For teachers: in re impact

[Anonymous]

Anonymous wrote:

Anonymous wrote:1. That post was not me.

Ah I also see, where we might be seeing a difference.

When people are saying 3.45, I am thinking 349.5 but the got 345
I look at my score as the whole number.

You must get 349.5+ to get HE. I hope this is more clear for people.

My total decimal score would be 3.49, this was my bad.

Again, it still stands that that 2.99 is a lie though.

Different poster. How did you interpret 3.45 as 349.5? There is literally a whole extra digit. You can say whatever you want, but you read it wrong. We can all see that. Just admit it.

I already said I put MY SCORE down incorrectly. I made a mistake, it’s not hard for me to admit.
This will be the last time I address this though, I’d rather see people rant about how they wanna be nurtured and loved, not receive a bonus they were never offered.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1. That post was not me.

Ah I also see, where we might be seeing a difference.

When people are saying 3.45, I am thinking 349.5 but the got 345
I look at my score as the whole number.

You must get 349.5+ to get HE. I hope this is more clear for people.

My total decimal score would be 3.49, this was my bad.

Again, it still stands that that 2.99 is a lie though.

Different poster. How did you interpret 3.45 as 349.5? There is literally a whole extra digit. You can say whatever you want, but you read it wrong. We can all see that. Just admit it.

I already said I put MY SCORE down incorrectly. I made a mistake, it’s not hard for me to admit.
This will be the last time I address this though, I’d rather see people rant about how they wanna be nurtured and loved, not receive a bonus they were never offered.

Its so funny how you think we are lying about getting HE.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1. That post was not me.

Ah I also see, where we might be seeing a difference.

When people are saying 3.45, I am thinking 349.5 but the got 345
I look at my score as the whole number.

You must get 349.5+ to get HE. I hope this is more clear for people.

My total decimal score would be 3.49, this was my bad.

Again, it still stands that that 2.99 is a lie though.

Different poster. How did you interpret 3.45 as 349.5? There is literally a whole extra digit. You can say whatever you want, but you read it wrong. We can all see that. Just admit it.

I already said I put MY SCORE down incorrectly. I made a mistake, it’s not hard for me to admit.
This will be the last time I address this though, I’d rather see people rant about how they wanna be nurtured and loved, not receive a bonus they were never offered.

Its so funny how you think we are lying about getting HE.

We? There’s quite a few of you who outright admitted to getting effective not HE.
But girl keep chasing that job that’s gonna wuv you and give you hugs!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1. That post was not me.

Ah I also see, where we might be seeing a difference.

When people are saying 3.45, I am thinking 349.5 but the got 345
I look at my score as the whole number.

You must get 349.5+ to get HE. I hope this is more clear for people.

My total decimal score would be 3.49, this was my bad.

Again, it still stands that that 2.99 is a lie though.

Different poster. How did you interpret 3.45 as 349.5? There is literally a whole extra digit. You can say whatever you want, but you read it wrong. We can all see that. Just admit it.

I already said I put MY SCORE down incorrectly. I made a mistake, it’s not hard for me to admit.
This will be the last time I address this though, I’d rather see people rant about how they wanna be nurtured and loved, not receive a bonus they were never offered.

Its so funny how you think we are lying about getting HE.

We? There’s quite a few of you who outright admitted to getting effective not HE.
But girl keep chasing that job that’s gonna wuv you and give you hugs!

I just really hope you don't become an admin; you seem to have a really jaded view of other teachers, in addition to a self - superior complex. From what I've read on this thread, here are the things teachers have advocated for:
* Opportunities to reflect on their teaching
* Peer mentorship programs
* A system that doesn't reward or punish teachers on unclear/inequitable metrics

Here are things teachers haven't asked for:
"Wuv and hugs"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1. That post was not me.

Ah I also see, where we might be seeing a difference.

When people are saying 3.45, I am thinking 349.5 but the got 345
I look at my score as the whole number.

You must get 349.5+ to get HE. I hope this is more clear for people.

My total decimal score would be 3.49, this was my bad.

Again, it still stands that that 2.99 is a lie though.

Different poster. How did you interpret 3.45 as 349.5? There is literally a whole extra digit. You can say whatever you want, but you read it wrong. We can all see that. Just admit it.

I already said I put MY SCORE down incorrectly. I made a mistake, it’s not hard for me to admit.
This will be the last time I address this though, I’d rather see people rant about how they wanna be nurtured and loved, not receive a bonus they were never offered.

Its so funny how you think we are lying about getting HE.

