Public Schools of Petoskey

5D+ Questions & Answers


Slide #4: Coaching

1.      Q- Who will be available to coach teachers? Who are the coaches that will be helping teachers improve their teaching skills or focus areas?

A-     Coaching may come in a variety of ways depending upon how it is framed. It may come informally from PLC members, fellow professionals, mentors, a Char-Em consultant, our STEM coach, etc. Coaching may also have a more prescribed approach through an administrator or a specific trainer. Feedback from administrators is a form of coaching.


2.      Q- If this is for coaching purposes, will we use it for merit pay?

A-     There are no current plans to provide merit pay beyond what has been done in past several years (i.e., $1.00).


3.      Q- Does the administrator make the decision on doing 4-6 observations or will that be a set number decided by the district?

A-     This is an administrative decision in each building. Research indicates that 4-6 observations provide an adequate amount of information to provide coded data.


4.      Q-Will there be more observations (6?) for new teachers and fewer for seasoned (experienced) teachers?

A-     All teachers will have 4-6, unless the teacher or administrator feels that more are warranted (e.g., using an additional observation to clarify a “noticing/wondering” or as a means of formative assessment that would indicate improvement in a goal area).


5.      Q- What training will admin be completing to make sure they grasp the evaluation tool fully?

A-     Administrators had multiple days of training in 5D several years ago. This year, all administrators have had six full days of training, plus at least 4 collaborative meetings with the administrators from all districts in the ISD to discuss issues related to the 5D+. More training opportunities are being planned.


6.      Q- How will staff be formally trained?

A-     Administrators have recently shared the 5D+ overview. Petoskey’s administrative staff is working with other district and ISD administrators to rollout the 5D+ in segments (2 dimensions & the + next year) to ensure greater understanding for their staff.  There is an ISD collaborative effort to help all (administrators and teachers) understand the dimensions and to provide PD specific to these dimensions.

We will also be utilizing our district PD to help support the dimensions.


7.      Q- “Coaching”—will it still be “defined” for us to understand what needs improvement or will it be a conversation to figure out what needs to be improved?

A-     Coaching will normally be in a conversational manner. However, like any good sports coach, an administrator may target an area of improvement.


8.      Q- Will administrators be evaluated using this tool?

A-     Administrators do not yet have a new tool. However, the same student growth and other evaluative protocols for teachers exist in current laws for building and district administrators.


9.      Q- Eliminate gaps? What about mastery?

A-     5D+ is designed to help all students succeed to a mastery level.


10.  Q- 5D not designed to sift and sort teachers! How does that play into layoffs?

A-     Layoffs, by law, require more defined levels of evaluation. It is no longer acceptable to only use Satisfactory or Unsatisfactory as an overall rating. Remember, there are still many factors that come into play for layoffs, including “highly qualified” areas of teacher certification. Professional discipline and attendance are also considered.


11.  Q- Will the math related to your final rating still be screwed up like it is presently?

A-     5D+ is designed to be a consistent tool.


12.  Q- Will the different boxes be assigned points?

A-     There is a rating in each dimension that leads to an overall rating.


13.  Q- What will the data piece look like? Coaching us “gotcha?”

A-     There is no design element that will be a surprise. In the coaching model, everyone is very aware of what is expected and what has been accomplished.


14.  Q- Is our coach the person who evaluates us?

A-     Yes, your administrative coach will evaluate you. Please refer to question #1.



Slide #6:  Rubric Points and Weight

15.  Q-“Growth over Time” so score low in order to show growth in the next years.

A-     Growth over time for students is annual growth.


16.  Q- How can we be evaluated with curriculum when we have different resources in different buildings?

A-     Regardless of specific resources, we are all bound by the MI Content Standards for our grade level and content areas.


17.  Q- Will there be a ranking system for teachers?

A-     By law, there has to be a system for lay-off purposes. Please see question #10.


18.  Q- How are points on the rubric given? Total number of points? Is one area/dimension weighted more than the others?

A.      Student achievement growth is still weighted 25% per state law.


19.  Q- Is student growth going to become more defined and consistent? Seems very open-ended and varies too much expectation wise.

