective (Approaches or attains goal)
Goal #1
Quantification (10%)
Goal #2
Quantification (10%)
2: Emerging
(Some but not sufficient progress toward
goal)
1: Unsatisfactory
(Little or no progress toward goal)
Actual achievement
Section IV. Action Plan (Optional)
To help you reach your Organizational goals, specify below what is going to be done, by whom,
how and when.
Goal #1
Goal #2
What will be done?
By whom?
How?
When?
Section V. Signatures
Principal:
Date:
Supervisor:
Date:
15
V. FORMATIVE CONFERENCE
The Formative Conference should be completed during December or January of each
academic year. During the Formative Conference, the principal and his or her
supervisor(s) will meet to review the principal’s student growth and organizational goals,
to assess the principal’s progress toward those goals, and to determine the principal’s
next steps to ensure each goal is met. The goals themselves should not be altered
during the Formative Conference.
Steps:
1. The principal and supervisor(s) examine evidence and review any new data
available (e.g., assessments administered by individual teachers) for each goal.
2. They make adjustments to the principal’s strategy to achieve each goal, if
necessary.
3. Supervisors add resources and support to assist principals in achieving goals, if
necessary.
Principals and their supervisors are encouraged to have multiple informal meetings
during the academic year to assess progress toward goal achievement. However, it is
necessary to document only one formal, mid-year conference.
During or immediately following the Formative Conference, the principal and
supervisor(s) will electronically submit Form 3 in Canvas. CTE directors should refer to
Appendix B for modified MPES forms.
16
Mississippi Principal Evaluation System
Form 3: Formative Conference
Principal (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed to document the required MPES mid-year Formative Conference.* During
the mid-year conference the principal and supervisor document the principal’s progress in
achieving the student learning and organizational goals identified on Forms 2 A-C.
*Best practices indicate that formative conferences should be held multiple times during the
school year. However, it is only necessary to document the MPES mid-year conference on this
form. This documentation will be filed as part of the MPES process.
Section I. Documentation
Goal
Discussion Points
Actions
Language Arts Student
Learning Goal (25%):
Refer to Form 2A
Mathematics Student
Learning Goal (25%):
Refer to Form 2B
Organizational Goal #1 (10%):
Refer to Form 2C
Organizational Goal #2 (10%):
Refer to Form 2C
Section II. Signatures
Principal:
Date:
Supervisor:
Date:
17
VI. CIRCLE SURVEY CONFERENCE
The MDE will provide a complimentary Circle Survey tool for use in evaluating
principals. A principal’s score on the Circle Survey constitutes 30% of the principal’s
overall MPES score. The Circle Survey will be a confidential tool that collects feedback
about principals’ performances from three groups: the teachers who work with the
principals, the principals’ supervisor(s), and the principals themselves.
It is recommended that the teacher component of the Circle Survey should be
completed by the midpoint of each academic year. The principal and supervisor
components should be completed in sufficient time so that the principal and supervisor
may meet to review and discuss the finalized Circle Survey Report in the Circle Survey
Conference by the end of April each academic year.
Detailed instructions and training for completing the Circle Survey will be provided by
the MDE. Districts who wish to use a non-MDE Circle Survey (often referred to as
multi-rater or “360” surveys) prepared by a vendor may do so if they wish, at their own
expense. The MDE will provide additional information to districts to ensure any Circle
Survey tool selected meets the MDE’s requirements.
VII. SUMMATIVE ASSESSMENT CONFERENCE
The Summative Assessment Conference will be completed annually by the end of July.
In the Summative Assessment Conference, the principal and his or her supervisor(s)
review the principal’s student growth and organizational goals and the extent to which
the principal met each goal. Then the principal is assigned a 1 (lowest) to 4 (highest)
rating based on the previously established quantifications set during the Goal Setting
Conference.
Steps:
1. The principal and supervisor(s) will meet to discuss the principal’s progress
toward each goal.
2. The supervisor(s) scores the principal on a 1 (lowest) to 4 (highest) rating for
each student growth and organization goal, based on the goal quantifications
previously established during the Goal Setting Conference, and inputs the scores
into Form 4.
3. The principal’s Circle Survey score is input into Form 4.
4. The principal and supervisor(s) discuss and sign off on the principal’s Overall
Total Score on the MPES.