We? There’s quite a few of you who outright admitted to getting effective not HE.
But girl keep chasing that job that’s gonna wuv you and give you hugs!

I just really hope you don't become an admin; you seem to have a really jaded view of other teachers, in addition to a self - superior complex. From what I've read on this thread, here are the things teachers have advocated for:
* Opportunities to reflect on their teaching
* Peer mentorship programs
* A system that doesn't reward or punish teachers on unclear/inequitable metrics

Here are things teachers haven't asked for:
"Wuv and hugs"

I have a jaded view of teachers whose students are still crazy behind. If a student has been in DCPS from PK3 to 12th grade, why are they on a 7th grade level in 12th grade? Not all teachers are moving their kids. And yes many of our kids have trauma, special needs, truancy, and some less than ideal parents so that accounts for something. However the most vocal teachers never accept any responsibility, it’s always DCPS or the things mentioned. Always.

I know there are wonderful teachers, my school is full of them. And being confident isn’t narcism, just an FYI.

And you certainly have asked for wuv and hugs, you don’t want any ‘competition’ so no one deserves a bonus or to get a deserved pay increase, even after we get a fair system. Being old doesn’t actually make you a better teacher or a wiser person.


Ps. I definitely will be an admin sometime soon, and I’ll get rid of every teacher who can’t teach. *insert evil laughter here*

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1. That post was not me.

Ah I also see, where we might be seeing a difference.

When people are saying 3.45, I am thinking 349.5 but the got 345
I look at my score as the whole number.

You must get 349.5+ to get HE. I hope this is more clear for people.

My total decimal score would be 3.49, this was my bad.

Again, it still stands that that 2.99 is a lie though.

Different poster. How did you interpret 3.45 as 349.5? There is literally a whole extra digit. You can say whatever you want, but you read it wrong. We can all see that. Just admit it.

I already said I put MY SCORE down incorrectly. I made a mistake, it’s not hard for me to admit.
This will be the last time I address this though, I’d rather see people rant about how they wanna be nurtured and loved, not receive a bonus they were never offered.

Its so funny how you think we are lying about getting HE.

We? There’s quite a few of you who outright admitted to getting effective not HE.
But girl keep chasing that job that’s gonna wuv you and give you hugs!

I just really hope you don't become an admin; you seem to have a really jaded view of other teachers, in addition to a self - superior complex. From what I've read on this thread, here are the things teachers have advocated for:
* Opportunities to reflect on their teaching
* Peer mentorship programs
* A system that doesn't reward or punish teachers on unclear/inequitable metrics

Here are things teachers haven't asked for:
"Wuv and hugs"

I have a jaded view of teachers whose students are still crazy behind. If a student has been in DCPS from PK3 to 12th grade, why are they on a 7th grade level in 12th grade? Not all teachers are moving their kids. And yes many of our kids have trauma, special needs, truancy, and some less than ideal parents so that accounts for something. However the most vocal teachers never accept any responsibility, it’s always DCPS or the things mentioned. Always.

I know there are wonderful teachers, my school is full of them. And being confident isn’t narcism, just an FYI.

And you certainly have asked for wuv and hugs, you don’t want any ‘competition’ so no one deserves a bonus or to get a deserved pay increase, even after we get a fair system. Being old doesn’t actually make you a better teacher or a wiser person.


Ps. I definitely will be an admin sometime soon, and I’ll get rid of every teacher who can’t teach. *insert evil laughter here*

Yep, you're definitely future DC Admin

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1. That post was not me.

Ah I also see, where we might be seeing a difference.

When people are saying 3.45, I am thinking 349.5 but the got 345
I look at my score as the whole number.

You must get 349.5+ to get HE. I hope this is more clear for people.

My total decimal score would be 3.49, this was my bad.

Again, it still stands that that 2.99 is a lie though.

Different poster. How did you interpret 3.45 as 349.5? There is literally a whole extra digit. You can say whatever you want, but you read it wrong. We can all see that. Just admit it.

I already said I put MY SCORE down incorrectly. I made a mistake, it’s not hard for me to admit.
This will be the last time I address this though, I’d rather see people rant about how they wanna be nurtured and loved, not receive a bonus they were never offered.

Its so funny how you think we are lying about getting HE.

We? There’s quite a few of you who outright admitted to getting effective not HE.
But girl keep chasing that job that’s gonna wuv you and give you hugs!

