Mississippi Principal
Evaluation System
Process Manual
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.
Last modified 12/08/2014
ACKNOWLEDGEMENTS
The Mississippi Department of Education thanks the following individuals for their contributions to the
development, implementation, and evaluation of the Mississippi Principal Evaluation System.
Dr. Kim Benton
Office of the Superintendent of Education, MDE
Dr. Jamilliah Longino
MPES Advisory Board Member, Clinton Pub. School District
Ms. LaShonda Catchings
Office of School Improvement, MDE
Ms. Jean Massey
Office of CTE and Workforce Development, MDE
Mr. David Cook
Office of Educator Licensure, MDE
Dr. Erin McCann
Southeast Comprehensive Center at SEDL
Ms. Staci Curry
Office of Federal Programs, MDE
Mr. Jason McKay
MPES Advisory Board Member, Baldwyn School District
Ms. Kristen Dechert
Research and Curriculum Unit, Mississippi State University
Ms. Debra Meibaum
Southeast Comprehensive Center at SEDL
Mr. Thomas Dudley
MPES Advisory Board Member, Rankin Co. School District
Dr. Joseph Murphy
Peabody College of Education, Vanderbilt University
Ms. Lynn Eiland
Research and Curriculum Unit, Mississippi State University
Ms. Debbie Murphy
Office of Federal Programs, MDE (Retired)
Ms. Windy Faulkner
MPES Advisory Board Member, New Albany School District
Ms. Cerissa Neal
Office of Educator Quality, MDE
Ms. Lisa Hardjono
Research and Curriculum Unit, Mississippi State University
Ms. Alexis Nordin
Research and Curriculum Unit, Mississippi State University
Mr. Ronnie Hill
Former MPES Advisory Board Member, Baldwyn School
District
Dr. La’Tara Osborne-Lampkin
Regional Educational Laboratory-Southeast
Mrs. Stacey Pace
MPES Advisory Board Member, Lamar Co. School District
Dr. Tim Holland
MPES Advisory Board Member, Long Beach School District
Ms. Joanne Pettaway
MPES Advisory Board Member, Moss Point School District
Ms. Kim Hurst
MPES Advisory Board Member, Madison Co. School District
Ms. Bhanupriya Shanmugam
Research and Curriculum Unit, Mississippi State University
Dr. Laura Jones
Office of School Improvement, MDE
Dr. Shana Shaw
Former Southeast Comprehensive Center at SEDL
Ms. Julie Jordan
Research and Curriculum Unit, Mississippi State University
Mr. Kenyata Stamps
Office of Federal Programs, MDE
Ms. Lois Kappler
Research and Curriculum Unit, Mississippi State University
Dr. Kathy Terry
Southeast Comprehensive Center at SEDL
Mr. Mike Kent
Office of the Superintendent of Education, MDE
Mr. Cory Uselton
MPES Advisory Board Member, DeSoto Co. School District
Ms. Laci Knight
MPES Advisory Board Member, Webster Co. School District
Dr. Earl Watkins
MPES Advisory Board Member, Indianola School District
Mr. Brian Knippers
MPES Advisory Board Member, Corinth School District
Ms. Lisa White
Office of Educator Quality, MDE
Dr. Susan Lee
MPES Advisory Board Member, IHL Board of Trustees
Dr. Carey Wright
State Superintendent of Education, MDE
Mr. Cameron Lindahl
Regional Educational Laboratory-Southeast
Dr. Robin Zuniga
Former Southeast Comprehensive Center at SEDL
Dr. Leanne Long
Research and Curriculum Unit, Mississippi State University
The Department also thanks the educators who participated in the pilot implementation, focus groups, and feedback sessions.
2
CONTENTS
Mississippi Principal Evaluation System.......................................................................... 4
Introduction ........................................................................................................... 4
Timeline ................................................................................................................ 6
Goal-Setting Conference ................................................................................................. 8
Student Learning Goals................................................................................................... 8
Procedure ............................................................................................................. 8
Forms ................................................................................................................... 9
Organizational Goals ..................................................................................................... 16
Procedure ........................................................................................................... 17
Form ................................................................................................................... 17
Formative Conference ................................................................................................... 21
Procedure ........................................................................................................... 21
Form ................................................................................................................... 21
Circle Survey Conference ............................................................................................. 23
Procedure ........................................................................................................... 23
Form ................................................................................................................... 23
Summative Assessment Conference ............................................................................ 25
Procedure ........................................................................................................... 25
Form ................................................................................................................... 25
Professional Growth Goals Conference ........................................................................ 28
Procedure ........................................................................................................... 28
Form ................................................................................................................... 28
Glossary of Terms ......................................................................................................... 31
Appendix A. MPES Business Rules .............................................................................. 34
Appendix B. CTE Director Evaluation Forms ................................................................ 42
Appendix C. Alternative School Administrator Guidelines ............................................. 56
3
I. MISSISSIPPI PRINCIPAL EVALUATION SYSTEM (MPES)
Introduction
The Mississippi Department of Education (MDE) believes that effective school
administrators are leaders who help ensure that all students reach ambitious targets of
performance. That is, the following educators—collectively referred to as “school
administrators” 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:





Principals of traditional schools
Principals of alternative schools
Principals of special schools (specifically, the Mississippi School for Mathematics
and Science, the Mississippi School for the Blind, the Mississippi School for the
Deaf, and the Mississippi School for the Arts)
Career and technical education (CTE) directors
Assistant principals
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
4
Outcome Principles:





Promote school improvement
Enhance academic and social learning of students
Motivate school administrators to improve
Promote targeted professional growth opportunities
Result in meaningful consequences
The prime directive is that all school administrators in Mississippi--as well as their
supervisors of record and certified staff members--will adhere to the guiding principles
of the MPES, offering multiple data sources to evaluate a school administrator’s
performance.
Roles and responsibilities are defined below for the parties participating in the MPES.
School Administrators:


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 Goals Conference
*The Goal-Setting, Summative Assessment, and Professional Growth Goals conferences
may be combined into one meeting.


Conduct a self-assessment as part of the Circle Survey process
Work with a supervisor(s) to establish Professional Growth Goals for the
upcoming academic year
Supervisors:

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 Goals Conference
*The Goal-Setting, Summative Assessment, and Professional Growth Goals conferences
may be combined into one meeting.



Provide the school administrator with timely and specific feedback about
leadership skills
Provide district support and resources to help the school administrator be
successful
Work with the school administrator to establish Professional Growth Goals for the
upcoming academic year
5
Part- and Full-Time Certified Staff Members:


Reflect on the school administrator’s leadership skills during the year
Complete the confidential Circle Survey by the established deadline for the
school administrators who monitor the staff members’ performance
The MPES evaluates school administrators’ performance based on student outcomes
(70%) and leadership (30%). CTE directors should refer to Appendix B for CTE-specific
guidelines.
Organizational
Goals
20%
Circle Survey
30%
Mathematics
Goal
25%
English
Language Arts
Goal
25%
For all MPES forms provided in this process manual, each school administrator and/or
supervisor of record should access and complete the forms provided in the MDE’s
Educator Licensure Management System (ELMS). Forms provided in Appendix B have
been modified specifically for the purpose of evaluating CTE directors. The MDE will
use ELMS to administer the MPES. Further information about ELMS is provided in
Appendix C. The appropriate forms will be distributed via the MDE’s Office of Educator
Quality to each MPES participant.
Timeline
The MPES evaluation cycle will end and begin by August 31st each year. The MPES
Overview on the following page shows the major steps in the evaluation process and
dates for completion of each step.
6
Mississippi Principal Evaluation System
MPES Overview
Administrator’s Name
School Year’s Start Date
and End Date (e.g., 2014
to 2015)
Supervisor’s Name
to
This overview is an optional form and is provided for your convenience only. It is designed to
outline the steps in the MPES process. As the various steps are completed, enter the date
completed on the appropriate line.
Required
Form(s)
Steps
Goal-Setting Conference
(Administrator/supervisor conference to identify
and quantify student learning and
Organizational goals)
English
Language Arts,
Mathematics,
and
Organizational
Goal-Setting
Forms
Formative
Conference Form
Formative Conference
(Administrator/supervisor conference to review
and provide feedback on the administrator’s
progress in achieving the English Language
Arts, Mathematics, and Organizational goals)
Complete Circle Survey
Online Survey
(360° survey that administrator, supervisor, and
certified staff must complete online)
Circle Survey Conference
Circle Survey
(Administrator/supervisor conference to review Conference Form
and discuss the Circle Survey report)
Summative Assessment Conference
Summative
Assessment
(Administrator/supervisor conference to finalize
Form
the administrator’s Summative Assessment
Score)
Professional Growth Goals Conference
Professional
(Administrator/supervisor conference to discuss Growth Goals
Form
the administrator’s Professional Growth Goals)
Due Date
August 31
January 31
December 1 –
January 31
April 30
August 31
August 31
All MPES forms should be
printed and maintained in a secure personnel file
in the district central office.
7
Date
Completed
(MM/DD/YYYY)
II. GOAL-SETTING CONFERENCE
The Goal-Setting Conference will be completed by August 31st each year, with
exceptions provided in Appendix A. During the Goal-Setting Conference, each school
administrator (with his or her supervisor of record) will establish SMART student
learning and Organizational goals for the upcoming academic year. These goals must
be Specific and strategic; Measurable; Action-oriented and attainable; Relevant,
rigorous, and results-focused; and Time-bound and tracked.
Student Learning Goals
For school administrators, one English Language Arts (ELA) student learning/growth
goal and one Mathematics student learning/growth goal each comprise 25% of the
MPES evaluation. Both the English Language Arts and Mathematics goals must be
based on school accountability reports (see additional instructions below for school
administrators whose schools contain untested grades) and must be schoolwide,
including all students in all grades taking the assessment.
Procedure
1. Prior to or during the meeting, the school administrator and supervisor will
examine sources of historical data related to past student performance to help
inform goal development. “Past student performance” could pertain to prior
academic indicators for the incoming group of students or to prior academic
performance of comparable groups of students.
