facilitated by joanne picone-zocchia, lead mppr author the mppr in action 1 © 2013 communities for...

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facilitated byJoanne Picone-Zocchia, lead MPPR author

The MPPR in Action

© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd

© 2013 Communities for Learning: Leading lasting change® and Learner-Centered Initiatives, Ltd 2

The MPPR in Action:

Aligning Domains with Practice and Progress

2 activities pages 2-3; 4-10


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Why are we doing this?

Considering two extremes in the continuum of possibility…


MPPR defines reality and focuses attention on the individual attainment of specific attributes of practice, as defined by the MPPR.

Time - invested in negotiating and understanding the language of the MPPR, the tool’s application and intent, implications of evaluation using the MPPR, the “evidence” of MPPR attainment

Opportunity - exposure to an outside vision and expectations of practice that may be different from that which has been privately held and operating

Evaluation Based on the MPPR


Evidence of attainment - artifacts aligned to individual descriptors

Key questions – • How many artifacts are enough? • How do we collect/present artifacts?• On whose lap does the burden of proof lie? • Do we have to do ALL of the rubric?

Evaluation Based on the MPPR


Evaluation Based on Improvement GoalsMPPR is a tool that connects attainment of professional and school improvement goals directly to specific quality attributes of principal practice Time - invested in negotiating and understanding the

language and use of the MPPR in the context of goals and its application to and support of goal attainment, in aligning the goals and the strategies for attainment with the MPPR, in identifying the practices and processes most necessary to and most likely to be changed by working toward the goal, and the representative artifacts of goal attainment.


Evaluation Based on Improvement Goals

Opportunity – use of an outside vision and expectations of leadership as a scaffold for addressing and attaining goals

Evidence comes from artifacts that best represent the progress made in the attainment of professional and school improvement goals, and which most readily reveal the expectations articulated by the MPPR.


Evaluation Based on Improvement Goals Key questions – • What are my/our improvement goals? • Which MPPR domains, dimensions and

descriptors are key to attaining each improvement goal? • What artifacts will best illustrate the story of the

work and evidence goal progress and attainment? • What artifacts will best show the connection

between improvement in my practice (MPPR domains, dimensions, descriptors) and goal progress/attainment?


The MPPR in Action:

Goal Setting and Acquisition as Entry Point to Evaluation


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Improvement Goals can attend to…

Professional ImprovementDomain-focusedDimension-focused

School ImprovementSchool-focused


Step 1 – Establish Goals

a. Complete a baseline assessment using the MPPR

b. Analyze the data from the baseline, as well as other key data related to the strengths and needs of your school or district

c. Use the data to sketch 3-5 professional and/or school improvement goals


Step 2 – Alignment to MPPR

Align each goal to the Domains and Dimensions of the MPPR by asking:

a. Which of the Domains and/or Dimensions are most necessary to the attainment of this goal?

b. Which of the Domains and/or Dimensions will be most clearly evident and easy to document as I work toward these goals?


Step 3 – Integral Practices and Processes

Identify the “signature practices,” or processes that unfold over time which you are party to creating and/or implementing, that will:a. be most integral to your work in moving toward

and attaining your goalb. clearly evidence the most change as a result of

your goal-related learning, actions and strategiesc. require or incorporate the

Domains/Dimensions/descriptors listed (check for alignment)


Step 4 – Identify artifacts of attainment

Select specific artifacts produced as part of the processes or practices identified in Step 3 that will:a. represent the progress toward or attainment of

the goal (from interim and ultimate indicators of MPPR, Part 2)

b. Reveal expectations articulated by MPPR (from descriptors and levels, MPPR, Part 1)


GOAL Related Domains/Dimensions/descriptors

Integral Processes/ Signature Practices

EXAMPLE Learn and implement the XX teacher evaluation system to improve teacher practice and increase student learning

Domain 1 – Culture/a, c; SustainabilityDomain 2 - allDomain 3 – Capacity Building/b; Instructional ProgramDomain 4 - Strategic Planning ProcessDomain 5 - Sustainability/a, c; CultureDomain 6 - none

Observation process (informal and formal; pre/post conferences; written observation; feedback; etc.)

Collegial Learning walks

Artifacts: pre-post conference process; written observation; feedback mechanisms and processes; collegial learning walk protocol

© 2013 Learner-Centered Initiatives, Ltd and Communities for Learning: Leading lasting change®

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Sooo…where do we go from here?

Suggested process for MPPR evaluationpp 11 & 12

Timeline for implementation pp 13 & 14

facilitated by joanne picone-zocchia, lead mppr author the mppr in action 1 © 2013 communities for...

Documents

learnercentered initiatives

leading lasting change

lead mppr

ltd1the mppr

practice mppr domains

school improvement goals

myour improvement goals

attainment of professional