I just really hope you don't become an admin; you seem to have a really jaded view of other teachers, in addition to a self - superior complex. From what I've read on this thread, here are the things teachers have advocated for:
* Opportunities to reflect on their teaching
* Peer mentorship programs
* A system that doesn't reward or punish teachers on unclear/inequitable metrics

Here are things teachers haven't asked for:
"Wuv and hugs"

I have a jaded view of teachers whose students are still crazy behind. If a student has been in DCPS from PK3 to 12th grade, why are they on a 7th grade level in 12th grade? Not all teachers are moving their kids. And yes many of our kids have trauma, special needs, truancy, and some less than ideal parents so that accounts for something. However the most vocal teachers never accept any responsibility, it’s always DCPS or the things mentioned. Always.

I know there are wonderful teachers, my school is full of them. And being confident isn’t narcism, just an FYI.

And you certainly have asked for wuv and hugs, you don’t want any ‘competition’ so no one deserves a bonus or to get a deserved pay increase, even after we get a fair system. Being old doesn’t actually make you a better teacher or a wiser person.


Ps. I definitely will be an admin sometime soon, and I’ll get rid of every teacher who can’t teach. *insert evil laughter here*

Yep, you're definitely future DC Admin

¡gracias!

[Anonymous]

So, if all of these kids are moving 1.5 -2 years in elementary school- because of these amazing teachers. Why do we even bother with middle school? Shouldn't the kids just move on to high school or graduation?

Do you see how the lies of amazing student growth just do not add up?

[Anonymous]

Anonymous wrote:So, if all of these kids are moving 1.5 -2 years in elementary school- because of these amazing teachers. Why do we even bother with middle school? Shouldn't the kids just move on to high school or graduation?

Do you see how the lies of amazing student growth just do not add up?

I saw this posted in an unrelated post too…

We are talking about students who are behind. If you are a 4th grade teacher you absolutely get kids on K level in all or some subjects. Moving them 1 year isn’t enough but if we can move them at least 1.5-2 years every year they are behind at least they will have a fighting chance.

Just to break it down K-1st grade level in 5th isn’t great neither is 2nd grade level but it’s much better.
Now if the 5th grade teacher is able to do 1.5-2 years they’ll be on an almost 4th or 4th grade level in the 5th grade.
If we move students who are behind only 1 year every year they will always be behind.

The goal for students on grade level is to keep them there or have them be above grade level. The goal for students above grade level is to keep them there or see if they are ready to skip a grade based on how advanced they are academically and socially/emotionally.

Hope this helps!

[Anonymous]

For the impact lovers: would you still love it if you were not able to test your own students for TAS

[Anonymous]

Anonymous wrote:For the impact lovers: would you still love it if you were not able to test your own students for TAS

No one loves impact they love the pay increases and bonus.

I am not able to test my students myself for TAS and that’s fine because I do not lie.
Or do you mean someone else’s students who you never teach and their teachers you have never coached are counted?

If so I’d be filing a grievance.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1. That post was not me.

Ah I also see, where we might be seeing a difference.

When people are saying 3.45, I am thinking 349.5 but the got 345
I look at my score as the whole number.

You must get 349.5+ to get HE. I hope this is more clear for people.

My total decimal score would be 3.49, this was my bad.

Again, it still stands that that 2.99 is a lie though.

Different poster. How did you interpret 3.45 as 349.5? There is literally a whole extra digit. You can say whatever you want, but you read it wrong. We can all see that. Just admit it.

I already said I put MY SCORE down incorrectly. I made a mistake, it’s not hard for me to admit.
This will be the last time I address this though, I’d rather see people rant about how they wanna be nurtured and loved, not receive a bonus they were never offered.

Its so funny how you think we are lying about getting HE.

We? There’s quite a few of you who outright admitted to getting effective not HE.
But girl keep chasing that job that’s gonna wuv you and give you hugs!

I just really hope you don't become an admin; you seem to have a really jaded view of other teachers, in addition to a self - superior complex. From what I've read on this thread, here are the things teachers have advocated for:
* Opportunities to reflect on their teaching
* Peer mentorship programs
* A system that doesn't reward or punish teachers on unclear/inequitable metrics

Here are things teachers haven't asked for:
"Wuv and hugs"

I have a jaded view of teachers whose students are still crazy behind. If a student has been in DCPS from PK3 to 12th grade, why are they on a 7th grade level in 12th grade? Not all teachers are moving their kids. And yes many of our kids have trauma, special needs, truancy, and some less than ideal parents so that accounts for something. However the most vocal teachers never accept any responsibility, it’s always DCPS or the things mentioned. Always.

I know there are wonderful teachers, my school is full of them. And being confident isn’t narcism, just an FYI.

And you certainly have asked for wuv and hugs, you don’t want any ‘competition’ so no one deserves a bonus or to get a deserved pay increase, even after we get a fair system. Being old doesn’t actually make you a better teacher or a wiser person.