2. The school administrator and supervisor will bring the relevant historical data to
the Goal-Setting Conference.
3. The school administrator and supervisor will set goals for the two “outcome”
areas:
 Two growth goals in student learning (50% of the overall school
administrator’s evaluation)
o For school administrators, one goal will address English Language Arts
for the overall school population, and one will address Mathematics for
the overall school population. For school administrators who have
school populations consisting of tested grades only, the ELA and math
goals must be based exclusively on overall points earned for the ELA
and Math portions of the school accountability report, as explained on
the ELA Goal-Setting Form. (School administrators who do not receive
a school accountability report should consult the ELA Goal-Setting
Form for alternative instructions.) School administrators whose school
populations contain both tested and non-tested grades must also set
ELA and Math goals based on overall points earned for the ELA and
Math portions of the school accountability report, but they may also
choose to set another ELA or Math goal (using a separate metric) in
addition to the school accountability report-based goal, keeping in mind
that any ELA or Math goal must be based on a metric utilizing
8
statewide or nationally normed assessments (e.g., MKAS2, universal
screeners, and ACT scores). Assessments developed at the local
level may not be used to set either ELA or Math goals.
 Two Organizational goals (20% of the overall school administrator evaluation)
o The Organizational goals will address two areas of weakness within
the school as identified by the school administrator and supervisor
through quantifiable school data sources. Refer to the Organizational
Goals Form for specific instructions and examples.
4. For each goal, the school administrator and supervisor also will set a series of
four goal quantifications corresponding to the goal quantification, from 1 (little or
no growth) to 4 (exceeds goal).
5. During or immediately following the Goal-Setting Conference, the school
administrator and supervisor(s) will electronically submit the Goal-Setting Form in
ELMS. Appendix C contains detailed instructions about using ELMS.
For each goal, the school administrator and supervisor(s) shall have a detailed action
plan outlining the school administrator’s strategy to achieve the goal. If the
administrator has an action plan already on file that addresses the MPES goal(s), then
the administrator is not required to create a new action plan specifically for MPES.
Districts are required to keep the action plan on file within the district and may be
periodically audited by the MDE to ensure compliance.
Incoming and outgoing school administrators who change positions during the
academic year should refer to Appendix A for instructions on setting goals.
ELA and Mathematics Goal(s) Forms
The English Language Arts Goal-Setting Form and the Mathematics Goal-Setting Form
are provided on the following pages. CTE directors should refer to Appendix B for CTEmodified MPES forms. Alternative school principals and assistant principals should refer
to Appendix C for additional guidance.
9
Mississippi Principal Evaluation System
English Language Arts Goal-Setting Form
Administrator’s Name
Administrator’s License #
Role
(e.g., Principal, Assistant
Principal, CTE Director, etc.)
School’s Name
Supervisor of Record’s Name
Total Student Population of
School
Total Number of Certified
Staff in School (Part-Time
and Full-Time)
District Code (4 digits) and School
Code (3 digits)
Total Number of Students in Tested
Grades (i.e., Grades 3-8, 10th grade
English)
School Year’s Start Date and End
Date (e.g., 2014 to 2015)
-
to
This form is designed to identify and quantify the ELA goal that determines 25% of the
Summative Assessment Score.
Section I. Select the ELA Metric(s).
You must set at least one ELA goal, and all ELA goals must be schoolwide (i.e., encompassing
all students who participate in the assessment upon which the goal is based).
 In schools with all tested grades (e.g., 6-7th grades) that receive school
accountability reports, the administrator’s ELA goal MUST be based on the total
points earned related to ELA on the school accountability report.
 Elementary and secondary schools that do not contain any tested grades may use
a statewide assessment or nationally normed metric/universal screener (e.g., ACT,
AIMSweb, STAR) to set an ELA goal. These administrators will not set goals based
on school accountability reports.
 Elementary schools that contain tested and non-tested grades (e.g., K-5th
grades) may opt to use a statewide assessment or nationally normed universal
screener to set an ELA goal in addition to the goal based upon overall ELA points in
the school accountability report.
 Secondary schools that contain tested and non-tested grades (i.e., 9-12th grade)
may opt to use a nationally normed alternative metric (e.g., the English and/or
Reading component of the ACT) to set a ELA goal in addition to the goal based
upon overall ELA points in the school accountability report.
Procedures for Using Past Data to Set ELA Goal(s):
 School accountability report: State your ELA goal based on the total points your
school received in ELA on your most recent school accountability report (i.e., add the
points in the ELA column earned for proficiency, growth of all students, and growth of the
bottom 25 percent of students).
 Universal screener: State your goal based on your universal screener data for ELA.
 ACT score: State your goal using the ACT score(s) related to ELA (e.g., add together
the English and Reading scores for your student population, then divide by two to
receive the overall ELA average score).
10
Section II. Develop and Quantify Your ELA Goal(s).
State the ELA goal(s) for this academic year and quantify using a series of numerical targets
corresponding to each level of the scoring metric rubric. The low score should be the minimum
number of total points or percentage points the administrator must earn to achieve this rating.
The high score should be the maximum number of points the administrator must earn. The
scores must be contiguous, whether using whole numbers or decimals (e.g., since school
accountability report data is reported to tenths of a point, quantify your goal accordingly).
Develop Your ELA Goal(s).
Select the ELA
Metric(s).
Universal Screener
ACT Score(s) in ELA
Other Statewide or Nationally
Normed Assessment
School Accountability Report*
AND
OR
State the ELA
Goal(s).
*If you do not have tested grades, do not
complete the above field. Proceed to the
next field.
Quantify Your ELA Goal(s).
Level 4 Performance Range
(Exceeds Goal)
Level 3 Performance Range
(Attains or Approaches Goal)
Level 2 Performance Range
(Some, But Insufficient, Progress
Toward Goal)
Level 1 Performance Range
(Little or No Progress Toward Goal)
Section III. Create an Action Plan.
As a school administrator, I understand that:
 By August 31st each school should have on file a detailed action plan, approved by the
appropriate district officials, that will enable the school to meet the goal(s) stated above.
 The MDE may conduct periodic audits to ensure compliance.
Section IV. Document Your Goal-Setting Conference.
When the Goal-Setting Conference is held and this form is completed, print it and file it with
original signatures to verify that the Goal-Setting Conference was conducted on the date
specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Goal-Setting Conference: ____________________________________________
Retain the original document in the administrator’s personnel file and provide a copy to the
school administrator.
11
Goals and Quantification Examples
Examples of ELA Goals:
School Accountability Report Sample Goal: Based on last year’s school accountability report, my school of
200 tested students earned a total of 185.0 points for ELA. My goal for this year is to increase the total number of
points earned for ELA on my school accountability report to 210.3.
Universal Screener Sample Goal: On last year’s MKAS2 assessment in ELA, 70% of my K-2 student population
scored at or above grade level. My goal for this academic year is to increase the number of K-2 students scoring at or
above grade level to 75%.
ACT Sample Goal: Based on last year’s averaged ACT scores in English and Reading ([E + R] ÷ 2), my school’s
overall average was a 17.8. My goal for this year is to increase the overall ELA average to 18.2.
Example of a Completed Table:
Develop Your ELA Goal(s).
Select the ELA
Metric(s).
State the ELA
Goal(s).
Universal Screener
ACT Score(s) in ELA
Other Statewide or Nationally
Normed Assessment
School Accountability Report*
Based on last year’s school
accountability report, my school of 200
tested students earned a total of 185.0
points for ELA. My goal for this year is to
increase the total number of points
earned for ELA on my school
accountability report to 210.3.
AND
OR
Based on last year’s averaged ACT
scores in English and Reading ([E +
R] ÷ 2), my school’s overall average
was a 17.8. My goal for this year is to
increase the overall ELA average to
18.2.
*If you do not have tested grades, do not complete
the above field. Proceed to the next field.
Quantify Your ELA Goal(s).
Level 4 Performance Range
(Exceeds Goal)
Level 3 Performance Range
(Attains or Approaches Goal)
Level 2 Performance Range (Some,
But Insufficient, Progress Toward Goal)
Level 1 Performance Range
(Little or No Progress Toward Goal)
Greater than 210.3
Greater than 18.2
194.8-210.3
18.1-18.2
185.1-194.7
17.9-18.0
Less than or equal to 185.0
Less than or equal to 17.8
12
Mississippi Principal Evaluation System
Mathematics Goal-Setting Form
Administrator’s Name
Administrator’s License #
Role
(e.g., Principal, Assistant
Principal, CTE Director, etc.)
School’s Name
Supervisor of Record’s Name
Total Student Population of
School
Total Number of Certified
Staff in School (Part-Time
and Full-Time)
District Code (4 digits) and School
Code (3 digits)
Total Number of Students in Tested
Grades (i.e., Grades 3-8, Algebra I)
School Year’s Start Date and End
Date (e.g., 2014 to 2015)
-
to
This form is designed to identify and quantify the Mathematics goal that determines 25% of
the Summative Assessment Score.
Section I. Select the Mathematics Metric(s).
You must set at least one Mathematics goal, and all Mathematics goals must be schoolwide
(i.e., encompassing all students who participate in the assessment upon which the goal is
based).
 In schools with all tested grades (e.g., 6-7th grades) that receive school
accountability reports, the administrator’s Mathematics goal MUST be based on the
total points earned related to Mathematics on the school accountability report.
 Elementary and secondary schools that do not contain any tested grades may use
a statewide assessment or nationally normed metric/universal screener (e.g., ACT,
AIMSweb, STAR) to set a Mathematics goal. These administrators will not set goals
based on school accountability reports.
 Elementary schools that contain tested and non-tested grades (e.g., K-5th
grades) may opt to use a statewide assessment or nationally normed universal
screener to set a Mathematics goal in addition to the goal based upon overall
Mathematics points in the school accountability report.