During or immediately following the Summative Conference, the principal and/or
supervisor(s) will electronically submit Forms 1 and 4 in Canvas. CTE directors should
refer to Appendix B for modified MPES forms.
18
Mississippi Principal Evaluation System
Form 4: Summative Assessment Scoring Sheet
Principal (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed to document the conference in which the principal and supervisor compile
the results from Forms 2A-C and the results from the Circle Survey to determine the MPES
Summative Assessment Score.
Section I. Record and Calculate Scores
1. Review the goals and quantified scores from the forms indicated.
2. To complete each row below, go to the relevant form (2A, 2B, 2C or Circle Survey
Results).
3. Under Goal Quantification, determine which rating is appropriate based on the numerical
goals agreed upon at the Goal Setting Conference and actual school performance.
(For example, a principal and supervisor agreed that increasing the percent of 3rd
graders who score proficient on the MCT2 language arts exam from 35% to between 40
and 45% percent was a 3. At the end of the academic year, 42% of 3rd graders are
scoring at the proficient level on the MCT2 in language arts. In this case, a 3 would be
circled in the appropriate box on Form 4.)
4. Review your Circle Survey data. Enter the overall score from the Circle Survey Report.
5. Circle the corresponding rating on this page.
6. Multiply this rating by the weight indicated to reach the total score for that goal or
evaluation survey.
7. Total the scores and divide by 100. This will give you the summative evaluation score.
Unsatisfactory
Emerging
Effective
Distinguished
Weight
1
2
3
4
25x
1
2
3
4
25x
1
2
3
4
10x
Organizational Goal #2
(10%): Refer to Form 2C
1
2
3
4
10x
Circle Survey
(Specify Survey Used:
________________)
1
2
3
4
30x
Language Arts Student
Learning Goal (25%):
Refer to Form 2A
Mathematics Student
Learning Goal (25%):
Refer to Form 2B
Organizational Goal #1
(10%): Refer to Form 2C
Total Score
Total Score ÷ 100 = Summative Assessment Score
19
Score
Section II. Scoring Metric Rubric
The summative assessment scoring metric rubric is a policy decision. The 2013-2014 data will
be used as a baseline for revising the scoring metric rubric when data become available. The
scoring metric rubric for 2013-2014 is below.
1.0-1.7 Unsatisfactory
Little or no progress
toward goal
1.8-2.3 Emerging
Some but not sufficient
progress toward goal
2.4-3.3 Effective
Approaches or attains goal
3.4-4.0 Distinguished
Substantially exceeds
goal
Section III. Professional Growth Goals
Based on the outcome of this evaluation, Professional Growth Goals reflecting the professional
learning needs of the principal should be developed as needed at the local level. The goals
should be based upon areas of need identified through the MPES.
Section IV. Signatures
Principal:
Date:
Supervisor:
Date:
20
VIII. PROFESSIONAL GROWTH GOALS CONFERENCE
Typically immediately following the Summative Assessment Conference each year, the
principal and supervisor(s) will meet by the end of July to agree on Professional Growth
Goals for the next year for the principal. The Professional Growth Goals are designed
at the local level. They are not school goals, but are designed for the growth of the
principal himself or herself based on areas that need improvement, as demonstrated by
data from the MPES assessment. The Professional Growth Goals are not included in
the principal’s MPES evaluation score.
Steps:
1. Based on the MPES evaluation, the principal and supervisor(s) identify areas for
the principal to develop his or her leadership skills.
2. They select one to two areas on which the principal will focus in the upcoming
year.
3. They write Professional Growth Goals and scoring metric rubrics to quantify
achievement of each goal.
Additional guidance about Professional Growth Goals will be provided by the MDE.
