and Teacher Evaluation: What`s Next for Counselors?

Report
PRINCIPAL AND
TEACHER EVALUATION
OVERVIEW
What’s Next for Counselors?
Lois Kappler
Project Manager
Goals for Today
1. Why are new evaluation systems necessary for
educators?
2. What is MPES?
3. What is M-STAR?
4. What does the updated counselor’s evaluation
look like?
Why are new Evaluation Processes Necessary?
• ESEA Flexibility Request
• Waiver received in 2012 mandates statewide
evaluations of all educators.
• Previous evaluations were:
• inconsistent
• not based on student achievement
• not goal oriented
Federal and State Theory of Action
Improved
Evaluation
System
Improved
Educator
Quality
Improved
Student
Outcomes
U.S. Department of Education Priorities for
Identifying Effective Educators
Method for determining and identifying effective and
highly effective educators:
• Must include multiple measures
• Effectiveness evaluated, in significant part, on the basis
of student growth
• Supplemental measures may include multiple
observation based instruments
MISSISSIPPI PRINCIPAL
EVALUATION SYSTEM
MPES
7
Mississippi Principal Evaluation System
(MPES)
Where we were ...
Where we’re going …
Subjective Opinion
100%
Subjective 30%
Student Outcomes
70%
8
MPES Components
Organizational
Goals
20%
Circle Survey
30%
Mathematics
Goal
25%
Language
Arts Goal
25%
9
MPES Overview
Goal-Setting
Conference
Formative
Conference
Circle Survey
Conference
Language Arts Goal:
Form 2A
Discuss Progress
Toward Goals
Certified Staff
Complete Survey
(Mid-year)
Mathematics Goal:
Form 2B
Adjust Strategies
and Add Support
Organizational
Goals: Form 2C
Complete Form 3
Input Data in
Canvas
Input Data in
Canvas
Principal and
Supervisor
Complete Survey
(Mid-year)
Principal and
Supervisor Review
Circle Survey
Results
Input Data in
Canvas
Summative
Assessment,
Professional
Growth
Goals
Conferences
Discuss Goals and
Rate Achievement
of Goals
Complete Form 4
Discuss
Professional Growth
Plan
Complete
Professional Growth
Goals Form
Input Data in
Canvas
MISSISSIPPI TEACHER
APPRAISAL RUBRIC
M-STAR
The National Perspective:
Research and Reports
• Research confirms that teachers and leaders
matter most to students’ achievement
• Recent studies find current educator evaluation
systems are deficient in three key ways:
1. Lack sufficient connection to goals for student learning
and growth
2. Do not provide educators with adequate feedback for
improvement
3. Fail to differentiate educator effectiveness
MS Teacher Evaluation
Percentage Breakdown upon
completion of field test
20%
M-STAR
30%
50%
Student
Growth
Classroom
Observation:
M-STAR
Professional
Growth
Goals
How is M-STAR different?
Traditional
Observations
Evidence-Based
Observations
•
Single time point for
classroom observation
•
Multiple time points for
classroom observation
•
Use of “checklist” tools
(strengths/weaknesses,
yes/no)
•
Use of rubric that
defines instructional
improvement on a
continuum
•
High performance
ratings given to almost
all teachers
•
Variations in
performance ratings
among teachers
•
Does not include student • Links teacher
outcomes
effectiveness to student
performance
Observation Cycle
Review lesson
plan, understand
context, and ask
clarifying
questions
Pre-Ob.
Conf.
Within 1-2 days
prior to ob.
Key Questions: What
are students learning?
What is the evidence
for learning?
Observation
Post-Ob.
Conference
Follow up
Walkthrough
Within 1 week after
ob.
Within 2 weeks after
post ob. conference
Effective,
concrete
feedback + next
steps are key!
Observe
feedback in
action
M-STAR Rubric
Five domains (weighted equally)
1.
Planning - 4 standards
2.
Assessment – 2 standards
3.
Instruction – 5 standards
4.