 Secondary schools that contain tested and non-tested grades (i.e., 9-12th grade)
may opt to use a nationally normed alternative metric (e.g., the Mathematics
component of the ACT) to set a Mathematics goal in addition to the goal based
upon overall Mathematics points in the school accountability report.
Procedures for Using Past Data to Set Mathematics Goal(s):
 School accountability report: State your Mathematics goal based on the total points
your school received in Mathematics on your most recent school accountability report
(i.e., add the points in the Mathematics column earned for proficiency, growth of all
students, and growth of the bottom 25 percent of students).
 Universal screener: State your goal based on your universal screener data for
Mathematics.
 ACT score: State your goal using the ACT score related to Mathematics.
13
Section II. Develop and Quantify Your Mathematics Goal(s).
State the Mathematics goal(s) for this academic year and quantify using a series of numerical
targets corresponding to each level of the scoring metric rubric. The low score should be the
minimum number of total points or percentage points the administrator must earn to achieve this
rating. The high score should be the maximum number of points the administrator must earn.
The scores must be contiguous, whether using whole numbers or decimals (e.g., since school
accountability report data is reported to tenths of a point, quantify your goal accordingly).
Develop Your Mathematics Goal(s).
Select the ELA
Metric(s).
Universal Screener
ACT Score(s) in Mathematics
Other Statewide or Nationally
Normed Assessment
School Accountability Report*
AND
OR
State the ELA
Goal(s).
*If you do not have tested grades, do not
complete the above field. Proceed to the
next field.
Quantify Your Mathematics Goal(s).
Level 4 Performance Range
(Exceeds Goal)
Level 3 Performance Range
(Attains or Approaches Goal)
Level 2 Performance Range
(Some, But Insufficient, Progress
Toward Goal)
Level 1 Performance Range
(Little or No Progress Toward Goal)
Section III. Create an Action Plan.
As a school administrator, I understand that:
 By August 31st each school should have on file a detailed action plan, approved by the
appropriate district officials, that will enable the school to meet the goal(s) stated above.
 The MDE may conduct periodic audits to ensure compliance.
Section IV. Document Your Goal-Setting Conference.
When the Goal-Setting Conference is held and this form is completed, print it and file it with
original signatures to verify that the Goal-Setting Conference was conducted on the date
specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Goal-Setting Conference: ____________________________________________
Retain the original document in the administrator’s personnel file and provide a copy to the
school administrator.
14
Goals and Quantification Examples
Examples of Mathematics Goals:
School Accountability Report Sample Goal: Based on last year’s school accountability report, my school of
200 tested students earned a total of 185.0 points for Mathematics. My goal for this year is to increase the total
number of points earned for Mathematics on my school accountability report to 210.3.
Universal Screener Sample Goal: On last year’s AIMSweb assessment in Mathematics, 70% of my K-2 student
population scored at or above grade level. My goal for this academic year is to increase the number of K-2 students
scoring at or above grade level to 75%.
ACT Sample Goal: Based on last year’s averaged ACT scores in Mathematics, my school’s overall average was a
17.8. My goal for this year is to increase the overall Mathematics average to 18.2.
Example of a Completed Table:
Develop Your Mathematics Goal(s).
Select the ELA
Metric(s).
State the ELA
Goal(s).
Universal Screener
ACT Score(s) in Mathematics
Other Statewide or Nationally
Normed Assessment
School Accountability Report*
Based on last year’s school accountability
report, my school of 200 tested students
earned a total of 185.0 points for
Mathematics. My goal for this year is to
increase the total number of points earned
for Mathematics on my school accountability
report to 210.3.
AND
OR
Based on last year’s averaged ACT
scores in Mathematics, my school’s
overall average was a 17.8. My goal for
this year is to increase the overall
Mathematics average to 18.2.
*If you do not have tested grades, do not
complete the above field. Proceed to the next
field.
Quantify Your Mathematics Goal(s).
Level 4 Performance Range
(Exceeds Goal)
Level 3 Performance Range
(Attains or Approaches Goal)
Level 2 Performance Range (Some,
But Insufficient, Progress Toward Goal)
Level 1 Performance Range
(Little or No Progress Toward Goal)
Greater than 210.3
Greater than 18.2
194.8-210.3
18.1-18.2
185.1-194.7
17.9-18.0
Less than or equal to 185.0
Less than or equal to 17.8
15
IV. ORGANIZATIONAL GOALS
Introduction
Organizational goals are intended to target areas of school improvement based on
locally determined priorities. Two Organizational goals will each comprise 10% of the
MPES Summative Assessment Score. Each school administrator will meet with his or
her supervisor(s) during the Goal-Setting Conference to establish the two
Organizational goals. Together, the school administrator and supervisor(s) will examine
data and select the Organizational goals on which the school administrator will be
evaluated for the current year, with quantifications based on four levels of goal
achievement.
Organizational goals are designed at the local level to help improve the administrator’s
school based on areas of improvement identified by the administrator and supervisor.
Organizational goals may be based on, but are not limited to, topics such as those listed
below:









Achievement gaps (i.e., subgroup
performance)
College enrollment rates
Disciplinary incidents
Dropout rate
Graduation rate
Percent of English learners who
reach English proficiency
Percent of students who take the
ACT or ACT average score
Percent or number of students in
advanced or dual-enrollment
courses (AP, IB, etc.)








Percent of teachers who reach
Professional Growth Goals
School improvement status and
AMOs met and missed
Student academic performance
(e.g., history, biology)
Student attendance
Teacher attendance
Teacher participation in
professional learning activities
Teacher performance in MTES
Teacher retention
Truancy
Organizational goals may be established for staff and/or students, and in the latter case,
the goal(s) may be based on the schoowide student population or a student
subpopulation, such as, but not limited to, an ESEA student subgroup:








Asian students
Black students
Economically disadvantaged
(FRL/FRPL) students
Hispanic students
Native American students
Students with IEPs
Students who are ELLs
White students
*Organizational goals shall not be identical to the ELA and Mathematics goals.
16
Procedure
Similarly to setting the student learning/growth goals, the school administrator and supervisor(s)
will select the two Organizational goals during the Goal-Setting Conference and agree on a 1
(lowest) to 4 (highest) scoring metric to quantify the extent to which the school administrator
meets each Organizational goal. At the Summative Assessment Conference, the school
administrator will be scored on the Organizational goals using the scoring metric previously
agreed upon during the Goal-Setting Conference.
Organizational Goals Form
The following is the Organizational Goal-Setting Form. CTE directors should refer to Appendix B
for CTE-modified MPES forms.
17
Mississippi Principal Evaluation System
Organizational Goal-Setting Form
Administrator’s Name
School Year’s Start Date and
End Date (i.e., 2014 to 2015)
Supervisor’s Name
to
This form is designed to identify and quantify the two Organizational goals that determine 20% of the
Summative Assessment Score.
Section I. Select the Organizational Goal Metrics.
Two goals should be designed at the local level to help improve the administrator’s school based on areas of
importance to the administrator. Goals indicative of Organizational growth must be determined by the
administrator, in consultation with his or her supervisor. Organizational goals may be schoolwide or target
student and/or staff subgroups.
Organizational goals may be based on, but are not limited to, topics such as the below:
 Achievement gaps (i.e., subgroup performance)
 College enrollment rates
 Disciplinary incidents
 Dropout rate
 Graduation rate
 Percent of English learners who reach English proficiency
 Percent of students who take the ACT or ACT average score
 Percent or number of students/subgroups completing
advanced or dual-enrollment coursework (AP, IB, etc.)
 Percent of teachers who reach Professional Growth Goals
 School improvement status and AMOs met and missed
 Student academic performance (e.g., history, biology)
 Student attendance
 Teacher attendance
 Teacher participation in professional learning activities
 Teacher performance on the teacher evaluation system
 Teacher retention
 Truancy
Section II. Develop and Quantify Your Organizational Goals.
State the Organizational goal(s) for this academic year and quantify them using a series of numerical targets
corresponding to each level of the scoring metric rubric. The low score should be the minimum number of total
points or percentage points the administrator must earn to achieve this rating. The high score should be the
maximum number of points the administrator must earn. The scores must be contiguous, whether using whole
numbers or decimals (e.g., since school accountability report data is reported to tenths of a point, quantify your
goal accordingly).
18
Develop Your Organizational Goals.
State the
Organizational
Goals.
Quantify Your Organizational Goals.
Organizational Goal 1
Organizational Goal 2
Level 4 Performance Range
(Exceeds Goal)
Level 3 Performance Range
(Attains or Approaches Goal)
Level 2 Performance Range (Some,
But Insufficient, Progress Toward Goal)
Level 1 Performance Range
(Little or No Progress Toward Goal)
Section III. Create an Action Plan.
As a school administrator, I understand that:
 By August 31st each school should have on file a detailed action plan, approved by the appropriate
district officials, that will enable the school to meet the goal(s) stated above.
 The MDE may conduct periodic audits to ensure compliance.
Section IV. Document Your Goal-Setting Conference.
When the Goal-Setting Conference is held and this form is completed, print it and file it with original
signatures to verify that the Goal-Setting Conference was conducted on the date specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Goal-Setting Conference: ____________________________________________
Retain the original document in the administrator’s personnel file and provide a copy
to the school administrator.
19
Goals and Quantification Examples
Examples of Organizational Goals:
Sample Student Goal: According to last year’s data, the number of my students who participated in AP and dual-enrollment
classes was 85. My goal for this academic year is to improve this number to 115.
Sample Staff Goal: According to last year’s data, the percent of my certified staff who were retained was 87 percent. My goal
for this academic year is to improve this number to 92 percent.
Example of a Completed Table:
Develop Your Organizational Goals.
State the
Organizational
Goals.
According to last year’s data, the
number of my students who participated
in AP and dual-enrollment classes was
85. My goal for this academic year is to
improve this number to 115.
According to last year’s data, the percent of my
certified staff who were retained was 87 percent.
My goal for this academic year is to improve this
number to 92 percent.