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21
IX. GLOSSARY OF TERMS
Canvas – An electronic class-management system in which the MPES forms will be
housed and into which MPES-related data must be input by principals and/or their
supervisors
Circle Survey – A complimentary, secure, online tool provided by the MDE for use by
teachers, principals, and principals’ supervisors to offer feedback about a principal’s
leadership abilities
CTE – Career and technical education
ELLs – Students who are English language learners, also referred to as English
learners (ELs)
ESEA – The Elementary and Secondary Education Act of 1965, upon which the No
Child Left Behind Act of 2001 is based and standards are set by the U.S. Department of
Education, requiring educators to demonstrate adequate yearly progress in quantifiable
aspects of student growth
ESEA Subgroup – A sub-population within a school’s overall student population, such
as IEPs, ELLs, economically disadvantaged (free or reduced price lunch), Asian, Black,
Hispanic, Native American, or White students
Formative Conference (Form 3) – A conference held December-January of each year
to assess the principal’s progress toward the student learning and organization goals on
which the principal will be assessed at the end of the academic year
FRL or FRPL – Free or reduced lunch/free or reduced price lunch (interchangeable)
Goal Quantification – The quantification(s) agreed upon by the principal and
supervisor(s) during the Goal Setting Conference to determine the extent to which the
principal achieved the student growth goals and organizational goals on which the
principal evaluation is based. The goal quantification may be unique for each of the
goals and must be based on a 4-point scale, with 1 being the lowest and 4 being the
highest
Goal Setting Conference – A conference that is typically held by the end of each
August during which the principal and supervisor(s) identify and quantify student
learning and organizational goals on which the principal will be evaluated for the current
year
IEP – Individualized education program (often issued to students with learning
impairments)
22
Lagging Indicators – Indicators of school performance that are reported at the end of
the academic year, or after the occurrence of the event, such as the percentage of
limited English proficiency students who attain English language proficiency, school
improvement status and annual measurable objectives (AMOs) met and missed,
graduation rates, and college enrollment rates. Refer to the MDE’s website for
additional information on leading and lagging indicators.
Language Arts Student Learning Goal (Form 2A) – A goal based on school data
pertaining to Language Arts; this goal comprises 25% of the principal’s Summative
Assessment Score on the MPES (not applicable to CTE directors); this goal is
schoolwide and is based upon a statewide assessment (e.g., the MCT2)
Leading Indicators – Indicators of school performance that are monitored throughout
the academic year, such as the length of the school year or day, student participation
rates on state assessments, student completion of advanced coursework (e.g., AP/IB,
early-college high schools, and dual enrollment classes), dropouts during the year,
student and teacher attendance rates, disciplinary incidents, truancy, and teachers’
performance on teacher evaluations. Refer to the MDE’s website for additional
information on leading and lagging indicators.
Master Documentation Form (Form 1) – A form that is required as part of the MPES
process; this form provides an overview of steps in the principal evaluation process and
specifies the date each step must be completed
Mathematics Student Learning Goal (Form 2B) – A goal based on school data
pertaining to Mathematics; this goal comprises 25% of the principal’s Summative
Assessment Score on the MPES (not applicable to CTE directors); this goal is
schoolwide and is based upon a statewide assessment (e.g., the MCT2)
MCT2 – The Mississippi Curriculum Test, Second Edition, consists of customized,
criterion-referenced Language Arts and Mathematics assessments that are fully aligned
with the 2006 Mississippi Language Arts Framework-Revised and the 2007 Mississippi
Mathematics Framework-Revised; MCT2 assessments are administered in grades 3
through 8
MDE – Mississippi Department of Education
Mississippi Standards for School Leaders – Five standards related to student
learning, school climate, organization/management, stakeholder
involvement/teambuilding, and ethics/integrity, adopted by the Mississippi Board of
Education in 1995 and accessible via the MDE website
MPES – Mississippi Principal Evaluation System
23
MS-CPAS2 – Mississippi Career Planning and Assessment System, Edition 2; this
assessment or an MDE-approved alternative assessment serves as the basis for CTE
directors to set grade-combined student growth goals for Year 1 and Year 2 students
Organizational Goal (Form 2C) – The MPES includes two organizational goals, one of
which is designed to hold principals accountable for schools’ abilities to achieve student
growth percentile targets, and the second of which is designed to improve a school’s
area of weakness based on an examination of the school’s leading or lagging indicators;
a 1 (lowest) to 4 (highest) rating scale to measure a principal’s progress in meeting the
organizational goals is selected by the principal and supervisor(s) during the Goal
Setting Conference; each organizational goal counts for 10% of the principal’s MPES
Summative Assessment Score
Professional Growth Goals (PGGs) – Goals developed by each principal and his or