A-     We are able to determine, as a district, how to define growth. At some point in the future, the state may define it for us.


20.  Q- When evaluations occur using the 5D+ model, will classroom factors such as grade level, class size, number of Title I or SE students, medical issues, co-teacher collaboration, etc. be considered? Some factors that are beyond a teacher’s control can either enhance or hinder their performance.

A-     Remember, that this is a student (and teacher) growth model. It is not an evaluation tool that scores proficiency only. We want all students to show growth.


21.  Q- How does the + (PCC) section factor into the evaluation?

A-     In a similar manner as the others.


22.  Q- How will common assessments be used? Need to revisit (give us time).

A-     This is still to be determined.


23.  Q- Will special education be different?

A-     We are still looking at student (and teacher) growth. For a student with an IEP, we may review their progress on IEP goals annually. That would be a discussion between the teacher and administrator.


24.  Q- Are the 5D+ all weighted equally?

A-     Please see questions #18 & #31.


Slide #8: Professionalism & Professional Development

25.  Q- Does this take away subjectivity in all 5 dimensions?

A-     Inter-rater reliability is a factor we feel is important.


26.  Q- Do you see this changing over time?

A-     Inter-rater reliability is always important.


27.  Q- What counts towards Professional Collaboration & Communication outside of the classroom? Clubs? Committees?

A-     Collaboration with peers and administrators to improve student learning (e.g., leading collaborative work), building professional and collegial relationships (e.g., mentoring), communication and collaboration with parents (e.g., 2-way & timely), and communication within the school community concerning student progress (e.g., records, teacher-student).


28.  Q- When can we expect to see a schedule of PD to support this new 5D model? What will it look like?

A-     Working on it now. Char-Em is doing the same. On August 26th Char-Em is hosting multiple sessions on assessment for learning (e.g., to support learning, scoring, the formative process, students “talking” about their thinking, and student learning targets).


29.  Q- Will the 2016-17 roll-outs be in addition to the first 3 dimensions? Or, will all dimensions be evaluated in 2017-18?

A-     Two+ dimensions in 2015-16 and the rest in 2016-17. So, we are planning to have all 5D+ in 2016-17.


30.  Q- Is my focus area one of the 3 being rolled out next year?

A-     Yes, focus areas will be in Student Engagement, Classroom Environment & Culture, or Professional Collaboration & Communication.


31.  Q- How does the point system work with the evaluation tool?

A-     Each dimension will have a summative rating based upon the coding from each observation. The final summative 5D+ rating is an aggregate of all dimensions. The 5D+ final summative rating goes into a table that also has components such as Student Growth Contributions, etc. that follow MI law. This is just an example:

a.      5D+ Overall Summative Rating                      55%

b.      Student Growth                                               25% (by law)

c.       Contributions                                                   05%

d.      Discipline                                                         15%


32.  Q- This model will require intense and extensive amount of time. Will you provide additional time for us to learn, process, & develop this model? Will you protect our PD time? How about our PLC time?

A-     We will provide support. Petoskey is rolling the 5D+ out much slower than many other districts and is starting with the dimensions that our staff may feel most familiar using.


33.  Q- For PD next year, can we have different “sessions” that we can choose from that teach different ways to increase student engagement (for example)?

A-     We are discussing the logistics of many types of support. That is one of the reasons we hired a STEM Coach through grant funding. STEM will touch many courses and the tenets of STEM support best practice in many areas (e.g., literacy, math, science, technology, etc.).


34.  Q- Will we be evaluated on all 5+ areas next year, or only on the 3 listed as a focus?

A-     See question #29.


35.  Q- Is “Ripmaster” the lead presenter? If so, how much, if any, classroom teaching does he have?

A-     Colin joined MASSP as its Associate Director in January 2013 after serving as the principal of Mattawan High School for nearly 10 years. Prior to Mattawan, Colin was a middle level Assistant Principal and elementary teacher in West Ottawa Public Schools. For more information, please go to:


36.  Q- I did not see taking out-of-district classes as an option. Can I take non-Char-Em classes that count toward the plus?