Quantify Your Organizational Goals.
Organizational Goal 1
Level 4 Performance Range (Exceeds Goal)
Level 3 Performance Range
(Attains or Approaches Goal)
Level 2 Performance Range
(Some, But Insufficient, Progress Toward Goal)
Level 1 Performance Range
(Little or No Progress Toward Goal)
Organizational Goal 2
Greater than 115
Greater than 92 percent
100-115
90-92
86-99
88-89
Less than or equal to 85
Less than or equal to 87
During or immediately following the Goal-Setting Conference, the school administrator and supervisor
will electronically submit the Goal-Setting Conference Form data in ELMS and file the original, signed
Goal-Setting Conference Form in the school administrator’s personnel file.
20
V. FORMATIVE CONFERENCE
The Formative Conference should be completed during December or January of each
academic year. During the Formative Conference, the school administrator and his/her
supervisor will meet to review the school administrator’s ELA, Mathematics, and
Organizational goals, to assess progress toward those goals, and to determine next
steps to ensure each goal is met. The goals themselves cannot be altered during the
Formative Conference.
Procedure
1. The school administrator and supervisor examine evidence and review any new
data available (e.g., local assessments administered by individual teachers) for
each goal.
2. They make adjustments to the school administrator’s strategy to achieve each
goal, if necessary.
3. Supervisors add resources and support to assist school administrators in
achieving goals, if necessary.
School administrators 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 designate and document only one mid-year conference as
the formal Formative Conference.
During or immediately following the Formative Conference, the school administrator will
indicate in ELMS that the conference was completed, and the original, signed Formative
Conference Form will be filed in the school administrator’s personnel file.
Formative Conference Form
The following is the Formative Conference Form. CTE directors should refer to
Appendix B for CTE-modified MPES forms.
21
Mississippi Principal Evaluation System
Formative Conference Form
Administrator’s Name
School Year’s Start Date
and End Date (e.g., 2014
to 2015)
Supervisor’s Name
to
This form is designed to document the required MPES mid-year Formative Conference*. During
this mid-year conference, the administrator and supervisor discuss the administrator’s progress
in achieving the English Language Arts, Mathematics, and Organizational goals identified on the
ELA, Mathematics, and Organizational Goal Setting Forms. The goals themselves cannot be
modified during the Formative Conference.
*Best practices indicate that informal formative conferences should be held multiple times during
the school year. However, it is only necessary to document the formal MPES mid-year
conference on this form. This documentation will be filed as part of the MPES process.
Section I. Documentation
Note the major points of discussion related to the administrator’s goals, as well as necessary
actions, if any, to help the administrator meet his or her goals.
Goal
Discussion Points
Actions
ELA Goal (25%)
Mathematics Goal (25%)
Organizational Goal #1
(10%)
Organizational Goal #2
(10%)
Section II. Signatures
Once this form is completed, print it and provide original signatures to confirm that the
Formative Conference was conducted on the date specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Formative Conference: ______________________________________________
Retain this original document in the administrator’s personnel file and provide a copy
to the administrator.
22
VI. CIRCLE SURVEY CONFERENCE
The MDE will provide a complimentary, confidential Circle Survey tool required for use
in evaluating school administrators. The Circle Survey will open annually from
December 1 to January 31st, and the MDE will provide webinar trainings prior to this
timeframe. As its name suggests, the Circle Survey collects perception data about
school administrators’ performances from three respondent groups: the full- and parttime certified staff who report to the school administrator, the school administrators’
supervisor of record, and the school administrators themselves. The Circle Survey
score constitutes 30% of the school administrator’s MPES Summative Assessment
score.
All respondents must complete the survey between December 1st and January 31st.
After January 31st, the survey will no longer be accessible, and in the event that one or
more of the three survey components is missing, the component(s) will be counted as a
zero, with the exceptions described in Appendix A.
Procedure
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) may do so if they wish, at their own expense, in addition to
the required Circle Survey. However, the Circle Survey scores will be used in
calculating the MPES Summative Assessment score.
Finalized Circle Survey reports will be issued to each district’s superintendent by March
31st. Supervisors will distribute the reports locally to school administrators before or
during the Circle Survey Conference, in which the school administrator and supervisor
review the survey results and document discussion points. During or immediately
following the Circle Survey Conference, the school administrator and supervisor will
indicate in ELMS that the conference was completed, and the original, signed Circle
Survey Conference Form will be filed in the school administrator’s personnel file.
Circle Survey Conference Form
The following is the Circle Survey Conference Form. CTE directors should refer to
Appendix B for CTE-modified MPES forms.
23
Mississippi Principal Evaluation System
Circle Survey Conference Form
Administrator’s Name
School Year’s Start Date
and End Date (e.g., 2014 to
2015)
Supervisor’s Name
to
This form is designed to guide the MPES Circle Survey Conference. Reviewing the
administrator’s Circle Survey report, the administrator and supervisor should discuss the report
and complete the sections below.
Section I. Documentation
Using your Circle Survey report, record your Circle Survey scores.
Overall Certified
Staff Score
Overall MPES Participant
Self-Evaluation Score
Overall
Supervisor Score
Circle Survey Final Score
Section II. Discussion
Document discussion points as the administrator and supervisor review the results.
Discussion Points
Section III. Signatures
Once this form is completed, print it and provide original signatures to confirm that the Circle
Survey Conference was conducted on the date specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Circle Survey Conference: ____________________________________________
Retain this original document in the administrator’s personnel file, and provide a copy
to the administrator.
24
VII. SUMMATIVE ASSESSMENT CONFERENCE
The Summative Assessment Conference will be completed annually by August 31st. In
the Summative Assessment Conference, the school administrator and his/her
supervisor review the ELA, Mathematics, and Organizational goals and the extent to
which the school administrator met each goal. Then the school administrator is
assigned a 1 (lowest) to 4 (highest) rating for each goal based on the previously
established goal quantifications set during the Goal-Setting Conference.
Procedure
1. The school administrator and supervisor will meet to discuss the principal’s
actual achievement toward each goal.
2. The supervisor scores the school administrator on a 1 (lowest) to 4 (highest)
rating for each student learning/growth and organization goal, based on the goal
quantifications previously established during the Goal-Setting Conference, and
inputs the scores into the Summative Assessment Conference Form.
3. The supervisor inputs the school administrator’s Circle Survey scores into the
Summative Assessment Conference Form.
4. The school administrator and supervisor(s) calculate and discuss the principal’s
Summative Assessment Score on the MPES, and both the supervisor and the
school administrator sign the form, with the original filed in the personnel file and
the school administrator receiving a copy.
During or immediately following the Summative Assessment Conference, the school
administrator and supervisor will electronically submit the Summative Assessment
Conference Form data in ELMS.
Summative Assessment Conference Form
The following is the Summative Assessment Conference Form. CTE directors should
refer to Appendix B for CTE-modified MPES forms.
25
Mississippi Principal Evaluation System
Summative Assessment Conference Form
Administrator’s Name
School Year’s Start Date
and End Date (e.g., 2014
to 2015)
Supervisor’s Name
to
This form is designed to document the conference in which the administrator and supervisor
compile the results from the ELA, Mathematics, and Organizational Goal Setting Forms and
from the Circle Survey Form to determine the overall MPES Summative Assessment Score.
Section I. Record Actual Achievement toward Goals
1. Review the goals from the ELA, Mathematics, and Organizational Goal Setting Forms.
2. Describe the administrator’s actual achievement toward each goal.
Describe the Actual Achievement
ELA Goal (25%)
Mathematics Goal (25%)
Organizational Goal #1 (10%)
Organizational Goal #2 (10%)
Example: My goal for this year was to increase the total number of points earned for English Language Arts on my
school accountability report to 235. The actual number of points earned was 240.
Section II. Record Scores
1. To complete each row in the following table, refer to the relevant MPES form.
2. Determine which rating is appropriate for each goal based on the numerical goals and
quantifications agreed upon at the Goal-Setting Conference and the school
administrator’s actual performance.
3. Review your Circle Survey data. Enter the corresponding scores from the Circle Survey
Form.
4. Input all scores into ELMS, and the MPES Summative Assessment score will calculate
automatically.
26
Score
ELA Goal (25%)
Mathematics Goal (25%)
Organizational Goal #1 (10%)
Organizational Goal #2 (10%)
Circle Survey Score (30%)
If a score is unavailable,
record a zero.*
Overall Score
(Certified Staff)
Overall Score
(Supervisor)
Summative MPES Score
Summative MPES Score
(Calculated by ELMS)
1.00-1.79
Unsatisfactory
Overall Score
(Self)
1.80-2.39
Emerging
2.40-3.39
Effective
3.40-4.00
Distinguished
Section III. Signatures
Once this form is completed, print it and provide original signatures to confirm that the
Summative Assessment Conference was conducted on the date specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Summative Assessment Conference: ___________________________________
Retain this original document in the administrator’s personnel file, and provide a copy
to the administrator.
27
VIII. PROFESSIONAL GROWTH GOALS (PGG) CONFERENCE
Following (or combined with) the Summative Assessment Conference each year, the
school administrator and supervisor will meet by August 31st to agree on Professional
Growth Goals for the upcoming academic year. The Professional Growth Goals are
designed at the local level. Professional Growth Goals are not school goals, but are
designed to promote growth of the school administrator based on areas of professional
practice identified as areas in need of improvement, as demonstrated by the Circle
Survey and other evidence. The Professional Growth Goals are not included in the
MPES Summative Assessment Score.
Procedure
1. Based on the Circle Survey and other evidence, the school administrator and his
or her supervisor identify two areas for the school administrator to target during
the upcoming year.
2. They develop SMART Professional Growth Goals.
During or immediately following the PGG Conference, the school administrator and
supervisor will indicate in ELMS that the conference was completed, and the original,
signed Professional Growth Goals Form will be filed in the school administrator’s
personnel file.
PGG Conference Form
The following is the Professional Growth Goals Form. CTE directors should refer to
Appendix B for CTE-modified MPES forms.