her supervisor(s) to improve upon a weakness(es) in the principal’s leadership abilities
as identified by the MPES; the Professional Growth Goals are not included in a
principal’s MPES evaluation score
Professional Growth Goals Conference – A meeting held by the end of July each
year (typically immediately following the Summative Assessment Conference) in which
the principal and supervisor(s) identify strategies for the principal to improve upon weak
points as identified during the Summative Assessment Conference
Scoring Metric Rubric – The Scoring Metric Rubric consists of a 1 (lowest) to 4
(highest) rating, which is used a) to assign an MPES score to a principal’s Circle Survey
score based on cut scores determined by the MDE, b) to quantify goal attainment on
Forms 2A-C, and c) to assess a principal’s MPES Summative Assessment Score
SMART Goal – Goals that are Specific and strategic; Measurable; Action-oriented;
Rigorous, realistic, and results-focused; and Time-bound and tracked
Student Growth – A quantifiable method of assessing student improvement during a
course or academic term (e.g., such as by comparing assessment scores at the end of
the academic term with baseline scores for a comparable assessment taken by
students at the beginning of the term)
Summative Assessment Conference - An end-of-term conference (typically held by
the end of July), during which time the principal receives the Summative Assessment
Score from his or her supervisor(s)
Summative Assessment Score – A principal’s total MPES score calculated based on
the two student growth goals (25% each), two organizational goals (10% each), and
Circle Survey score (30%)
24
APPENDIX A. MPES BUSINESS RULES (2013-2014)
The purpose of business rules is to address technical questions about the MPES,
including those related to standard evaluation processes and specific situations or
exceptions to those processes. These business rules were generated to support
consistent practices across local education agencies while attempting to allow for as
much local flexibility as possible.
1. Definition of “principal of record”: Two types of principals are evaluated with the
MPES:
a. Primary Principal is an appropriately licensed, full-time administrator who is
the:
i. Principal in a school where students are enrolled (i.e., “home school”);
ii. Principal of a school where students’ test results are counted for
school-level accountability ratings (includes principals at alternative
schools that receive accountability ratings);
iii. Principal responsible for ensuring that all data reported to the MDE are
true and accurate as verified by supporting documentation on file in the
school district (2012 Accreditation Standards);
iv. Principal responsible for supervising all other school-level staff.
b. Contributing Principal is any principal working with students in a given year
who does not fall into the Primary Principal category but who has access to
student-level data (e.g., alternative school principals who do not fall into the
Primary Principal category).
c. Note: These definitions do not include assistant principals or other schoollevel administrators at this time. The decision to include these personnel in
the MPES is up to districts.
2. Principal employment status and attendance: The following rules have been
developed for circumstances warranting exceptions to principals evaluated with the
MPES.
a. Principals who change schools during the school year may modify their goals
within 30 days of assuming school leadership duties at their new school.
Note: If principals assume school leadership duties mid-year, then that should
be considered when they set and quantify goals for the remainder of the
school term.
b. Principals who work fewer than 120 total calendar days at a school are not
included in the MPES for that school year.
3. Specific components of the MPES:
a. Measures of Leadership Behavior
i. Account for 30% of principals’ Summative Assessment Score.
ii. Based on results from a Circle Survey that is:
1. A confidential, anonymous, online survey completed about the
performance of the building principal;
2. Able to produce reliable and valid results;
25
3. Completed by teachers, superintendents, and building principals
by April of each year.
b. Measures of Outcomes
i.
Account for 70% of principals’ Summative Assessment Score.
ii.
Based on two types of goals set by principals—organizational goals
and student learning goals.
1. Organizational Goals (20% of Summative Assessment
Score):
a. One organizational goal is based on schoolwide
student growth percentile target results.
b. The other organizational goal is based on the
organizational needs of the school and driven by
leading or lagging indicator data.
2. Student Learning Goals (50% of Summative Assessment
Score): Student learning goals should be based on
schoolwide student performance on annual state tests (e.g.,
MCT2, SATP2).
4. Quantification of Organizational and Student Learning Goals: The following rules
provide guidance on quantifying goals. 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). Specific ratings should be applied as
follows:
a. Distinguished (4): Ratings given to goals that have been substantially
exceeded.
b. Effective (3): Ratings given for goals that have been attained or almost
attained.
c. Emerging (2): Ratings given when some but not sufficient progress was
demonstrated toward reaching a goal.
d. Unsatisfactory (1): Ratings given for little or no demonstrated progress on a
goal.
26
APPENDIX B. CTE DIRECTOR EVALUATION FORMS
The following MPES forms are intended for use by CTE directors only.
