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 | December

During the monthly check-in with the department, the Mississippi Department of Education (MDE) indicated that it would be getting survey and SWOT (strengths, weaknesses, opportunities, and threats) analysis results back in January 2019 and would need some support with reviewing the findings. The Federal Programs Office requested support with training a newly hired Title III/Migrant Education staff member on Every Student Succeeds Act (ESSA) requirements related to English learners (ELs). Southeast Comprehensive Center (SECC) staff worked to set up a meeting with the federal programs director to plan for an on-site training in January. Additionally, SECC provided EL training sessions to both classroom and EL teachers at the state EL teacher symposium.

SECC will provide its monthly check-in conference call with MDE in January to act as thought partners with the Office of Elementary Education and Reading (OEER) as it works to support districts serving ELs.  SECC also will lead an ESSA training session for federal programs staff on the topic of EL and migrant students. In addition, SECC will provide another EL training session to both classroom and EL teachers at the state EL teacher symposium in January.

As evidence of impact, the state is increasing its repository of materials supporting culturally and linguistically responsive teaching practices and resources through its ongoing EL training and EL survey evaluation of teacher needs.

 

Previous Updates:

During the monthly check-in with the department, the Mississippi Department of Education (MDE) indicated that it would be getting survey and SWOT (strengths, weaknesses, opportunities, and threats) analysis results back in January 2019 and would need some support with reviewing the findings. The Federal Programs Office requested support with training a newly hired Title III/Migrant Education staff member on Every Student Succeeds Act (ESSA) requirements related to English learners (ELs). Southeast Comprehensive Center (SECC) staff worked to set up a meeting with the federal programs director to plan for an on-site training in January. Additionally, SECC provided EL training sessions to both classroom and EL teachers at the state EL teacher symposium.

SECC will provide its monthly check-in conference call with MDE in January to act as thought partners with the Office of Elementary Education and Reading (OEER) as it works to support districts serving ELs.  SECC also will lead an ESSA training session for federal programs staff on the topic of EL and migrant students. In addition, SECC will provide another EL training session to both classroom and EL teachers at the state EL teacher symposium in January.

As evidence of impact, the state is increasing its repository of materials supporting culturally and linguistically responsive teaching practices and resources through its ongoing EL training and EL survey evaluation of teacher needs.

In October, staff from the Southeast Comprehensive Center (SECC) staff shared a Teacher of English Learners (EL) Needs Survey with Mississippi Department of Education (MDE) staff in the Office Elementary Education and Reading (OEER) to review. This month, SECC staff were able to revise the survey to reflect the Mississippi context so that it could be sent out to teachers. In addition, SECC invited MDE EL specialists to participate in a panel discussion at the SECC Equity Summit, which was held in Jackson, Mississippi. The state EL specialists shared their work and how they are meeting the needs of ELs, their teachers, and administrators.

During next month’s check-in call, SECC will determine the status of the survey and whether the state needs support with analysis and planning based on findings.

As a result of SECC support, MDE is providing teachers, through regional training, with resources needed to help educators determine the difference between when English learners struggle with a disability and with language development.

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.