Learning Environment – 5 standards
5.
Professional Responsibilities – 4 standards
 Total of 20 standards
M-STAR Ratings
(given for each standard)
Distinguished: 4 is the most effective level of teacher
performance. Rating at this level indicates that the
teacher’s performance is exemplary; consistently
exceeding expectations. PD designed so teacher can keep
this level of performance.
Effective: 3 is the expectation for all teachers. Rating at
this level indicates the teacher’s performance consistently
meets expectations. Teachers who receive this rating
should receive PD and support designed to address the
identified area(s) for growth.
M-STAR Ratings
(continued)
Emerging:. 2 indicates either a beginning teacher or a
teacher who needs focused PD. Rating at this level indicates
the teacher is sometimes meeting expectations, but not doing
so consistently. Teachers who receive this rating should
receive PD and support designed to address the identified
area(s) of challenge.
Unsatisfactory: 1 is the least effective level of teacher
performance. Rating at this level indicates the teacher’s
performance is not acceptable. Teachers who receive this
rating rarely meet expectations. Teachers who receive this
rating should receive immediate and comprehensive PD and
support designed to address the identified area(s) for g
18
ALL Goals Must Be SMART
Specific and strategic
Measurable
Action-oriented
Rigorous, realistic, and
results-focused
Time-bound and tracked
MISSISSIPPI SCHOOL
COUNSELOR EVALUATION
Counselor Standards
• Based on the American School Counselor Association National
Model
• www.schoolcounselor.org
• Supports the Mississippi School Counselor Law
• (MS Code 37-9-79
• Your framework contains 3 standards:
• Engagement – academic development “Learning to Learn”
• Achievement – career development “Learning to Work”
• Inspiration – personal and social development “Learning to Live”
What’s New for Counselors?
The Counselor Evaluation has been modified to meet standards
for educator evaluations. At this time it is not a mandate – only
highly suggested.
Beginning this fall, Gail Simmons will be leading a task force to
complete modifications needed.
Currently the counselors’ evaluation:
1. Includes 13 standards
2. Effectiveness levels are scored 0 to 3 (with 3 being the highest
level)
3. Process completed once a year
School Counselor Evaluation
Standard 1: The professional school counselor plans, organizes, and
delivers the school counseling program.
1.1 A program is designed to meet the needs of the school.
1.2 The professional school counselor demonstrates interpersonal
relationships with students.
0
1
2
3
Unsatisfactory
Basic
Proficient
Distinguished
1.3 The professional
school counselor
demonstrates
positive
interpersonal relationships with educational staff.
1.4 The professional school counselor demonstrates positive
interpersonal relationships with parents or guardians.
Standard 2: The professional school counselor implements the
school guidance curriculum through the use of effective
instructional skills and careful planning of structured group
sessions for all students.
2.1 The professional school counselor teaches school guidance
units effectively.
2.2 The professional school counselor develops materials and
instructional strategies to meet student needs and school goals.
2.3 The professional school counselor encourages staff
involvement to ensure the effective implementation of the
school guidance curriculum.
Standard 3: The professional school counselor implements the
individual planning component by guiding individuals and groups
of students and their parents or guardians through the
development of educational and career plans.
3.1 The professional school counselor, in collaboration with
parents or guardians, helps students establish goals and develop
and use planning skills.
3.2 The professional school counselor demonstrates accurate and
appropriate interpretation of assessment data and the
presentation of relevant, unbiased information.
Standard 4: The professional school counselor provides responsive
services through the effective use of individual and small-group
counseling, consultation, and referral skills.
4.1 The professional school counselor counsels individual
students and small groups of students with identified needs and
concerns.
4.2 The professional school counselor consults effectively with
parents or guardians, teachers, administrators, and other relevant
individuals.
4.3 The professional school counselor implements an effective
referral process with administrators, teachers, and other school
personnel.
Standard 5: The professional school counselor provides system
support through effective school counseling program management
and support for other educational programs.