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27
Mississippi Principal Evaluation System (CTE)
Form 1: Master Documentation
Director (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed for use by CTE directors only to provide an overview of the steps in the
MPES process. As the various steps are completed, enter the date completed on the
appropriate lines.
Steps
Goal Setting Conference
(Director/supervisor conference to identify and
quantify organizational and student learning
goals)
Formative Conference
(Director/supervisor conference to review and
provide feedback on the director’s progress in
achieving the targeted organizational and
student learning goals)
Circle Survey Conference
(Director/supervisor conference to review the
director’s leadership survey results)
Summative Assessment Conference
(Director/supervisor conference to score the
director’s summative assessment rating)
Professional Growth Goals Conference
(Director/supervisor conference to design
Professional Growth Goals for the director, built
upon areas of need identified through the
MPES Summative Evaluation Process)
Required
Forms
Target
Date
Forms 2A-C
August
Form 3
DecemberJanuary
Online
April
Form 4
July
TBD by district
July
Date
Completed
All documentation (Forms 2-4 and Circle Survey results) should be maintained in a
secure personnel file in the district central office.
28
Mississippi Principal Evaluation System (CTE)
Form 2A: Goal Setting Conference – Year 1 Students
Director (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed for use by CTE directors only to identify and quantify the Year 1 Student
Learning Goal that determines 25% of the Summative Assessment score.6 This goal should
be based on the previous year’s end-of-term MS-CPAS2 data or MDE-approved
alternative for combined-grade Year 1 students. Section I is to be completed by the director
prior to the Goal Setting Conference. Sections II to V are to be completed jointly by the director
and supervisor during the Goal Setting Conference.
Section I. Examination of _____ (Academic Year) Data
The purpose of examining your school’s performance data is to help you and your supervisor
identify your MS-CPAS2 (or MDE-approved alternative) student learning goal applicable to Year
1 students. Please follow the steps below when completing this form:
1. Review and enter Year 1 student assessment data for the above academic year.
2. If needed, add additional data in the Other Data section.
3. Print and share this information with your supervisor prior to your Goal Setting
Conference.
Assessment/Program
Part 1 – Year 1 Student Assessment Scores
Mean Scale
# Year 1
Score
Percent
Students
Tested
Low
High
Minimal
Basic
Proficient
Data Description
Part 2– Other Data
# or % (circle one)
Advanced
Comment
Section II. Identification of Goal
Based on the above data, state your goal.
Year 1 Student
Goal
6
Student learning goals comprise 50% of the total Summative Assessment Score, with 25% devoted to
the Year 1 student goal and 25% to the Year 2 student goal.
29
Section III. Quantification of Goal
1.
2.
3.
4.
Restate the goal identified above as a series of numerical targets corresponding
to each level of the scoring metric rubric.
Reach agreement that, if actual achievement falls within the range specified for a
given level, the director will be given that score on the Summative Assessment
Scoring Sheet (Form 4).
Return to this form at the end of the evaluation period, record the actual
achievement, and circle the level on the rubric to which it corresponds.
Record the score in the appropriate space on the Summative Assessment
Scoring Sheet (Form 4).
Scoring Metric Rubric
4: Distinguished (Substantially exceeds goal)
Goal Quantification
3: Effective (Approaches or attains goal)
2: Emerging (Some but not sufficient progress toward goal)
1: Unsatisfactory (Little or no progress toward goal)
Actual Achievement
Section IV. Action Plan (Optional)
To help you reach your Year 1 student goal, specify below what is going to be done, by whom,
how, and when.
What will be done?
By whom?
How?
When?
Section V. Signatures
Director:
Date:
Supervisor:
Date:
30
Mississippi Principal Evaluation System (CTE)
Form 2B: Goal Setting Conference - Year 2 Students
Director (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed for use by CTE directors only to identify and quantify the Year 2 Student
Learning Goal that determines 25% of the Summative Assessment score.7 This goal should
be based on the previous year’s end-of-term MS-CPAS2 or MDE-approved alternative
data for combined-grade Year 2 students. Section I is to be completed by the director prior to
the Goal Setting Conference. Sections II to V are to be completed jointly by the director and
supervisor during the Goal Setting Conference.
