FAQ

1. What is the difference between the effectiveness levels?

        To put it simply:

        Ineffective (Unsatisfactory)

        Minimally Effective (Basic) = Needs improvement

        Effective (Proficient) = Grade A

        Highly Effective (Distinguished) = Grade A+

2. What is all this new terminology? Can you explain that to me?

        Observation:  An opportunity to collect evidence of professional practice.

        Evaluation:  A ranking/score based upon the evidence collected and growth.  Done at the end of the school year.

        Formative Feedback Cycle or Inquiry Cycle:  A cycle of self-assessment (or mid-year), goal setting/reflection, observation and feedback  (2 cycles throughout the year)

        Noticing:  Evidence collection during observation

        Wondering:  Specific questions based upon general areas of interest or wonder

        Coding:  Connection drawn from evidence to rubric indicators

        Response:  Teacher's response to the wonderings

        Feedback:  Administrator final reflection based upon each observation

        Dimension:  6 Dimensions (headings) of the rubric

        Indicator:  30 sub-dimensions; 5 under each dimension

        PIVOT:  Online software used to house the evaluation model

3. How many observations will I have throughout the year?

There is a minimum of three observations for all teachers.  More may be completed based upon your feedback and growth area(s).   

Observations are between 15-20 minutes in length.

4. How am I provided feedback?

Feedback will be shared with you AFTER your administrator shares their noticings/wonderings and AFTER you share your responses to those within 48 hours.  Feedback should also be shared within 48 hours of your responses.

5. Will I receive a rating during my observations?

You will not receive a rating as a result of observations.  You will be provided with noticings (evidence), wonderings (questions/curiosities), and feedback.

6. Do I have to complete a self-assessment?

Yes. This ties in with growth plan/focus areas and alignment with instructional focus.   

7. Do I have to write goals?

Yes. Teachers should work with their administrator to develop clear goals that not only align with the rubric indicators but also be a guide to support your growth. 

8. What is the difference between an IDP and a Growth Plan?

Essentially nothing.  All teachers identify areas that they want support in for their own professional growth and that is captured in their growth plan.  Teachers needing a different level of support in areas they are still growing in (moving from an unsatisfactory or basic level) will work with their administrator on those areas of focus and goals.  This can happen at any time throughout the year based on where a teacher is an the level of intervention needed.  

9. Who is on an IDP and for how long?

 All probationary teachers, teachers who receive an overall EOY minimally effective rating or lower, or teachers who need more structure support during the year as evidence by trends/patterns in observation data. 

Probationary teachers serve a 2, 4 or 5 year probationary period and are on an IDP for those years.  The length of time for any other teacher on an IDP will vary based upon their growth.  Just like students - when the intervention is no longer needed, we remove that level of support.

9. I have been 'Highly Effective' for the past three consecutive years. Do I need to be evaluated this year?

 If a teacher is rated as highly effective on 3 consecutive annual year-end evaluations, Wyoming is choosing to conduct a year-end evaluation biennially instead of annually. However, if a teacher is not rated as highly effective on 1 of these biennial year-end evaluations, the teacher shall again be provided with annual year-end evaluations.

10. What if I don't agree with my overall effectiveness label?

Start by a having a conversation with your administrator/evaluator. Only if you've received an overall rating of Ineffective, you may request a review of the evaluation and the rating by the superintendent. The request for a review must be submitted in writing within 20 days after being informed of the rating. The superintendent will then review the evaluation and rating and may make any modifications as appropriate based  on his/her review. However, this is only allowed no more than twice in a 3-year period. 

11. What are the responsibilities of a mentor?

 They are outlined in our new Mentor Handbook.  WPS Mentor Program

MI Revised School Code (excerpt)