Mississippi Statewide Teacher Appraisal Rubric (M-STAR):

Reaching Professional Excellence

JCSB Presentation September 2015

1

Introduction

Teaching = Learning

Teaching ≠ Learning

2

Core Reason for Change of Evaluation System

Under previous systems of evaluating teachers’ work, the scores teachers have received have become separated from the key output – student learning.

3

Goals of the Session

To introduce the Mississippi Statewide Teacher Appraisal Rubric (M-STAR)

To inform teachers about the evaluation process and performance expectations

4

RESEARCH & HISTORY

How did we get here?

5

Federal and State Theory of Action

Improved Evaluation

System

Improved Educator Quality

Improved Student

Outcomes

6

U.S. Department of Education Priority for Identifying Effective Teachers

Method for determining and identifying effective and

highly effective teachers:

Must include multiple measures

Effectiveness evaluated, in significant part, on the basis of student growth

Supplemental measures may include multiple observation based instruments

7

TIF Grant Schools Calhoun County School District

• Bruce Upper Elementary

Columbus City School District

• Cook Elementary

• Franklin Academy

George County School District

• Central Elementary

Jackson Public School District

• Oak Forest Elementary

• Van Winkle Elementary

Jones County School District

• North Jones Elementary

Simpson County School District

• Mendenhall Junior High

• Magee Middle School

Wayne County School District

• Buckatunna Elementary

8

Implementation Timeline

Pilot Implementation……..…………………… 2011 – 2012

Focus Group Review and Feedback……… January – July 2012

Training on the New System……………….. July 2012 – July 2013

Field Test the System………………………….. 2013 – 2014

Full Implementation……………………………. 2014 – 2015

9

MS Teacher Evaluation Pie Chart

10

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:

• Lack sufficient connection to goals for student learning and growth

• Do not provide educators with adequate feedback for improvement

• Fail to differentiate educator effectiveness

11

How is M-STAR different?

Traditional Observations

Evidence-Based Observations

Single time point for classroom

observation

Multiple time points for classroom observation

12

Traditional Observations

Evidence-Based Observations

Use of “checklist” tools

(strength/weakness, yes/no)

Use of rubric that defines instructional improvement on a

continuum

13

Traditional Observations

Evidence-Based Observations

High performance ratings given to

almost all teachers

Variations in performance ratings

among teachers

14

Traditional Observations

Evidence-Based Observations

Does not include student outcomes

Links teacher effectiveness to

student performance

15

THE TEACHER EVALUATION

PROCESS

What ‘s going to happen?

16

The Formal Observation Cycle

Pre-

Observation

Conference

Within 1-2 days

prior to observation

Post-

Observation

Conference

Within 1 week after observation

Observation

Follow-Up

Walk-through

Observation

Within 2 weeks after

post conference

REVIEW

• Lesson Plans

• Completed

pre-

observation

record

ASK

clarifying

questions

COMPLETE

selected scripting of lesson

Key Questions: What are

students learning? What is

the evidence for this

learning?

Evaluator Actions

REFLECT

• Organize notes

• Review

artifacts and

records

GIVE

concrete

next steps

OBSERVE

if next steps

have been

implemented

SUBMIT

• Lesson plan

• Completed

pre-observation

record

• Artifacts

PROVIDE

Background

information

SUBMIT

• Additional

artifacts if

applicable

DISCUSS

and

REFLECT

on lesson

Teacher Actions

IMPLEMENT

next steps/targeted

Professional

Development

COMPLETE

post-observation

record

EXPLAIN

Lesson in

more detail

17

The Five Components of the Teacher Observation Cycle

Teacher Self-Assessment

Walk-through Visits

Formal Observations/Conferences

Review of Artifacts

Student Survey (optional)

18

DOMAINS, STANDARDS, & PERFORMANCE LEVELS

How is M-STAR constructed?