Section I. Examination of _____ (Academic Year) Data
The purpose of examining your school’s performance data is to help you and your supervisor
identify your MS-CPAS2 (or MDE-approved alternative) student learning goal applicable to Year
2 students. Please follow the steps below when completing this form:
1. Review and enter Year 2 student assessment data for the above academic year.
2. If needed, add additional data in the Other Data section.
3. Print and share this information with your supervisor prior to your Goal Setting
Conference.
Assessment/Program
Part 1 – Year 2 Student Assessment Scores
Mean Scale
# Year 2
Score
Percent
Students
Tested
Low High
Minimal
Basic
Proficient
Data Description
Part 2– Other Data
# or % (circle one)
Advanced
Comment
Section II. Identification of Goal
Based on the above data, state your goal.
Year 2 Student
Goal
7
Student learning goals comprise 50% of the total Summative Assessment Score, with 25% devoted to
the Year 1 student goal and 25% to the Year 2 student goal.
31
Section III. Quantification of Goal
1. Restate the goal identified above as a series of numerical targets corresponding to each
level of the scoring metric rubric.
2. Reach agreement that, if actual achievement falls within the range specified for a given
level, the director will be given that score on the Summative Assessment Scoring Sheet
(Form 4).
3. Return to this form at the end of the evaluation period, record the actual achievement,
and circle the level on the rubric to which it corresponds.
4. Record the score in the appropriate space on the Summative Assessment Scoring Sheet
(Form 4).
Goal Quantification
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)
Actual Achievement
Section IV. Action Plan (Optional)
To help you reach your Year 2 student goal, specify below what is going to be done, by whom,
how, and when.
What will be done?
By whom?
How?
When?
Section V. Signatures
Director:
Date:
Supervisor:
Date:
32
Mississippi Principal Evaluation System (CTE)
Form 2C: Organizational Goals Setting Form
Director (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed for use by CTE directors only to identify and quantify the two
Organizational Goals that determine 20% of the Summative Assessment score.8 Section I
is to be completed by the director prior to the Goal Setting Conference. Sections II to V are to be
completed jointly by the director and supervisor during the Goal Setting Conference.
Section I. Examination of Data
Potential data sources for Goal 1 include MDE reports on your school’s ability to meet student
growth percentile targets. Data for Goal 2 should focus on leading and lagging indicators (such
topics as average daily attendance, discipline, staff attendance, graduation rate, and dropout
rate).
Supporting Data for Each of the Two Goals
Goal #1
(Related to school’s
student growth percentile
targets)
Goal #2
(Related to leading and
lagging indicators)
Section II. Identification of Goals
Two goals must be identified. Goal 1 must be related to your school’s student growth percentile
targets. Goal 2 will be determined by the principal, in consultation with his or her supervisor, and
should focus on leading and lagging indicators (such topics as average daily attendance,
discipline, staff attendance, graduation rate, and dropout rate).
Organizational Goal #1
(Related to school’s
student growth percentile
targets)
Organizational Goal #2
(Related to leading and
lagging indicators)
8
Organizational goals comprise 20% of the total Summative Assessment score, with 10% devoted to
Organizational Goal #1 and 10% to Organizational Goal #2.
33
Section III. Quantification of Goals
1. Restate the goal identified above as a series of numerical targets corresponding to
each level of the scoring metric rubric.
2. Reach agreement that, if actual achievement falls within the range specified for a
given level, the director will be given that score on the Summative Assessment
Scoring Sheet (Form 4).
3. Return to this form at the end of the evaluation period, record the actual
achievement, and circle the level on the rubric to which it corresponds.
4. Record the score in the appropriate space on the Summative Assessment Scoring
Sheet (Form 4).
Goal #1
Quantification (10%)
Scoring Metric Rubric
4: Distinguished (Substantially exceeds
goal)
3: Effective (Approaches or attains goal)
Goal #2
Quantification (10%)
2: Emerging
(Some but not sufficient progress toward
goal)
1: Unsatisfactory
(Little or no progress toward goal)
Actual achievement
Section IV. Action Plan (Optional)
To help you reach your organizational goals, specify below what is going to be done, by whom,
how and when.
Goal #1
Goal #2
What will be done?
By whom?
How?
When?
Section V. Signatures
Director:
Date:
Supervisor:
Date:
34
Mississippi Principal Evaluation System (CTE)
Form 3: Formative Conference
Director (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed for use by CTE directors only to document the required MPES mid-year
Formative Conference.* During the mid-year conference the director and supervisor document
the director’s progress in achieving the student learning and organizational goals identified on
Forms 2A-C.