A-     If a course will help you, of course you should take it. Please read question #27.


37.  Q- How much does the + count?

A-     Please see question #31. Professional Collaboration & Communication is part of the 5D+ final summative rating.


38.  Q- Why not make it 6?

A-     Not our decision….


39.  Q- What kind of data will be required next year?

A-     Student growth data…. However, more details concerning student growth will be coming.


40.  Q- Are we only being held accountable for student engagement, environment & culture, and professionalism (PCC) for 2015-16?

A-     Yes, we are in a beginning stage and will only use a portion (3 dimensions) so that we have the time and resources to utilize this tool in a “coaching” style.


41.  Q- What will the 2015-16 “blended evaluation tool” look like? Who is creating it? Will we get it beforehand?

A-     In 2015-16, we will be using 3 of the 5D+ dimensions. Our current evaluation tool will not be used.


42.  Q- Are we making a goal from either Engagement or Classroom Culture, or do we need to make two goals—one from each (for the 2014-16 school year)?

A-     That is a decision between you and your administrator.


Slide #9: Professionalism & Focus Areas

43.  Q- “Scaffolds for learning” during video rubric explanation, what does that mean?

A-     Please refer to Scaffolding can be for any learner, student or adult.


44.  Q- The amount of emails we are required to sort through directly impact time with students. How are the administrators going to tackle this issue?

A-     With grace and good will….


45.  Q- The amount of tasks that have been put on our plates need to be seriously

acknowledged. Perfect examples are: the time investment in Intervention Logs, last minute M-STEP info, emails that slide through…. Will we be able to share “noticings and wonderings” about our administrator? School pride, culture, & professional communication hinge on their support.

A-     Yes, life of an educator is full. Hopefully, what we do is for our students--to help them grow mentally, physically, and emotionally. And, let it be a journey that we take together and support one another.      


46.  Q- Are all evals un-announced? Are there any scheduled observations?

A-     No observations need to be announced or scheduled.


47.  Q- How does data gathering fit into the 5D’s and rubric? If we are only doing 2 of the 5, and have goals on 2 of the 5, does our data have to be gathered only in those 2?

A-     Student growth data is a separate part. Please read question #31.


48.  Q- Are there specific types & kinds of data needed next year?

A-     Student growth data will be needed, but we are hoping to define that further. We are working with other districts and Char-Em to have a consistent approach throughout the ISD.


49.  Q- Do we have to compile data for this?

A-     More to come….


50.  Q- Should we have a different evaluation for each discipline?

A-     The 5D+ model is for all disciplines.


51.  Q- Does the teacher choose the focus area or is it chosen by the principal?

A-     Both can be true.


52.  Q- Can the goal for next year be one of the two 5D’s that are being rolled out or does it have to be a specific part of 1 of the 5Ds?

A-     This depends upon your goal discussion with your administrator.


53.  Q- Areas of Focus: Implement & Support PD: How/who will plan PD days? Will they change w/o our knowledge?

A-     There will be a basic PD plan in the fall by ISD, district, and buildings. However, as we go through this process, we may find other areas of need. And, we must also ensure our state-level School/District Improvement Plans are implemented with fidelity.


54.  Q- Could we get samples of vision and guiding questions for each dimension?

A-     You should have these in your binders. If not, please ask your building administrator.


55.  Q- When meeting with our administrator to go over our ratings with various criteria, so we no longer bring evidence (i.e., papers, test scores, student samples) to the meeting? Are we required to supply physical proof of improvement meeting/criteria, etc.?

A-     You will still need to show and discuss student growth data.


Slide #10: Observations & Lesson Plans

56.  Q- Observations announced (scheduled) /unannounced (pop in)?

A-     Please see question #46.


57.  Q- Will you let us know if you will be observing 4, 5, or 6 times?

A-     The administrator may not know that at the beginning of the year.


      58 Q- What can you see in 15 minutes? Time span seems too short. How can you do an

                  evaluation in 15 minutes?

A-     It is 15 minutes over multiple times with intentional observations in the focus areas. There is much data to support this method of formative evaluations.