28
Mississippi Principal Evaluation System
Professional Growth Goals Form
Administrator’s Name
Supervisor’s Name
The Mississippi Department of Education recommends that all educators regularly set and
monitor progress towards meeting goals related to their professional learning. This form is
designed to assist administrators in this process.
Section I. Identification of Professional Growth Goals
Using the MPES Circle Survey report and other evidence, the administrator should set
professional growth goals designed to support student achievement in consultation with his or
her supervisor. Professional growth goals may be based on, but are not limited to, topics such
as the following:
 Facilitating the development of a shared vision
 Increasing meaningful parental/family involvement
 Leading professional learning for staff/district
Goals
Specific:
Measurable:
What are two
elements of
your
professional
practice that
you wish to
improve?
How will you
measure and
quantify each
goal to know
when it has
been
accomplished?
Example Goal 1
Manage time
more effectively
Track percentage
of daily tasks
completed –
Achieve 50%
minimum
completion
Example Goal 2
Increase staff
participation in
vertical
collaborative
learning groups
encompassing
multiple grade
levels
Track staff
participation rates
in vertical
collaborative
learning groups
encompassing
multiple grade
levels – Increase
by 20%
29
 Modeling data-driven decision-making
 Nurturing professional learning communities
 Promoting a positive school culture
Relevant:
Time-Bound:
What is the
reason,
purpose, or
benefit of
accomplishing
each goal?
How will each
goal help your
school?
When will you
measure and
make a
determination
that you have
met this goal?
(All goals must
be completed
within the
academic
year.)
Create daily list
of tasks to be
completed and
measure
completion rate
Be able to spend
more time in
classrooms on
instruction and
teacher support
Monitor progress
monthly until I
consistently spend
30% of my time in
classrooms
Include 5th grade
teachers in
vertical
collaborative
learning group
meetings (with
3rd and 4th grade
teachers)
Improve student
readiness for
entering the next
grade level
Monitor monthly
participation and
take a final
average in the
spring of the
academic year
ActionOriented:
What actions
are needed to
accomplish
each goal?
Goals
Specific:
Measurable:
What are two
elements of
your
professional
practice that
you wish to
improve?
How will you
measure and
quantify each
goal to know
when it has
been
accomplished?
ActionOriented:
What actions
are needed to
accomplish
each goal?
Relevant:
Time-Bound:
What is the
reason,
purpose, or
benefit of
accomplishing
each goal?
How will each
goal help your
school?
When will you
measure and
make a
determination
that you have
met this goal?
(All goals must
be completed
within the
academic
year.)
Goal 1
Goal 2
Section II. Signatures
Once this form is completed, print it and provide original signatures to confirm that the
Professional Growth Goals Conference was conducted on the date specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of PGG Conference: ____________________________________________
Retain this original document in the administrator’s personnel file, and provide a copy
to the administrator.
30
IX. GLOSSARY OF TERMS
Circle Survey – A complimentary, secure, online tool provided by the MDE for use by
school administrators, their part- and full-time certified staff members, and their
supervisors of record to provide perception data about the school administrator’s
leadership abilities
CTE – Career and technical education
ELLs – Students who are English language learners, also referred to as English
learners (ELs)
English Language Arts (ELA) Student Learning/Growth Goal – A goal based on
school data pertaining to English Language Arts; this goal comprises 25% of the school
administrator’s Summative Assessment Score on the MPES (not applicable to CTE
directors)
ESEA – The Elementary and Secondary Education Act of 1965, upon which the No
Child Left Behind Act of 2001 is based; 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; note
that student subgroups may not be used to set ELA and Mathematics goals
Formative Conference – A conference held by January 31st each year to assess the
school administrator’s progress toward the student learning/growth and organization
goals on which the administrator will be assessed at the end of the academic year
FRL/FRPL – Free or reduced lunch/free or reduced price lunch (interchangeable)
Goal Quantification – The quantification(s) agreed upon by the school administrator
and supervisor during the Goal-Setting Conference to determine the extent to which the
school administrator achieves the student learning/growth goals and Organizational
goals on which the administrator’s evaluation is based. The goal quantification will be
unique for each of the goals and will be based on a 4-point scale, with 1 being the
lowest and 4 being the highest
Goal-Setting Conference – A conference that is held by August 31st each year during
which the school administrator and supervisor identify and quantify student
learning/growth and Organizational goals on which the principal will be evaluated for the
current year
IEP – Individualized education program (issued to students with learning impairments
who have been identified as students with disabilities under IDEA)
31
MPES Overview – A form that provides an overview of steps in the MPES and specifies
the date each step must be completed; this form is not a required component of the
MPES
Mathematics Student Learning/Growth Goal – A goal based on school data
pertaining to Mathematics; this goal comprises 25% of the school administrator’s
Summative Assessment Score on the MPES (not applicable to CTE directors)
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, originally adopted by the Mississippi
Board of Education in 1995 and reaffirmed in 2012; accessible via the MDE’s website at
http://www.mde.k12.ms.us/docs/federal-programs/ms-standards-for-schoolleaders.pdf?sfvrsn=2
MPES – Mississippi Principal Evaluation System
MS-CPAS2 – Mississippi Career Planning and Assessment System, Edition 2; this
assessment or an MDE-approved alternative assessment (i.e., national certification)
serves as the basis for CTE directors to set grade-combined student growth goals for
Year 1 and Year 2 students
Organizational Goal – Organizational goals are intended to target areas of school
improvement based on locally determined priorities. The MPES includes two
Organizational goals, designed to improve a school’s areas of weakness based on an
examination of the school’s historical data; a 1 (lowest) to 4 (highest) rating scale to
measure a school administrator’s progress in meeting the Organizational goals is
selected by the school administrator and supervisor during the Goal-Setting
Conference; each Organizational goal counts for 10% of the MPES Summative
Assessment Score
Professional Growth Goals (PGG) – Goals developed by each school administrator
and his/her supervisor to improve areas of professional practice identified as in need of
improvement by the Circle Survey and other evidence; the Professional Growth Goals
are not included in the MPES evaluation score
Professional Growth Goals Conference – A meeting held by August 31st each year
(typically immediately following the Summative Assessment Conference) in which the
school administrator and his/her supervisor identify strategies for the school
administrator to improve areas of professional practice identified as in need of
improvement in the Circle Survey and by other evidence
SMART Goal – Goals that are Specific and strategic; Measurable; Action-oriented and
attainable; Relevant, rigorous, and results-oriented; and Time-bound and tracked
32
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 - A conference held by August 31st each year,
during which time the school administrator receives the MPES Summative Assessment
Score from his/her supervisor
Summative Assessment Score – A school administrator’s total MPES score,
calculated using the two student growth goals (25% each), two Organizational goals
(10% each), and the Circle Survey overall score (30%); the Summative Assessment
Score falls into one of four performance levels
1.00-1.79
Unsatisfactory
1.80-2.39
Emerging
2.40-3.39
Effective
33
3.40-4.0
Distinguished
APPENDIX A. MISSISSIPPI PRINCIPAL EVALUATION SYSTEM (MPES)
BUSINESS RULES
The purpose of business rules is to address technical questions about the MPES,
including standard evaluation processes and specific departures or exceptions to those
processes.
These business rules were established to support consistent practices across local
education agencies while attempting to allow for as much local flexibility as possible.
I. MPES Participants and Duration of Service
All school administrators must be evaluated by the MPES if their duties are primarily
administrative in nature at the school level (i.e., more than 50% of their work time is
devoted to school-level administrative tasks).
A. “School administrators” include educators serving in the capacity of:
 Traditional school principals
 Alternative school principals
 Principals of special schools, specifically the Mississippi School for the
Deaf, Mississippi School for the Blind, Mississippi School for Mathematics
and Science, and Mississippi School of the Arts
 Career and technical education (CTE) directors*
 Assistant principals
*A CTE director who does not work at a CTE center (e.g., the director is based in
a district’s central office) AND who is not the direct supervisor of the CTE
certified staff/programs is not required to be evaluated using the MPES. An
appropriate tool reflective of the actual job responsibilities of the CTE director
should be used to evaluate his or her professional practice. Selection of an
appropriate tool is left to the district’s discretion.
B. In the event that a school administrator is employed by multiple districts, then the
district serving as the fiscal agent is responsible for evaluating the school
administrator using the MPES.
C. A school administrator who changes schools and/or positions during the academic
year will meet with his/her supervisor of record during the Goal-Setting Conference
within 30 calendar days of assuming the new position to discuss the goals currently
set for the outgoing school administrator.
1. If the incoming administrator and the supervisor wish to retain the outgoing
administrator’s original goals and quantifications AND the incoming administrator
will serve in the new role for 185 calendar days or more during that academic
year (i.e., July 1-June 30), the incoming administrator will:
34


Document, with the supervisor, the goals and quantifications
agreed upon during the incoming administrator’s Goal-Setting
Conference
Be evaluated using the MPES
2. If the incoming administrator and supervisor agree that the goals and/or
quantifications should be revised AND the incoming administrator will serve in
the new role for 185 calendar days or more during that academic year, the
incoming administrator will:
 Revise, as needed, the English Language Arts (ELA), Mathematics,
and Organizational goals to the supervisor’s and incoming
administrator’s satisfaction
 Be evaluated using the MPES
3. If the incoming administrator assumes school leadership duties mid-year and the
administrator and supervisor agree that the goals and/or quantifications should
be revised, the amount of time remaining in the academic year should be
considered when the administrator sets and quantifies goals for the remainder of
the academic year.
4. An incoming administrator who works fewer than 185 calendar days in that role
during the academic year shall not participate in the MPES for that academic
year.
5. An outgoing administrator who has worked 185 calendar days or more in a
school administrative position must receive an MPES evaluation for that
academic year. This will be true even if the MPES participant leaves his/her
position prior to or at the end of the academic year.