*Best practices indicate that formative conferences should be held multiple times during the
school year. However, it is only necessary to document the MPES mid-year conference on this
form. This documentation will be filed as part of the MPES process.
Section I. Documentation
Goal
Discussion Points
Actions
Year 1 Student
Learning Goal (25%):
Refer to Form 2A
Year 2 Student
Learning Goal (25%):
Refer to Form 2B
Organizational Goal #1 (10%):
Refer to Form 2C
Organizational Goal #2 (10%):
Refer to Form 2C
Section II. Signatures
Director:
Date:
Supervisor:
Date:
35
Mississippi Principal Evaluation System (CTE)
Form 4: Summative Assessment Scoring Sheet
Director (Name/License #)
Supervisor (Name/License #/Position)
School (Name/Code)
District (Name/Code)
This form is designed for use by CTE directors only to document the conference in which the
director and supervisor compile the results from Form 2 (A, B, and C) and the results from the
Circle Survey to determine the MPES Summative Assessment Score.
Section I. Record and Calculate Scores
1. Review the goals and quantified scores from the forms indicated.
2. To complete each row below, go to the relevant form (2A, 2B, 2C or Circle Survey).
3. Under Goal Quantification, determine which rating is appropriate based on the
numerical goals agreed upon at the Goal Setting Conference and actual school
performance.
(For example, a director and supervisor agreed that increasing the percent of Year 1
students who score Proficient on the MSCPAS-2 assessment from 35% to between
40 and 45% percent was a 3. At the end of the academic year, 42% of Year 1
students are scoring at the Proficient level on the MS-CPAS2 in their applicable
programs. In this case, a 3 would be circled in the appropriate box on Form 4.)
4. Review your Circle Survey data and enter the score.
5. Circle the corresponding ratings on this page.
6. Multiply this rating by the weight indicated to reach the total score for that goal or
Circle Survey.
7. Total the scores and divide by 100. This will give you the Summative Assessment
Score.
Unsatisfactory
Emerging
Effective
Distinguished
Weight
1
2
3
4
25x
1
2
3
4
25x
1
2
3
4
10x
Organizational Goal #2
(10%): Refer to Form 2C
1
2
3
4
10x
Circle Survey
1
2
3
4
30x
Year 1 Student Learning
Goal (25%): Refer to Form
2A
Year 2 Student Learning
Goal (25%): Refer to Form
2B
Organizational Goal #1
(10%): Refer to Form 2C
Total Score
Total Score ÷ 100 = Summative Assessment Score
36
Score
Section II. Scoring Metric Rubric
The summative assessment scoring metric rubric is a policy decision. The 2013-2014 data will
be used as a baseline for revising the scoring metric rubric when data become available. The
scoring metric rubric for 2013-2014 is below.
1.0-1.7 Unsatisfactory
Little or no progress
toward goal
1.8-2.3 Emerging
Some but not sufficient
progress toward goal
2.4-3.3 Effective
Approaches or attains goal
3.4-4.0 Distinguished
Substantially exceeds
goal
Section III. Professional Growth Goals
Based on the outcome of this evaluation, Professional Growth Goals reflecting the
professional learning needs of the director should be developed at the local level. The goals
should be based upon areas of need identified through the MPES.
Section IV. Signatures
Director:
Date:
Supervisor:
Date:
37
APPENDIX C. CANVASi
Overview
Canvas® (“Canvas”) is an online class-management tool designed by Instructure, Inc.®,
provided by the MDE for complimentary use by MPES participants. As the MDE
prepares to transition Mississippi’s teachers and classrooms to Canvas, the MDE also
encourages all educational administrators to familiarize themselves with Canvas basics.
To this end, the MDE will use Canvas to collect data related to the MPES. All data from
the MPES forms will be input electronically via Canvas.
In Canvas, the MDE has created a “master course,” which contains all the materials and
tools that principals and supervisors need to complete the MPES process. It may be
helpful to think of the MDE’s role as a “super-user.” Each district supervisor will control
a “course section” (much like a teacher controls his or her own class), and principals will
be “enrolled” (much like students) within their district’s course section. Each principal
may access only his or her own data.
