According to MDE/PGS instructions need to be simple, precise and direct to the point. Instructions are the methods for teaching and learning activities employed to assist students to master the content and objectives specified by the curriculum. Instructions involve the activities and operations of both the learners and instructors. The GPS says that good instructions must have a tittle (Mississippi Department of Education, 2019). The title informs the user of the purpose of the instructions. It should always be at the top of the page in the center.
Instructions should have an introduction. The introduction provides an overview of the task laid out. It explains the processor encourage readers to read the instructions that follow. Good instructions should have definitions. Definitions should be provided after the first application of the term. The definitions should first know the level of vocabulary intended for the target audience. Preparations are the necessary operations that the teachers and the students are supposed to undertake before beginning the task (Shulman, 1987). Instructions should contain warnings and precautions. For good instructions, they must contain the element of warning and precautions because it is the responsibility of the administrators that task is taken successfully and safely.
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Good instructions contain steps. The steps may be the longest section of instructions. Steps are lists of things that are supposed to be followed. Steps should be ensured that they do not have gaps or confusion between steps. The closing part of the instructions should be kept brief. It is the part of instructions that emphasis on the importance of following them.
The PGS is designed to help teachers receive the high-quality feedback which is necessary to support the growth and development that the teachers must maintain. It is also meant the Department of Education of Mississippi with data the strengthen the process of decision making to ensure that teaching staff is better prepared, retained and supported to improve teaching and learning for all students (Parkay, Anctil, & Hass, 2014). The aim at improving the service delivery to children to improve learning for children. The System is meant to assess and evaluated to find a way of improving the education system in Mississippi.
The general objective of the system is to grow teachers with an aim of improving the education system. The specific goals include A shared vision in the state of Mississippi for high-quality teaching, learning and guide education providers in enhancing the learning process. Involving all stakeholders in the process of developing the teaching staff through sharing a vision among the learning environments of Mississippi. The vision also involves encouraging regular evidence-based observation and feedback for teachers. The strategy also aims at gauging the teaching services by frequent assessment of the teaching staff and providing feedback that will help develop policies that will improve the teaching profession.
The system encourages school leaders and teachers in the process of identifying priorities for strengthening the profession. The PGS requires the school leadership and management to identify areas that require strengthening and support from the State and set them as priorities. The state will be able to address the weak points and make the necessary progress (MDE, 2019). The System also aims at serving as a guide for teachers as they reflect upon the teaching practices. The PGS aim at helping teachers with a guide as a way of improving the learning system.
The PGS requirements for school administrators to be able to provide feedback on substance. The observation and feedback cycle as developed by the GPS is easy for the teacher to understand and provide ample time for the teacher to collect verifiable data. Evidence collecting process is a skill which the teachers will learn with time. The system requires the teachers to describe what is taking place without drawing a conclusion (National Research Council, 2003). The PGS requirements are well developed and easy for administrators to understand. The administrators are supposed to teach the requirements to the teacher and use examples, as an illustration, to help teachers collect reliable data.
To make the requirements realistic they are kept simple and practical. The administrators can be able to apply simple evidence collection strategies to help teachers collect reliable information for feedback. The requirement has implementable instructions for the administrators. The requirements have to be practical for them to be able to provide realistic feedback (MDE, 2019). The teachers must have the skills to collect data.
Professional growth system for education in Mississippi is developed to help the education providers to improve their standards. The system involves using evidence to develop policies that ensure the teacher improve the strategies of teaching (National Research Council, 2010). The general objective of the system is to grow teachers with an aim of improving the education system (MDE, 2019).
References
Feedback Guidebook. Ensuring a bright future for every child
Mississippi Department of Education (MDE) (2019). Teacher Growth Rubric. Observation and
National Research Council. (2003). Assessment in Support of Instruction and Learning: Bridging the Gap Between Large-Scale and Classroom Assessment . Committee on Assessment in Support of Instruction and Learning. Board on Testing and Assessment, Committee on Science Education K-12, Mathematical Sciences Education Board. Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
National Research Council. (2010). Preparing Teachers: Building Evidence for Sound Policy . Committee on the Study of Teacher Preparation Programs in the United States, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing quality educational programs . Prentice Hall.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Education Review, 57 , 1-22.