6. If the Summative Assessment Conference cannot be held in person between a
supervisor and an outgoing administrator, then the district may opt to hold the
conference electronically, but at a minimum the administrator must receive
written documentation from the district including the Circle Survey scores and the
final MPES Summative Assessment Score.
II. MPES Components
The MPES consists of 5 conferences: the Goal-Setting Conference, Formative
Conference, Circle Survey Conference, Summative Assessment Conference, and
Professional Growth Goals (PGGs) Conference.
All conferences are required and must be documented in the Educator Licensure
Management System (ELMS) and the school administrator’s personnel file.
All MPES goals must be established by August 31st annually and cannot be changed
after the Goal-Setting Conference occurs, with the exceptions described in Section I.
35
If the school administrator and supervisor cannot agree upon the goals and criteria, the
supervisor will make the final determination.
A.
Measures of leadership behavior comprise 30% of the MPES Summative
Assessment Score and are based on the results from the Circle Survey (detailed in
Section IV), completed annually by full- and part-time certified staff, supervisors of
record, and MPES participants (school administrators).
B.
ELA, Mathematics, and Organizational goals comprise 70% of the MPES
Summative Assessment Score:

Two student learning/growth goals (50% of the MPES Summative
Assessment Score) must be established, one for English Language Arts
(ELA) and another for Mathematics. Both goals must be schoolwide
(i.e., the goal must encompass all students completing the
assessment).*

Two Organizational goals (20% of the MPES Summative Assessment
Score) must be established based on the specific needs of the school,
as determined by the administrator and his/her supervisor of record.
Organizational goals may be schoolwide or may target subgroups.
*Administrators whose school populations consist solely of students in tested
grades must set their ELA and Mathematics goals based on overall school
accountability report points earned for ELA and Mathematics, respectively. For
administrators of schools that have only non-tested grades, an alternative
statewide assessment or nationally normed metric that provides student
achievement data related to ELA or Mathematics (i.e., the ACT or a universal
screener) may be used to establish a schoolwide student growth goal. For
schools with both tested and non-tested grades, the administrator must set ELA
and Mathematics goals based on school accountability report points in ELA and
Mathematics, but he or she may set an additional schoolwide goal using an
alternative statewide or nationally normed metric. For example, an
administrator with grades 9-12 must set a Mathematics student growth goal
based on the school accountability report, but he or she may also choose to set
an additional schoolwide goal based on ACT math scores.
C.
Professional Growth Goals—although a required component of the MPES—do not
comprise a percentage of the MPES Summative Assessment Score.
III. Quantification of Student Learning and Organizational Goals
The school administrator and his/her supervisor of record must establish four
quantification ranges for each MPES goal during the Goal-Setting Conference.
A. Quantification of goals typically depends on the extent to which a particular goal
seems attainable to the school administrator and his/her supervisor of record, based
36
on relevant data (e.g., previous performance of comparable students and/or
historical data regarding a particular group of students).
Specific ratings are to be applied as follows:
 Level 4: Exceeds goal
 Level 3: Attains or approaches goal
 Level 2: Some, but insufficient, progress toward goal
 Level 1: Little or no progress toward goal
B. Quantified ranges must be contiguous, with no gaps between possible scores, and
must include all possible scores.
The table below provides an example of a metric with data reported using whole
numbers. Note, in the table there is no whole-number score that does not fall into
one of the four performance levels.
Sample Contiguous Goal Quantification Using Whole Numbers
School Accountability Report Sample Goal: Based on last year’s school accountability report, my
school earned a total of 225 points for ELA. My goal for this year is to increase the total number of
points earned for ELA on my school accountability report to 235.
Scoring Metric Rubric
Low Score
High Score
Level 4 (Exceeds goal)
236
Above 236
Level 3 (Attains or approaches goal)
231
235
Level 2 (Some, but insufficient, progress toward goal)
228
230
Level 1 (Little or no progress toward goal)
Below 227
227
IV. Circle Survey
The Circle Survey is a confidential, research-based, 360° survey tool that measures the
professional practice of school administrators. It draws heavily from the standards and
indicators in the Mississippi Standards for School Leaders and provides perception data
from full- and part-time certified staff, the school administrator (completing a selfevaluation), and the school administrator’s supervisor of record.
Completed annually in December-January, the Circle Survey comprises 30% of the
Summative MPES score for the administrator.
A. At the beginning of the academic year, full- and part-time certified staff counts will
be provided to Mississippi State University’s Research & Curriculum Unit (RCU)
for each school administrator to be evaluated by the MPES. The number of
codes requested per administrator is used to calculate the certified staff
participation rate for the Circle Survey.
37
B. The RCU will provide access codes annually to districts prior to December to be
issued to survey respondents.
The codes will be dispensed based on respondent type – certified staff,
administrators, or supervisors.
District officials (not school administrators) should assist schools in distributing
the codes to certified staff members and ensuring staff members are
appropriately trained in completing the survey.
When determining how many certified staff codes are needed for each
administrator, districts should note the following guidelines:
1. All full- and part-time certified staff members in the school must have the
opportunity to participate in the Circle Survey.
2. The MDE’s expectation is that all certified staff will participate in the Circle
Survey. The MDE recognizes that some certified staff may wish to “opt
out” of the survey (e.g., certified staff who have been employed at the
school for fewer than 60 calendar days), and the MDE recommends that
these staff members be permitted to “opt out,” if requested.
3. There is no minimum n-count for the staff component of the Circle Survey.
4. A certified staff member should complete the Circle Survey for the school
administrator(s) who oversees the staff member’s performance.*
*All certified staff should complete the Circle Survey for the principal or
CTE director. Additionally, if an assistant principal oversees a certain
grade (e.g., 7-8th grade teachers only) or a select subgroup of teachers
(e.g., math and science teachers only), then those certified staff should
complete his/her Circle Survey. If the assistant principal(s)’s role is
schoolwide, then all certified staff in the school should complete the Circle
Survey for the assistant principal.
C. The Circle Survey will close annually on January 31st, and reports will be
generated and distributed to districts. Once closed, the survey will not be reopened.
All reports will contain aggregated certified staff scores, as well as the
administrator’s self-evaluation scores and the supervisor’s scores.
Each of the three subgroups’ scores (certified staff, self-evaluation, and
supervisor) is averaged and weighted equally; therefore, the Circle Survey
scores comprise 30% of the final MPES Summative Assessment Score for a
school administrator.
38
D. A missing subgroup score (certified staff, self-evaluation, or supervisor) will result
in a subgroup score of zero unless the administrator is successful in appealing
the matter, as explained in Section V.
V. Appeal Process
The appeal process is meant to address errors or conflicts that may arise during the
MPES process.
A. In the event that a school administrator requests to change goal performance
scores that have been verified and submitted into ELMS by the superintendent,
the district’s grievance process should be followed.
B. If the district’s grievance process necessitates a change to a recorded score in
ELMS, then the supervisor may submit a letter requesting to update the score,
including the administrator’s and superintendent’s original signatures, to
the MDE’s Office of Educator Quality, along with providing an explanation of the
reason for the change request.
C. If the administrator wishes to appeal a Circle Survey score, the administrator
must submit a letter requesting an appeal, including the administrator’s and
superintendent’s original signatures, to the MDE’s Office of Educator Quality.
If extenuating circumstances result in a subgroup score of zero, a school
administrator may submit an appeal to the MDE detailing the circumstances.
With a successful appeal, the portion of the Circle Survey that was incomplete
will be excluded from the MPES Summative Assessment Score, and the
remaining staff or supervisor component of the survey will account for 20% of
the overall MPES Summative Assessment Score. In the event that both the
staff and supervisor components are missing, both subscores will become
zeroes unless the MDE approves otherwise based on the circumstances
detailed in the appeal. In no circumstances will the administrator’s selfevaluation be allowed to count for more than 10% of the MPES Summative
Assessment score.
Examples of circumstances in which an appeal may be appropriate include:
1. If an administrator experiences an extended illness and is unable to
complete his/her self-evaluation while the Circle Survey is accessible, the
MPES participant could appeal with a request in writing to the MDE.
2. If the supervisor of record has been in the position for less than 60
calendar days and does not believe that he/she can appropriately evaluate
school administrators’ professional practice using the Circle Survey, the
supervisor could appeal to have the certified staff score count for 20% and
the administrator’s self-evaluation count for 10% of the MPES Summative
Assessment Score.
39
D. Letters requesting an appeal should be addressed to:
Mississippi Department of Education
Attn: MPES Coordinator, Office of Educator Quality
359 North West Street
P. O. Box 771
Jackson, MS 39205-0771
VI. Summative Assessment Data
Supervisors must meet with school administrators after they have received end-of-year
student achievement data from the MDE.
A. Supervisors should meet with school administrators by August 31st to:
 Rate administrators’ performance on their student learning/growth and
Organizational goals
 Provide administrators with an MPES Summative Assessment Score
B. MPES Summative Assessment Scores consist of:
 ELA and Math (student learning/growth) Goals ratings
 Organizational Goals ratings
 Circle Survey results
C. Supervisors will rate a school administrator’s performance on each goal based
on the previously agreed upon goal quantifications.
D. The below example demonstrates how to calculate an MPES Summative
Assessment Score:
Score
Weight
Points
ELA Goal
(25%)
4
X25
100
Mathematics
Goal (25%)
3
X25
75
Organizational
Goal #1 (10%)
2
X10
20
1
X10
10
3.4
X30
102
Organizational
Goal #2 (10%)
Circle Survey
Overall Score
(30%)
Total Points ÷ 100
307 ÷ 100
MPES Summative Assessment Score
3.07
40
E. MPES Summative Assessment scores will be divided into four performance
levels:
1.00-1.79
Unsatisfactory
1.80-2.39
Emerging
2.40-3.39
Effective
3.40-4.00
Distinguished
F. To report MPES Summative Assessment data to the MDE, superintendents
should access ELMS, as detailed in Section VII. Only the superintendent should
report finalized MPES data to the MDE, ensuring accuracy, confidentiality, and
his/her district’s compliance with federal requirements.
