Indicators of Teaching Effectiveness

Indicators of Teaching Effectiveness

CAEP Component R4.1

Mississippi State University (MSU) College of Education (COE) partnered with school districts/administrators in the state of Mississippi to complete case studies on MSU initial undergraduate teacher education completer/graduates who are now in the teaching profession using the Teacher Growth Rubric (TGR). As referenced on the Mississippi Department of Education (MDE) website https://www.mdek12.org/OEE/Teacher, the purpose of the Teacher Growth Rubric is to provide the following:

  • Enhance the impact that teachers have on students and other school community stakeholders
  • Highlights the teacher's strengths and identifies areas of growth
  • Serves as a guide for teachers as they reflect on their own practices
  • Provides shared understanding regarding priorities goals and expectations of quality practice

Through the MDE's structured and validated Teacher Growth Rubric (TGR), the rubric has four domains (I-Lesson Design, II- Student Understanding, III-Culture and Learning Environment, and IV-Professional Responsibilities) and nine standards.

A teacher's practice on each standard is evaluated in accordance with a four-level rating scale:

  • Level 4 Practice: This teacher demonstrates advanced instructional practices, particularly those that foster student ownership of learning and the environment. Level 4 practice goes above and beyond the expectations for an effective teacher.
  • Level 3 Practice: This teacher demonstrates effective instructional practices. Level 3 teaching is characterized by "teacher-directed success” while Level 4 teaching is characterized by "student directed success.” Level 3 practices are expected of all effective teachers.
  • Level 2 Practice: A teacher demonstrating Level 2 practices is making attempts but does not fully demonstrate effectiveness. This teacher has potential to become effective, but requires clear, specific, and actionable feedback to improve his/her practice. A teacher whose practice is at Level 2 is a high potential teacher. High-quality feedback is essential in improving his/her practice.
  • Level 1 Practice: This teacher should receive immediate and comprehensive professional learning and support(s) designed to address the identified area(s) for growth.