19

M-STAR Overview

Five domains (weighted equally)

1. Planning

2. Assessment

3. Instruction

4. Learning Environment

5. Professional Responsibilities

20 Standards

Four levels of effectiveness:

1. Unsatisfactory

2. Emerging

3. Effective

4. Distinguished

20

21

Pla

nn

ing

1. Plans lessons that demonstrate knowledge of content and pedagogy

2. Plans lessons that meet the diversity of students’ backgrounds, cultures, skills,

learning levels, language proficiencies, interests, and special needs

3. Selects instructional goals that incorporate higher-level learning for all students

4. Plans units of instruction that align with Mississippi’s state content standards, or

when applicable, the Common Core State Standards

Domain II Assessment

Ass

ess

me

nt 5. Collects and organizes data from assessments to provide feedback to students and

adjusts lessons/instruction as necessary

6. Incorporates assessments into instructional planning that demonstrate high

expectations for all students

Domain I Planning

22

Inst

ruct

ion

7. Demonstrates deep knowledge of content during instruction

8. Actively engages students in the learning process

9. Uses questioning and discussion techniques to promote higher order thinking skills

10. Brings multiple perspectives to the delivery of content

11. Communicates clearly and effectively

Domain IV Learning Environment

Lear

nin

g

Envi

ron

men

t

12. Manages classroom space and resources effectively for student learning

13. Creates and maintains a climate of safety, respect, and support for all students

14. Maximizes time available for instruction

15. Establishes and maintains a culture of learning to high expectations

16. Manages student behavior to provide productive learning opportunities for all students

Domain III Instruction

23

Pro

fess

ion

al

Re

spo

nsi

bili

tie

s 17. Engages in continuous professional development and applies new information learned in the classroom

18. Demonstrates professionalism and high ethical standards/acts in alignment with Mississippi Code of

Ethics

19. Establishes and maintains effective communication with families

20. Collaborates with colleagues and is an active member of a professional learning community in the school

Domain V Professional Responsibilities

Levels of Performance

24

DISTINGUISHED

EFFECTIVE

EMERGING

UNSATISFACTORY

Performance ratings Description

• Level 4 is the most effective level of teacher performance. Rating at this level indicates that the teacher’s performance is exemplary; consistently exceeding expectations.

• Level 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 professional development and support designed to address the identified area(s) for growth.

• Level 2 indicates either a beginning teacher or a teacher who needs focused

professional development. Rating at this level indicates the teacher is sometimes meeting expectations, but not doing so consistently. Teachers who receive this rating should receive professional development and support designed to address the identified area(s) of challenge

• Level 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 professional development and support designed to address the identified area(s) for growth.

INDICATORS

What does this look like in the classroom?

25

7. Demonstrates deep knowledge of content during instruction

Teacher:

4 • Consistently uses multiple representations and explanations that capture key ideas in the discipline and promote each student’s achievement of content standards by consistently anticipating common misconceptions in learning • Consistently stimulates class reflection on prior content knowledge, links new concepts to familiar concepts, and makes clear and relevant connections to the students’ experiences through real-life applications and tasks • Consistently assists students in developing a deep understanding by engaging students in connecting the content to other appropriate subject areas and applying content to solving timely, real-world problems

3

2

1

Comments:

Domain III: Instruction

Indicators

26

Domain

Standard

M-STAR RUBRIC

What do the standards

“look like”

in the classroom?

27

Charlotte Danielson’s Scenarios

28

According to Charlotte Danielson, a good system of teacher evaluation must answer four questions:

1. How good is good enough? 2. Good enough at what? 3. How do we know? 4. Who should decide?

Charlotte Danielson’s Scenarios

Activity Work with table members to read the classroom observation scenarios.

Use the rubric to discuss and determine the following:

The domain that is described in the scenario

The level of performance for each teacher

Try for consensus on each one.

29

ARTIFACTS

What evidence can be offered to support the standards?

30

Artifact Review Process

Collecting and reviewing artifacts is an ongoing process that begins on Day 1 and ends with the summative post-observation conference.

All artifacts submitted should be linked to Domains and Standards and should support student learning and effective teacher practice.

31

Domains and Standards Assessed by Artifact Review

Domain I:

Planning

Standards

1. Plans lessons that demonstrate knowledge of content and pedagogy

2. Plans lessons that meet the diversity of students’ backgrounds, cultures, skills, learning levels, language proficiencies, interests, and special needs

3. Selects instructional goals that incorporate higher level learning for all students

4. Plans units of instruction that align with the Mississippi Curriculum Framework or, when applicable, the Common Core State Standards

32

Domains and Standards Assessed by Artifact Review

Domain II:

Assessment

Standards

5. Collects and organizes data from assessments to provide feedback to students and adjusts lessons and instruction as necessary

6. Incorporates assessments into instructional planning that demonstrates high expectations for students

33

Domains and Standards Assessed by Artifact Review

Domain V: Professional Responsibilities

Standards

17. Engages in continuous professional development and applies new information learned in the classroom

19. Establishes and maintains effective communication with families

20. Collaborates with colleagues and is an active member of a professional learning community in the school.

34

M-STAR Ratings are based on

EVIDENCE Here are some examples of evidence that will be considered:

Verbatim scripting of teacher and student comments

Descriptions of teacher and student actions

Numeric information about time, student participation, resources

Observations about the classroom environment

Artifacts

35

SCORING

How are the numbers crunched?