VII. Educator Licensure Management System (ELMS)
The MDE is required by the Elementary and Secondary Education Act (ESEA) Flexibility
Waiver to monitor district compliance with the MPES process. The MDE utilizes ELMS
to oversee MPES implementation and may also periodically conduct on-site visits to
districts to ensure the MPES process is being implemented with fidelity and the original
paperwork to support the ELMS-reported data is on file in districts.
A. A superintendent must verify a school administrator within his/her district prior to
the administrator being able to access ELMS to enter goal-setting information.
B. The school administrator must enter his/her goals and quantifications in ELMS by
August 31st annually.
C. The school administrator must log into ELMS by the deadlines for the Formative
Conference (January 31st) and Circle Survey Conference (April 30th) to verify that
each conference was completed.
D. After student assessment data arrive in districts and the Summative Assessment
Conference has taken place, the superintendent must log into ELMS by August
31st to report final MPES Summative Assessment data for the school
administrators in his/her district.
E. The school administrator must log into ELMS by the deadline for the PGG
Conference (August 31st) to verify that the conference was completed.
F. The final MPES Summative Assessment Score is recorded in ELMS for each
school administrator.
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41
APPENDIX B. CTE DIRECTOR EVALUATION FORMS
CTE directors follow the same MPES process as other administrators, with one
important exception in the goal-setting process. Instead of setting ELA and
Mathematics goals, CTE directors set one Year 1 Students growth goal and one Year 2
Students growth goal, each comprising 25% of the MPES Summative Evaluation Score.
The Y1 goal will address the overall school population of Year 1 students, and the Y2
goal will address the overall school population of Year 2 students. Both goals will be
based on the MDE’s Office of CTE and Workforce Development’s approved end-of-term
CTE course assessments. CTE directors’ goals must include all students taking end-ofterm assessments. For example, a CTE director should set a combined goal for all
Year 2 students in all programs participating in all second-year end-of-term testing. See
the following goal forms for sample goals.
CTE Directors
Organizational
Goals
20%
Y1 Student
Goal
25%
Circle
Survey
30%
Y2 Student
Goal
25%
The following MPES forms are intended for use by CTE directors only.
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42
Mississippi Principal Evaluation System (CTE)
MPES Overview
This form is for CTE directors only.
Administrator’s Name
School Year’s Start Date
and End Date (e.g., 2014
to 2015)
Supervisor’s Name
to
This overview is an optional form and is provided for your convenience only. It is designed to
outline the steps in the MPES process. As the various steps are completed, enter the date
completed on the appropriate line.
Required
Form(s)
Steps
Goal-Setting Conference
(Administrator/supervisor conference to identify
and quantify Year 1 Students, Year 2 Students,
and Organizational goals)
Y1 Students, Y2
Students, and
Organizational
Goal-Setting
Forms
Formative
Conference Form
Formative Conference
(Administrator/supervisor conference to review
and provide feedback on the administrator’s
progress in achieving the Y1, Y2, and
Organizational goals)
Complete Circle Survey
Online Survey
(360° survey that administrator, supervisor, and
certified staff must complete online)
Circle Survey Conference
Circle Survey
(Administrator/supervisor conference to review Conference Form
and discuss the Circle Survey report)
Summative Assessment Conference
Summative
Assessment
(Administrator/supervisor conference to finalize
Form
the administrator’s MPES Summative
Assessment Score)
Professional Growth Goals Conference
Professional
Growth Goals
(Administrator/supervisor conference to discuss
Form
the administrator’s Professional Growth Goals)
Due Date
August 31
January 31
December 1 –
January 31
April 30
August 31
August 31
All MPES forms should be
printed and maintained in a secure personnel file
in the district central office.
43
Date
Completed
(MM/DD/YY
YY)
Mississippi Principal Evaluation System (CTE)
Year 1 Students Goal-Setting Form
This form is for CTE directors only.
Administrator’s Name
Administrator’s License #
Role
(e.g., CTE Director,
Assistant CTE Director, etc.)
CTE Center’s Name
Supervisor of Record’s Name
Total Number of Year 1 CTE
Students (All Students
Enrolled in the First Year of
a CTE Curriculum)
Total Number of Certified
Staff in CTE Center (PartTime and Full-Time)
Total Number of All CTE Students
(All Students Taking a Course at the
CTE Center)
District Code (4 digits)
School Year’s Start Date and End
Date (e.g., 2014 to 2015)
to
This form is designed to identify and quantify the Year 1 Students goal that determines 25% of
the MPES Summative Assessment Score. This goal must encompass all Year 1 students in
the incoming class and be based on the end-of-term CTE-approved assessment for Year
1 CTE programs.
Section I. Develop and Quantify Your Y1 Students Goal.
State the Year 1 Students goal for this academic year and quantify it using a series of numerical
targets corresponding to each level of the scoring metric rubric. The low score should be the
minimum number of points the administrator must earn to achieve this rating. The high score
should be the maximum number of points the administrator must earn. The scores must be
contiguous, whether using whole numbers or decimals.
*Sample Goal: By the end of the 2014-2015 academic year, I will increase the number of Year 1 students who receive passing
scores on the CTE-approved end-of-term assessment from 16% to 26%. “Passing” is defined as earning a 60 or above on the MSCPAS2 assessment; “passing” for programs assessed using national certifications is defined as the student successfully receiving
the certification.
Develop Your Y1 Students Goal.
State the Y1
Students Goal.
Quantify Your Y1 Students Goal.
Level 4 Performance Range
to
(Exceeds Goal)
Level 3 Performance Range
to
(Attains or Approaches Goal)
Level 2 Performance Range
to
(Some, But Insufficient, Progress Toward Goal)
Level 1 Performance Range
to
(Little or No Progress Toward Goal)
44
Section II. Create an Action Plan.
As a school administrator, I understand that:
 By August 31st each school should have on file a detailed action plan, approved by the
appropriate district officials, that will enable the school to meet the goal(s) stated above.
 The MDE may conduct periodic audits to ensure compliance.
Section III. Document Your Goal-Setting Conference.
When the Goal-Setting Conference is held and this form is completed, print it and file it with
original signatures to verify that the Goal-Setting Conference was conducted on the date
specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Goal-Setting Conference: ____________________________________________
Retain the original document in the administrator’s personnel file and provide a copy to the
school administrator.
45
Mississippi Principal Evaluation System (CTE)
Year 2 Students Goal-Setting Form
This form is for CTE directors only.
Administrator’s Name
Administrator’s License #
Role
(e.g., CTE Director,
Assistant CTE Director, etc.)
CTE Center’s Name
Supervisor of Record’s Name
Total Number of Year 2 CTE
Students (All Students
Enrolled in the Second Year
of a CTE Curriculum)
Total Number of Certified
Staff in CTE Center (PartTime and Full-Time)
Total Number of All CTE Students
(All Students Taking a Course at the
CTE Center)
District Code (4 digits)
School Year’s Start Date and End
Date (e.g., 2014 to 2015)
to
This form is designed to identify and quantify the Year 2 Students goal that determines 25% of
the MPES Summative Assessment Score. This goal must be based on the end-of-term MSCPAS2 data (or MDE-approved alternative assessment) for the previous year’s class of
Year 2 students and must encompass all Year 2 students in the incoming class.
Section I. Develop and Quantify Your Y2 Students Goal.
State the Year 2 Students goal for this academic year and quantify it using a series of numerical
targets corresponding to each level of the scoring metric rubric. The low score should be the
minimum number of points the administrator must earn to achieve this rating. The high score
should be the maximum number of points the administrator must earn. The scores must be
contiguous, whether using whole numbers or decimals.
*Sample Goal: By the end of the 2014-2015 academic year, I will increase the number of Year 2 students who receive passing
scores on the CTE-approved end-of-term assessment from 16% to 26%. “Passing” is defined as earning a 60 or above on the MSCPAS2 assessment; “passing” for programs assessed using national certifications is defined as the student successfully receiving
the certification.
Develop Your Y2 Students Goal.
State the Y2
Students Goal.
Quantify Your Y2 Students Goal.
Level 4 Performance Range
to
(Exceeds Goal)
Level 3 Performance Range
to
(Attains or Approaches Goal)
Level 2 Performance Range
to
(Some, But Insufficient, Progress Toward Goal)
Level 1 Performance Range
to
(Little or No Progress Toward Goal)
46
Section II. Create an Action Plan.
As a school administrator, I understand that:
 By August 31st each school should have on file a detailed action plan, approved by the
appropriate district officials, that will enable the school to meet the goal(s) stated above.
 The MDE may conduct periodic audits to ensure compliance.
Section III. Document Your Goal-Setting Conference.
When the Goal-Setting Conference is held and this form is completed, print it and file it with
original signatures to verify that the Goal-Setting Conference was conducted on the date
specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Goal-Setting Conference: ____________________________________________
Retain the original document in the administrator’s personnel file and provide a copy to the
school administrator.
47
Mississippi Principal Evaluation System (CTE)
Organizational Goal-Setting Form
This form is for CTE directors only.
Administrator’s Name
School Year’s Start Date and
End Date (i.e., 2014 to 2015)
Supervisor’s Name
to
This form is designed to identify and quantify the two Organizational goals that determine
20% of the MPES Summative Assessment Score.
Section I. Select the Organizational Goal Metrics.
Two goals should be designed at the local level to help improve the administrator’s center
based on areas of importance to the administrator. Goals indicative of Organizational growth
must be determined by the administrator, in consultation with his or her supervisor.
Organizational goals may be center-wide or target student and/or staff subgroups.
Organizational goals may be based on, but are not limited to, topics such as the below:
 Achievement gaps (i.e., subgroup performance)
 CTE program enrollment rates
 Disciplinary incidents
 Percent or number of students/subgroups
completing advanced or dual-enrollment coursework
 Placement in postsecondary programs or workplace
 Retention of students in Year 2 of programs
 Student participation in student-organization chapters
 Student/teacher attendance
 Teacher participation in professional learning activities
 Teacher retention
 Truancy
Section II. Develop and Quantify Your Organizational Goals.
