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Everything listed under: Evaluations

  • What are Performance Indicator Flags?

    MSIP5 is Missouri’s way of holding schools and districts accountable for working together to reach a top ten national rating in public education by the year 2020.

    MSIP5 is also the framework that the Missouri Department of Elementary and Secondary Education uses to calculate Annual Performance Report (APR) scores for each school and district in the state.

    Throughout the MSIP5 accountability system, a school or district that is meeting basic criteria overall may stand out as needing extra support in a specific improvement area. Likewise, a school or district that is average in most areas may stand out for its outstanding performance in another area. This is where Performance Indicator Flags come into play.

    The benchmark used by the state is that if a school or district falls below the 10th percentile or above the 90th percentile for a given subgroup on a given indicator, the school or district and the area of need are assigned performance indicator flag.

    According to the Department of Elementary and Secondary Education (DESE), “Performance indicator flags identified through the accountability system are utilized to further distinguish among those schools and LEAs most in need of support, to identify areas in need of improvement, and to guide the school improvement planning.”

    Ultimately, performance indicator flags are used to identify specific, systemic issues affecting schools or highlighting district-wide policies that contribute to poor or exemplary student performance. This process is just one more way that DESE is working to hold every K-12 public school in the state of Missouri accountable for providing quality education to students.

    To learn more about MSIP5 and Missouri’s school accountability processes, see these posts from the Missouri Parent Blog:

    Academic Achievement & School Accreditation in Missouri
    What are Subgroups, and How Does Missouri Measure Their Achievement?
    MSIP5 Performance Standard: High School (K-8) or College & Career (K-12) Readiness
    MSIP5 Performance Standard: Attendance Rate
    High School Graduation Rates & School Accreditation in Missouri
    What is the Missouri School Improvement Program?

  • 5 Pieces of Missouri Educational Jargon Explained, Part II

    Yesterday on the MOParent Blog, we explained Missouri’s Show-Me Standards and Common Core Standards in easy-to-understand terms. Today, we’ll decode the Missouri Learning Standards, Model Curriculum, and the Missouri School Improvement Program (MSIP5).

    Missouri Learning Standards
    The Missouri Learning Standards define what students should know and what they should be able to do in order to succeed in college, postsecondary training, and career. They are inclusive of the Common Core State Standards for English and math, and they’ll eventually include standards for other subject areas, as well.

    Missouri Learning Standards are both grade-level and subject-area specific, and they’re aligned with the Show-Me Standards, which we explained in yesterday’s post.

    Model Curriculum
    The Missouri Model Curriculum is the result of a curriculum project lead by the Missouri Department of Elementary and Secondary Education (DESE). The units within the Model Curriculum address state and national standards in all content areas, offering a model that districts can use (or not) and modify according to their needs.

    Model Curriculum units were developed in 2012 by Missouri educators, and each one aligns with the Missouri Learning Standards and to grade- and course-level expectations.

    Missouri School Improvement Program (MSIP5)
    The Missouri School Improvement Program (MSIP) is Missouri’s school accountability system. It’s used for reviewing and accrediting public school districts in Missouri.

    Every school district and every public school in the state receives an Annual Performance Report (APR), and each district is granted one of four levels of accreditation: Unaccredited, Provisional, Accredited, and Accredited with Distinction. This blog post from Missouri Parent explains the Missouri School Improvement Program in more detail.

    For more help navigating educational policy in the state of Missouri, and for tips supplementing your child’s public school education at home, subscribe at the top of this page for Missouri Parent email updates. You can also find us on Facebook and Twitter!

  • What are Missouri’s Essential Principles of Effective Evaluation?

    Recently, we outlined the new Model Educator Evaluation System for public school teachers, principals and superintendents.

    Each Missouri elementary and secondary school is required to either adopt this new evaluation system or implement its own system that aligns with the seven Essential Principles of Effective Evaluation.

    Of those seven Principles, three address the structure of the evaluation process and four address the process itself:

    (1) Clear Expectations: Research-Based & Proven Targets
    Teachers will be evaluated using a clear, research-based system that aligns to state and/or national standards and state laws.

    (2) Differentiated Performance Levels
    Teachers should continually improve their educational practices. Opportunities for each teacher’s growth and development will be identified based on where a teacher is on the system’s professional continuum [Link to “Expecttions of Missouri’s Public School Teachers Depend on Experience Level” post].

    (3) Probationary Period
    Evaluators will gather performance data during new educators’ first few years on the job; a time of critical growth and development for teachers. During that time, new teachers will be inducted into the school, mentored based on state standards and given non-evaluative socialization support.

    (4) Student Measures
    Teachers should be held accountable for their students’ learning growth. The state’s evaluation standards make it possible for educators to use a number of metrics to measure growth in student learning over time.

    (5) Regular, Meaningful Feedback
    Receiving feedback is critical to teacher growth. In order to help teachers continually improve, they’ll receive ongoing, deliberate, meaningful and timely feedback both formally and informally. The culture for teacher feedback should be collaborative and conversational — designed to encourage conversation throughout an educator’s career.

    (6) Evaluator Training
    Evaluators — including master teachers, peers, and other trained parties — will receive standardized training initially and throughout their time as an evaluator. For students to grow, teachers need to grow, and well-trained evaluators are an important part of teacher feedback.