Each principal and supervisor will receive individual login information. Supervisors may
access the MPES forms for all principals within a district and may view either an
individual principal’s progress in completing the MPES forms or the progress of all
principals within the district. Principals and supervisors are encouraged to utilize
Canvas’s built-in functions, including dashboard reports, conference and support
features, and the electronic-portfolio feature, which allows principals and/or supervisors
the option to collect information relevant to a principal’s performance using Canvas.
The MDE will offer in-depth Canvas training webinars for all Mississippi educators and
administrators in fall 2013. For those who cannot attend a live webinar, the webinars
will be archived by the MDE for later viewing. It is recommended that all principals and
supervisors undergo training before utilizing Canvas.
Procedure
An overview of various features of Canvas follows. Contact the MPES Canvas
helpdesk for further assistance, or search Canvas’s extensive online help guides at
http://guides.instructure.com/.
How to Navigate Canvas:
Users may access the MPES Canvas materials at https://mde.instructure.com/. When
first logging into Canvas, users will see the dashboard, which is a “snap-shot” of all
activities related to the user’s Canvas account(s). The dashboard is provided in
addition to various alerts and daily-activity emails that Canvas sends out automatically
to users unless they disable these services.
38
After selecting the MPES from the “Class” tab at the top of the dashboard, principals will
see the following links on the left-hand side of the course homepage:
“Home”
This feature contains an introduction to the MPES.
“Announcements”
This feature allows the MDE and/or district supervisors to send
announcements about the MPES to all principals or to all
principals within a school district.
“Pages”
Each page includes helpful materials, links, and/or videos to
assist users with either navigating Canvas or navigating the
MPES process.
“Modules”
The MPES process generally includes four major dates (August,
January, April, and July) when MPES activities must be
completed. To help users manage these activities, the course is
divided into four modules, with each module dependent on
completion of the previous module.
“Grades”
The gradebook feature allows each principal to check quickly to
see if all MPES materials have been submitted. If an assignment
has been submitted, then the principal should see an icon that
looks like a piece of paper in the assignment column. If an
assignment is incomplete, the lack of an icon in the gradebook
will reflect this information to both the principal and the principal’s
supervisor. Supervisors may use the gradebook to monitor the
progress of all principals within a district in completing the
required MPES forms. Note that principals are not actually
graded on the information they input as part of the MPES
process; rather, the “grades” will reflect only whether
assignments have been completed.
“Conferences”
This feature is available only to administrators, such as MDE
officials or district-level supervisors. Supervisors (i.e., “teachers”)
may set up a conference with one or more principals (i.e.,
“students”) in the course, or they may set up a conference on
behalf of two or more principals. Conferences in Canvas could
include video chats, online chats, and more. Note that this
feature is not intended to replace formal, face-to-face meetings
between the principal and supervisor as they complete the
MPES process, but rather should be used as an informal,
supplemental tool.
“Discussions”
This feature allows principals and supervisors to post new topics
for discussion and/or reply to previously created topics.
39
How to Submit an MPES Form in Canvas:
The MPES forms are set up as ungraded assignments that can be accessed by
selecting a module. After selecting an assignment within a module, a user will see an
instructional page. After scrolling down, the user may click the arrows to proceed
through each module. MPES forms are available as downloadable, fillable files. Stepby-step directions are provided on each page about completing the form and uploading
it in Canvas.
How to Modify and Resubmit an MPES Form in Canvas:
If it is necessary to modify and resubmit a form in Canvas, users may simply download
the form, make the necessary revisions, and upload the revision. Alternately, if users
saved the previous versions on their computers, they may simply make revisions and
re-upload the forms. Canvas automatically date-stamps and time-stamps each form
submitted and archives all previous submissions. All submissions will be viewable to
the supervisor, but the principal will see only the latest submission.
How to Tell If an MPES Form Is Missing in Canvas:
Principals or supervisors should select the link to “Grades.” For each assignment that
requires a submission, the principal or supervisor will see a column listing the
assignment name. If a principal has submitted the assignment, then an icon should
appear. If the icon is missing, then the form has not been submitted.
How to Use the Electronic-Portfolio Tool in Canvas:
The right-hand side of the MPES homepage includes instructions for creating an
electronic portfolio. This is a useful but optional feature that the MDE encourages
principals and/or supervisors to use to collect materials related to the MPES throughout
the evaluation period. Access to portfolios may be kept private, so that only the owner of
the portfolio may access it, or access rights may be shared by the owner with one or
more people.
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