State the Organizational goal(s) for this academic year and quantify them using a series of
numerical targets corresponding to each level of the scoring metric rubric. The low score should
be the minimum number of total points or percentage points the administrator must earn to
achieve this rating. The high score should be the maximum number of points the administrator
must earn. The scores must be contiguous, whether using whole numbers or decimals.
48
Develop Your Organizational Goals.
State the
Organizational
Goals.
Quantify Your Organizational Goals.
Organizational Goal 1
Organizational Goal 2
Level 4 Performance Range
(Exceeds Goal)
Level 3 Performance Range
(Attains or Approaches Goal)
Level 2 Performance Range
(Some, But Insufficient, Progress Toward Goal)
Level 1 Performance Range
(Little or No Progress Toward Goal)
Section III. Create an Action Plan.
As a school administrator, I understand that:
 By August 31 each school should have on file a detailed action plan, approved by the
appropriate district officials, that will enable the school to meet the goal(s) stated above.
 MDE may conduct periodic audits to ensure compliance.
Section IV. Document Your Goal-Setting Conference.
When the Goal-Setting Conference is held and this form is completed, print it and file it with
original signatures to verify that the Goal-Setting Conference was conducted on the date
specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Goal-Setting Conference: ____________________________________________
Retain the original document in the administrator’s personnel file and provide a copy
to the administrator.
49
Mississippi Principal Evaluation System (CTE)
Formative Conference Form
This form is for CTE directors only.
Administrator’s Name
School Year’s Start Date
and End Date (e.g., 2014
to 2015)
Supervisor’s Name
to
This form is designed to document the required MPES mid-year Formative Conference*. During
this mid-year conference, the administrator and supervisor discuss the administrator’s progress
in achieving the Y1, Y2, and Organizational goals identified on the Y1, Y2, and Organizational
Goal-Setting Forms. The goals themselves cannot be modified during the Formative
Conference.
*Best practices indicate that informal formative conferences should be held multiple times during
the school year. However, it is only necessary to document the formal MPES mid-year
conference on this form. This documentation will be filed as part of the MPES process.
Section I. Documentation
Note the major points of discussion related to the administrator’s goals, as well as necessary
actions, if any, to help the administrator meet his or her goals.
Goal
Discussion Points
Actions
Y1 Students Goal (25%)
Y2 Students Goal (25%)
Organizational Goal #1
(10%)
Organizational Goal #2
(10%)
Section II. Signatures
Once this form is completed, print it and provide original signatures to confirm that the
Formative Conference was conducted on the date specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Formative Conference: ______________________________________________
Retain this original document in the administrator’s personnel file and provide a copy
to the administrator.
50
Mississippi Principal Evaluation System (CTE)
Circle Survey Conference Form
This form is for CTE directors only.
Administrator’s Name
School Year’s Start Date
and End Date (e.g., 2014 to
2015)
Supervisor’s Name
to
This form is designed to guide the MPES Circle Survey Conference. Reviewing the
administrator’s Circle Survey report, the administrator and supervisor should discuss the report
and complete the sections below.
Section I. Documentation
Using your Circle Survey report, record your Circle Survey scores.
Overall Certified
Staff Score
Overall MPES Participant
Self-Evaluation Score
Overall
Supervisor Score
Circle Survey Final Score
Section II. Discussion
Document discussion points as the administrator and supervisor review the results.
Discussion Points
Section III. Signatures
Once this form is completed, print it and provide original signatures to confirm that the Circle
Survey Conference was conducted on the date specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Circle Survey Conference: ____________________________________________
Retain this original document in the administrator’s personnel file, and provide a copy
to the administrator.
51
Mississippi Principal Evaluation System (CTE)
Summative Assessment Conference Form
This form is for CTE directors only.
Administrator’s Name
School Year’s Start Date
and End Date (e.g., 2014
to 2015)
Supervisor’s Name
to
This form is designed to document the conference in which the administrator and supervisor
compile the results from the Y1, Y2, and Organizational Goal-Setting Conference Forms and
from the Circle Survey Conference Form to determine the overall MPES Summative
Assessment Score.
Section I. Record Actual Achievement toward Goals
1. Review the goals from the Y1, Y2, and Organizational Goal-Setting Forms.
2. Describe the administrator’s actual achievement toward each goal.
Describe the Actual Achievement
Y1 Students Goal (25%)
Y2 Students Goal (25%)
Organizational Goal #1 (10%)
Organizational Goal #2 (10%)
Example: My goal for 2014-2015 was to increase my Y1 student pass rate on end-of-term CTE-approved
assessments from 66.3% to 70.0%. Their actual pass rate was 69.8%.
Section II. Record Scores
1. To complete each row in the following table, refer to the relevant MPES form.
2. Determine which rating is appropriate for each goal based on the numerical goals and
quantifications agreed upon at the Goal-Setting Conference and the school
administrator’s actual performance.
3. Review your Circle Survey data. Enter the corresponding scores from the Circle Survey
Form.
4. Input all scores into ELMS, and the MPES Summative Assessment Score will calculate
automatically.
52
Score
Year 1 Students Goal (25%)
Year 2 Students Goal (25%)
Organizational Goal #1 (10%)
Organizational Goal #2 (10%)
Circle Survey Score (30%)
If a score is unavailable,
record a zero.*
Overall Score
(Certified Staff)
Overall Self Score
(Administrator)
Overall Score
(Supervisor)
Summative MPES Score
Summative MPES Score
(Calculated by ELMS)
Summative MPES scores will be divided into four performance levels:
1.00-1.79
Unsatisfactory
1.80-2.39
Emerging
2.40-3.39
Effective
3.40-4.00
Distinguished
Section III. Signatures
Once this form is completed, print it and provide original signatures to confirm that the
Summative Assessment Conference was conducted on the date specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of Summative Assessment Conference: ___________________________________
Retain this original document in the administrator’s personnel file, and provide a copy
to the administrator.
53
Mississippi Principal Evaluation System (CTE)
Professional Growth Goals Form
This form is for CTE directors only.
Administrator’s Name
Supervisor’s Name
The Mississippi Department of Education recommends that all educators regularly set and
monitor progress towards meeting goals related to their professional learning. This form is
designed to assist administrators in this process.
Section I. Identification of Professional Growth Goals
Using the MPES Circle Survey report and other evidence, the administrator should set
Professional Growth Goals designed to support student achievement in consultation with his or
her supervisor. Professional Growth Goals may be based on, but are not limited to, topics such
as the following:
 Facilitating the development of a shared vision
 Increasing meaningful parental/family involvement
 Leading professional learning for staff/district
Goals
Specific:
Measurable:
 Modeling data-driven decision-making
 Nurturing professional learning communities
 Promoting a positive school culture
ActionOriented:
Relevant:
Time-Bound:
What is the
reason,
purpose, or
benefit of
accomplishing
each goal?
How will each
goal help your
school?
When will you
measure and
make a
determination
that you have
met this goal?
(All goals must
be completed
within the
academic
year.)
What are two
elements of
your
professional
practice that
you wish to
improve?
How will you
measure and
quantify each
goal to know
when it has
been
accomplished?
Example Goal 1
Manage time
more effectively
Track percentage
of daily tasks
completed –
Achieve 50%
minimum
completion
Create daily list
of tasks to be
completed and
measure
completion rate
Be able to spend
more time in
classrooms on
instruction and
teacher support
Monitor progress
monthly until I
consistently spend
30% of my time in
classrooms
Example Goal 2
Increase student
participation in
student chapters
of professional
organizations
Track student
participation rates
in student-chapter
meetings –
Increase by 20%
Ensure new CTE
students join
student chapters
Improve students’
college and career
readiness
Monitor monthly
student
participation and
take a final
average in the
spring of the
academic year
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What actions
are needed to
accomplish
each goal?
Goals
Specific:
Measurable:
What are two
elements of
your
professional
practice that
you wish to
improve?
How will you
measure and
quantify each
goal to know
when it has
been
accomplished?
ActionOriented:
What actions
are needed to
accomplish
each goal?
Relevant:
Time-Bound:
What is the
reason,
purpose, or
benefit of
accomplishing
each goal?
How will each
goal help your
school?
When will you
measure and
make a
determination
that you have
met this goal?
(All goals must
be completed
within the
academic
year.)
Goal 1
Goal 2
Section II. Signatures
Once this form is completed, print it and provide original signatures to confirm that the
Professional Growth Goals Conference was conducted on the date specified.
Administrator’s Signature: __________________________________________________
Supervisor of Record’s Signature: ____________________________________________
Date of PGG Conference: ____________________________________________
Retain this original document in the administrator’s personnel file, and provide a copy
to the administrator.
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APPENDIX C. ALTERNATIVE SCHOOL ADMINISTRATOR GUIDELINES
Alternative school principals and assistant alternative school principals follow the same
MPES process as other administrators, with one important exception in the goal-setting
process for ELA and Mathematics.
As agreed upon with his or her supervisor, the administrator shall set and quantify
schoolwide ELA and Mathematics goals reflecting a percentage of eligible students in
the academic year who meet student ELA and Mathematics growth targets, as directed
by the guidelines established by the Mississippi Department of Education’s Office of
Compulsory School Attendance Enforcement.
Eligible students include those who are placed full-time in an alternative school setting
for a minimum of 30 consecutive school days (i.e., days classes are held).
In accordance with the guidelines provided by the Office of Compulsory School
Attendance Enforcement, alternative school administrators shall set measurable student
growth targets for all students and ensure the appropriate data tracking measures are in
place to determine eligible students who meet their student growth targets.
Examples of ELA and Mathematics goals:
For the 2014 – 2015 school year, at least 75% of the eligible students placed at the
alternative school will meet their ELA growth targets as measured by the specific
assessment identified in each student’s IIP or IEP.
For the 2014 – 2015 school year, at least 70% of the eligible students placed at the
alternative school will meet their Mathematics growth targets as measured by the
specific assessment identified in each student’s IIP or IEP.
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