    (7) Use of Evaluation Results
    Highly effective educators should be recognized and utilized to improve student learning, while ineffective educators should be targeted for intervention and professional support. Personnel employment decisions and school policies should be informed by the results of educator evaluations.

    “Effective educator evaluation systems promote the improvement of professional practice resulting in the improvement of student performance.”
    -Missouri Department of Elementary & Secondary Education

    Each of the Essential Principles of Evaluation is proven and research-based. More than 100 schools in Missouri piloted the new evaluation system during the 2012-13 school year, and the new system was approved by the Missouri State Board of Education in May 2013.

    To learn more about Missouri’s new Educator Evaluation Standards, click here. For an explanation of the “professional continuum” mentioned above, click here.

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  • Expectations of Missouri’s Public School Teachers Depend on Experience Level

    On May 14, 2013, the Missouri State Board of Education approved the Educator Evaluation System. This new system evaluates teachers, principals and superintendents throughout their careers.

    As part of the evaluation system, a continuum was design to show where an educator is in his or her career. The continuum is designed to reflect a teacher’s performance rather that his or her years of service.

    According the Executive Summary of the Educator Evaluation System, “the professional continuum identifies expectations of performance at the candidate level (pre-service) and at four levels of performance for the teacher, leader and superintendent.”

    This post will focus on the continuum for teachers, but similar spectrums exist in then new system for principals and superintendents, as well. The four levels of teacher experience on the professional continuum are defined as “Emerging Leader”, “Developing Teacher”, “Proficient Teacher”, and “Distinguished Teacher”.

    Teachers are expected to show increased maturity, knowledge and skill over time. As a teacher gains experience, the expectations of his or her performance change. What follows is a general overview of how the state’s new evaluation system outlines career growth along a teacher’s professional continuum:

    At each level of performance in teacher’s career, the expectations of him or her increase in each of nine “Standards”; (1) content knowledge, (2) student learning, growth, and development, (3) curriculum implementation, (4) critical thinking, (5) positive classroom environment, (6) effective communication, (7) student assessment and data analysis, (8) professionalism, and (9) professional collaboration.

    Emerging Leader: A new teacher who applies base knowledge and skills as he or she begins to teach. He or she advances student growth and achievement in his or her classroom.Developing Teacher: A teacher early in his or her assignment who continually develops his or her teaching, content, knowledge, and skills as he or she encounters new experiences and expectations in the classroom, school, district, and community. This teacher continues to advance student growth and achievement.

    Proficient Teacher: A career, professional teacher who continues to advance his or her knowledge and skills while consistently advancing student growth and achievement.

    Distinguished Teacher: A career, professional teacher whose performance exceeds proficiency and who contributes to the profession and larger community. This teacher consistently advances student growth and achievement and serves as an educational leader in the school, district, and the profession.

    The Missouri Educator Evaluation System clearly articulates “quality indicators” for each of those nine standards, and it defines how an Emerging, Developing, Proficient, or Distinguished Teacher who meets each standard would teach and/or lead students and other teachers in his or her school, district, or community.

    The overarching goal of the Educator Evaluation System is to improve student performance, and student performance will only improve as long as each teacher continually improves his or her own practice.

    The new system for evaluating Missouri’s teachers is designed to drive continuous teacher improvement (and student performance) at every stage of a teacher’s career.

    To learn more about the Educator Evaluation System, read the MOParent post, Understanding Missouri's New Teacher Evaluation Standards.

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    MO Dept of Elementary and Secondary Education

  • Understanding Missouri's New Educator Evaluation Standards

    Teachers and school administrators play an important role in student performance in Missouri. That’s why the state has recently adopted new standards for teacher, principal and superintendent evaluations.

    Missouri Commissioner of Education, Chris L. Nicastro says, "Quality educators are key to student learning. An effective evaluation system provides teachers and school leaders with feedback that will contribute to their development and performance throughout their careers."

    The new system, called the Model Educator Evaluation System, was created with the help of teachers and administrators across Missouri. The program was piloted in 105 school districts in 2012-2013, including some of the state’s largest districts as well as one of the state’s smallest. The Missouri State Board of Education approved the guidelines in May 2013.

    “Missouri’s Educator Evaluation System has been designed and created by many of the state’s finest educators with the goal of improving effective practice to create environments where students can accelerate learning and experience academic success.”
    - Taken from the Educator Evaluation System Executive Summary

    Here are the key takeaways of the Missouri Model Educator Evaluation System:
    · Teachers, principals and superintendents will be evaluated based on seven Essential Principles of Effective Evaluation
    · Evaluations will take place throughout an educator’s career; there’s always room for improvement
    · Schools have a choice between adopting the Educator Evaluation System or implementing their own evaluation system. If they adopt their own system, it must align with the Essential Principles of Effective Evaluation
    · The ultimate goal of the Educator Evaluation System is increased student performance

    Over the next few days, we’ll explain the Essential Principles of Effective Evaluation, the Professional Continuum of the Missouri Teacher, and other specifics of Missouri’s Educator Evaluation System.

    If you’re interested in successful Missouri educators, be sure to read about these two Missouri teachers who were inducted into the National Teaching Hall of Fame in 2013.

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