Project: Year 7 2018–2019

Mississippi Educator Quality

To address the need for increased training and support on culturally and linguistically responsive teaching and learning (CLRTL), the Southeast Comprehensive Center (SECC) is providing evidence-based resources for Grades preK–12. The SECC also is providing ongoing meeting facilitation to co-develop professional learning modules and provide meeting facilitation on CLRTL practices as well as assisting the Mississippi Department of Education (MDE) with identifying indicators of ineffective teachers.

Technical Assistance Approach

To address the need for increased training and support on CLRTL, SECC is presenting evidence-based resources, co-developing professional learning modules, and providing meeting resources on CLRTL practices. In addition, SECC will provide meeting facilitation and thought partnering on MDE's approach to develop an indicator for identifying ineffective teachers.

Impact
  • Improved materials and assets for MDE through increased access to resources supporting CLRTL practices and evidence-based resources for supporting low-performing schools
  • Improved intra- and inter-organizational relationships between MDE and local education agencies to provide resources for culturally responsive teaching and identifying ineffective teachers and related support
Project State(s)

Project Updates

Most Recent Update: 2018 | October

Southeast Comprehensive Center (SECC) staff arranged meetings with Mississippi Department of Education (MDE) staff to review Year 7 milestones. SECC invited the following offices, Academic Education, Elementary Education and Reading, Federal Programs, Intervention Services, and Teaching and Leading to review and provide feedback on the SECC Year 7 Work Plan document for educator quality (EQ). Additionally, the meetings provided executive directors, bureau directors, and specialists an opportunity to provide MDE updates and operationalize the work plan. Of the two strands of work within EQ, the Office of Intervention Services and SECC operationalized the work plan to strengthen MDE’s approach to culturally and linguistically responsive practices in classrooms, especially in general education classrooms that may lack the resources to support English learners (EL). The second strand of work is focused on the development of an indicator to identify ineffective teachers in the Mississippi Professional Growth System (PGS). The Office of Teaching and Leading has not yet confirmed its need for support and the primary points of contact for the work on the PGS indicator.

The Office of Intervention Services (OIS) has prioritized the need for thought-partnering as it will conduct a needs assessment of districts and schools on resources and support for teaching ELs. SECC staff are combining items from two assessments to produce a single needs assessment that will be administered by OIS this fall.

SECC staff have encouraged OIS to develop an EL framework that grounds its supports to districts and schools. The office is supportive of this idea, which is evidenced by the needs assessment it plans to conduct in collaboration with SECC.

 

Previous Updates:

Southeast Comprehensive Center (SECC) staff arranged meetings with Mississippi Department of Education (MDE) staff to review Year 7 milestones. SECC invited the following offices, Academic Education, Elementary Education and Reading, Federal Programs, Intervention Services, and Teaching and Leading to review and provide feedback on the SECC Year 7 Work Plan document for educator quality (EQ). Additionally, the meetings provided executive directors, bureau directors, and specialists an opportunity to provide MDE updates and operationalize the work plan. Of the two strands of work within EQ, the Office of Intervention Services and SECC operationalized the work plan to strengthen MDE’s approach to culturally and linguistically responsive practices in classrooms, especially in general education classrooms that may lack the resources to support English learners (EL). The second strand of work is focused on the development of an indicator to identify ineffective teachers in the Mississippi Professional Growth System (PGS). The Office of Teaching and Leading has not yet confirmed its need for support and the primary points of contact for the work on the PGS indicator.

The Office of Intervention Services (OIS) has prioritized the need for thought-partnering as it will conduct a needs assessment of districts and schools on resources and support for teaching ELs. SECC staff are combining items from two assessments to produce a single needs assessment that will be administered by OIS this fall.

SECC staff have encouraged OIS to develop an EL framework that grounds its supports to districts and schools. The office is supportive of this idea, which is evidenced by the needs assessment it plans to conduct in collaboration with SECC.