5.1 The professional school counselor provides a comprehensive and
balanced school counseling program in collaboration with school
staff.
5.2 The professional school counselor provides support for other
school programs.
Standard 6: The professional school counselor discusses the
counseling department management system and the program action
plans with the school administrator.
6.1 The professional school counselor discusses the qualities of
the school counselor management system with the other
members of the counseling staff and has agreement.
6.2 The professional school counselor discusses the program
results anticipated when implementing the action plans for the
school year.
Standard 7: The professional school counselor is responsible for
establishing and convening an advisory council for the school
counseling program.
7.1 The professional school counselor meets with the
advisory committee.
7.2 The professional school counselor reviews the school
counseling program audit with the council.
7.3 The professional school counselor records meeting
information.
Standard 8: The professional school counselor collects and analyzes
data to guide program direction and emphasis.
8.1 The professional school counselor uses school data to
make decisions regarding student choice of classes and
special programs.
8.2 The professional school counselor uses data from the
counseling program to make decisions regarding program
revisions.
8.3 The professional school counselor analyzes data to ensure
every student has equity and access to a rigorous academic
curriculum.
8.4 The professional school counselor understands and uses
data to establish goals and activities to close the gap.
Standard 9: The professional school counselor monitors the
students on a regular basis as they progress in school.
9.1 The professional school counselor is accountable
for monitoring every student’s progress.
9.2 The professional school counselor implements
monitoring systems appropriate to the individual
school.
9.3 The professional school counselors develop
appropriate interventions for students as needed and
monitors their progress.
Standard 10: The professional school counselor uses time and
calendars to implement an efficient program.
10.1 The professional school counselor uses a master calendar to
plan activities throughout the year.
10.2 The professional school counselor distributes the master
calendar to parents or guardians, staff, and students.
10.3 The professional school counselor posts a weekly or monthly
calendar.
10.4 The professional school counselor analyzes time spent
providing direct service to students.
Standard 11: The professional school counselor develops a results
evaluation for the program.
11.1 The professional school counselor measures results attained
from school guidance curriculum and closing the gap activities.
11.2 The professional school counselor works with members of the
counseling team and with the principal to clarify how programs are
evaluated and how results are shared.
11.3 The professional school counselor knows how to collect
process, perception, and results data.
Standard 12: The professional school counselor conducts a yearly
program audit.
12.1 The professional school counselor completes a program audit
to determine the degrees to which the school counseling program
is being implemented.
12.2 The professional school counselor shares the results of the
program audit with the advisory council.
12.3 The professional school counselor uses the yearly audit to
make changes in the school counseling program and calendar for
the following year.
Standard 13: The professional school counselor is a student advocate,
leader, collaborator, and systems change agent.
13.1 The professional school counselor promotes academic success
of every student.
13.2 The professional school counselor promotes equity and access
for every student.
13.3 The professional school counselor takes a leadership role
within the counseling department, the school setting, and the
community.
13.4 The professional school counselor understands reform issues
and works to close the achievement gap.
Indicators continued on next slide
Standard 13 - continued
13.5 The professional school counselor collaborates with
teachers, parents, and the community to promote academic
success of students.
13.6 The professional school counselor builds effective teams
by encouraging collaboration among all school staff.
13.7 The professional school counselor uses data to
recommend systemic change in policy and procedures that
limit or inhibit academic achievement.
How can I best prepare?
• Know and use the rubric and the process
• Understand the scoring
• Develop ways to efficiently keep records of your work
DO NOT create portfolios – use real documents
• Communicate the details of your evaluation with your
administrator
He/She may want to use M-STAR
• Familiarize yourself with American School Counseling
• Pre-assess yourself using the evaluation tool
• Build your own Professional Growth Goals to elevate your
professional skills
Any Questions?
Exit Slips
Contact Information
Lois Kappler
[email protected]
662 325 3764 (w)
662 546 0066 (c)
Call or text - leave message with your info.

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