58.  Q- When we’re asked for lesson plans, what are the expectations (expected/preferred) for the written plans? Typed up after? We currently hand in our weekly plans, is that enough? Will we still be asked to turn those it?

A-     This is still in discussion so that there is consistency throughout the district. However, lesson plans are a requirement.


59.  Q- What in detail will plans will be expected to consist of –unit scope and activity or full layout lesson plans with dialogue? What “style” of lesson plan? A template?

A-     This is still in discussion so that there is best practice and consistency throughout the district.


60.  Q- If a lesson plan is requested, what format is expected? Will our principals let us know what they expect to see on the plans? Is this beyond the requirement to hand in lesson plans now?

A- This is still in discussion so that there is best practice and consistency throughout the district.


61.  Q- What does “lesson plans made available upon request” mean? Will the teacher be able to take time to write up a formal lesson plan?

A-     This is still in discussion so that there is best practice and consistency throughout the district.


62.  Q- Are lesson plans available per observation or throughout the year at any time?

A-     The observation lesson (and others) are still in discussion so that there is consistency and best practice throughout the district.


63.  Q- Will lesson plans be requested prior to lesson? Will we know what lesson plan format will be expected? Will one be required?

A-     This is still in discussion so that there is best practice and consistency throughout the district.


64.  Q- Are teacher responses to the administrator completed orally or written?

A-     Noticings and wonderings” are done online. Certainly, there should be conversations as well as written communication during the evaluation cycle.


65.  Q- Can you clarify what “Targeted Feedback Cycles” are?

A-     There are specific times during the year in the formative feedback cycle.


66.  Q- How is student engagement being observed? By student behavior? Is this piece something to be discussed based on individual students?

A-     Please refer to the Student Engagement page in your 5D+ binder.


67.  Q- Are you looking for objectives posted visually for every subject and every lesson?

A-     Students should know their targets for the day and be reminded of them during the lesson. It is also important to link those targets to previous targets and those to come.


68.  Q- “Evidence to support categories” needed as in the past or it will be covered with “rubric observation” (pre-post assessment)?

A-     Evidence will come during the observations, the coding process, and “noticings and wonderings.” However, student growth data will still be an important element. See questions #31.


69.  Q- Is part of a “distinguished” teacher marking related to the goal that we set for ourselves and our ability to meet that goal in a given amount of time?

A-     The entire process is part of that rating. See Question #31.


Slide #11: Training and Binders

70.  Q- Will the district provide adequate training and time in advance for curricular changes? Assessment changes? We love advance!

A-     As much as possible…. That is why we have chosen to utilize only 3 of the dimensions the first year.


71.  Q- Can we observe teachers who are “distinguished” teachers in areas we are deficient in?

A-     We hope to involve more teacher-to-teacher observations on a voluntary basis, much like when we were doing TRIADs.


72.  Q- Will you provide consistent policies and pacing guides for our district’s efficiency?

A-     Yes


73.  Q- How will this affect the district Mentor/Mentee program?

A-     It will increase learning opportunities and discussions in within our first three of the 5D+ dimensions.




1-      Teacher response to “Notice & Wonderings” by administrator

a.      Within one week is reasonable

b.      Reply written (so teacher has time to reflect before responding).

2-      It would be helpful to truly spend time digging into each of the domains with exemplar models as well as weak models to compare/contrast the difference and take the time to reflect on how it fits into our practices.

3-      Assessments in 2016-2017: I am always concerned that I/we are asked/pushed to create assessments yet we are not trained in this area as a whole. I worry that we will be creating assessments that are then used to evaluate us. Help! Ours will not be research based basically.

4-      Our PLC made PD plans in Sept., but it changes w/o our knowledge as year goes on.

5-      School Improvement & PD: Request for lesson plan technology (i.e., use of PowerPoints, Word, etc.). There should be meaningful not just put together for documentation but like a PowerPoint (living document) showing editing and improvement (continuum).

6-      The evaluation use of time typing in Pivot while observing seems misused since a video recording could be taken and posted along with “wonderings/noticings