36

Scoring Process

Teachers will receive a rating (on a point scale) for each standard

Distinguished – 4 points

Effective – 3 points

Emerging – 2 points

Unsatisfactory – 1 point

Within each domain, the points will be averaged.

The averages from each domain will be weighted equally to arrive at a summative rating.

37

Example: Creating A Domain Score

STANDARDS

Dis

tin

guis

hed

(4

po

ints

)

Effe

ctiv

e

(3 p

oin

ts)

Emer

gin

g

(2 p

oin

ts)

Un

sati

sfac

tory

(1

po

int)

Sco

re

Domain I: Planning

1. Plans lessons that demonstrate knowledge of content and pedagogy.

X 3

2. Plans lessons that meet the diversity of students’ backgrounds, cultures, skills, learning levels, language proficiencies, interests, and special needs.

X

3

3. Selects instructional goals that incorporate higher-level learning for all students.

X 2

4. Plans units of instruction that align with MS’s state content standards, or when applicable, the CCSS.

X

3

38

Domain Score (Average of standard scores under domain) 2.75

STANDARDS

Dis

tin

guis

hed

(4

po

ints

)

Effe

ctiv

e

(3 p

oin

ts)

Eme

rgin

g

(2 p

oin

ts)

Un

sati

sfac

tory

(1

po

int)

Sco

re

Domain II: Assessment

5. Collects and organizes data from assessments to provide feedback to students and adjusts lessons and instruction as necessary.

X

4

6. Incorporates assessments into instructional planning that demonstrates high expectations for all students.

X

4

39

Domain Score (Average of standards under domain) 4

Example: Creating A Domain Score

Example: Creating A Domain Score

STANDARDS

Dis

tin

guis

hed

(4

po

ints

)

Effe

ctiv

e

(3 p

oin

ts)

Emer

gin

g

(2 p

oin

ts)

Un

sati

sfac

tory

(1

po

int)

Sco

re

Domain III: Instruction

7. Demonstrates deep knowledge of content during instruction.

X

3

8. Actively engages students in the learning process. X 2

9. Uses questioning and discussion techniques to promote higher-order thinking skills.

X 2

10. Brings multiple perspectives to the delivery of content. X 3

40

Domain Score (Average of standard scores under domain) 2.5

Example: Creating A Domain Score

STANDARDS

Dis

tin

guis

hed

(4

po

ints

)

Effe

ctiv

e

(3 p

oin

ts)

Emer

gin

g

(2 p

oin

ts)

Un

sati

sfac

tory

(1

po

int)

Sco

re

Domain IV: Learning Environment

12. Manages classroom space and resources effectively for student learning.

X

4

13. Creates and maintains a climate of safety, respect, and support for all students.

X

4

14. Maximizes time available for instruction. X 3

15. Establishes and maintains a culture of learning to high expectations.

X

3

41

Domain Score (Average of standard scores under domain) 3.5

Example: Creating A Domain Score

STANDARDS

Dis

tin

guis

hed

(4

po

ints

)

Effe

ctiv

e

(3 p

oin

ts)

Emer

gin

g

(2 p

oin

ts)

Un

sati

sfac

tory

(1

po

int)

Sco

re

Domain V: Professional Responsibilities

17. Engages in continuous professional development and applies new information learned in the classroom.

X

3

18. Demonstrates professionalism and high ethical standards; acts in alignment with MS Code of Ethics.

X

3

19. Establishes and maintains effective communication with families.

X

2

20. Collaborates with colleagues and is an active member of a professional learning community in the school.

X

2

42

Domain Score (Average of standard scores under domain) 2.5

Example: Summative Observation Rating

Domain Domain Score

Weight Weighted Rating

I: Planning 2.75 x .20 .55

II: Assessment 4 x .20 .80

III: Instruction 2.5 x .20 .50

IV: Learning Environment 3.5 x .20 .70

V: Professional Responsibilities 2.5 x .20 .50

Summative Classroom Observation Rating 3.05

43

(2.75 + 4 + 2.5 + 3.5 + 2.5) 5