Ps. I definitely will be an admin sometime soon, and I’ll get rid of every teacher who can’t teach. *insert evil laughter here*

Please read the literature on the "Paul effect". Research has documented that when a child starts with a gap (often from not coming from a print rich environment) every subsequent year their achievement gap widens. If DC/DCPS wants to invest massively in early childhood education, enrichment, books to home programs, parent education, mandatory longer school days, mandatory tutoring, mandatory summer school, basically the KIPP model - they stand a chance and closing that gap. Individual teachers can move children a reasonable amount, which they often do compared to where they started the year, but they cannot close a gap compounding from years before.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:IMPACT and rewards are simply disgusting. It's long established that 'rewards' are an ineffective way to motivate students. Why different for teachers? It's bad pedagogy in skill development.
Teachers should practice reflective teaching within professional learning communities, and be measured against the reasonable and wonderful goals they set, a reflective piece in which they themselves discuss the strides they made and areas where they still seek to improve, and projects they enact. individual PD could be tied to their goal setting. Buddying up with another teacher for safe, productive and honest feedback etc. This whole system is so top down it makes me ill. It's sole goal is compliancy--something I would never make the center of my classroom teaching.

Actually reinforcement has long proven by behavioral psychology. What do you think a paycheck is?
And I don’t think impact is meant to develop a skill, it’s meant to reward teachers who already have the skills or professionally develop to have them.

You know an evaluation is used to measure where you are and then it’s YOUR job to get to a better place if you did badly on an evaluation. Teachers are adults or did someone hold your hand in college too?


What makes me sick is most teachers taking a 1.5 year break and still expect to be coddled. You can do all those things at your school and still be rewarded.
And oh? A 25k a year pay increase is definitely motivating to many people. Tired of teachers with this holier than thou attitude.

You are really behind on the times. Read "Punished by Rewards" and similar research on focusing on extrinsic motivation and how damaging it is to kids. Also, there are numerous recent studies on how clumsy and ineffective most topdown checklisty and formulaic workplace evaluations are. Not sure why IMPACt would be the exception. Read up!

You can just read about behavioral psychology. Some people do not have intrinsic motivation or do you assume all people are the same?
Also rewards do not have to have punishments. And I also called it reinforcement not a reward. If person A does x and gets something they like they’ll likely keep doing it.
Just like I am a teacher because I like kids and teaching, I deal with impact because I like the things money can buy. Simple.

And why tf are you talking about kids rn, are you one?


You also seem to think I’d like to keep impact, I like the reinforcement it gives me to continue dealing with it. Just like someone who hates their job continues for the paycheck.

Regardless impact could be leaving but I highly doubt the reward system will, most teachers do like that. Especially new teachers which we have a TON of. So I 100% think they’ll keep LIFT. And despite what you think teachers do need an evaluation tool that allows them to be fired after a certain amount of time of being poor at their jobs.

I am talking about kids because I have observed, as a teacher, that school systems employ methods with their faculty that they have banished (with good reason) with students. I find it fascinating. Second, an intentional and well managed culture can develop intrinsic motivation and there are evaluations that I detailed that actually develop teachers professionally in the process, and create a healthier workplace over all.

They have not banished reinforcement with children, it’s alive and well and used in every research based SEL program including Conscious Discipline.

I find it fascinating that this isn’t understood, student face consequences all the time. What happens if they continuously gets F’s? They are held back (well not always in DCPS but you know what I mean).


A more tangible example is if you go to the grocery store with your kid and set expectations and if they are met they’ll receive their cookie.

Let’s say they tantrumed like crazy.

A consequence is obviously no cookie. A punishment is hitting them, yelling at them, or maybe you get the cookie and eat it in front of them.

Now you may say why’d you have to offer a cookie in the first place?
1. Because the child wanted one and is motivated by one. Not all children are good or do well because it intrinsically makes them happy.

Even students who do well in school are not all motivated intrinsically, even wanting to see an A is not intrinsic, they are seeking a value.

Again, if you can’t handle the idea of someone NOT getting a bonus or a reward in a new system, NOT impact, when they have not earned it…that says a lot.

I want my job to support me finically and give me things I need to continue to grow as a teacher. You must work with older kids cause no kid in my upper elementary class is solely motivated intrinsically. Especially the ones dealing with trauma, have special needs, or just don’t find the idea of school as their job.

SEL and Responsive Classroom reinforce through practice, discussion and reflection . Not 'gold stars and stickers', or in teachers cases punishments and bonuses. You literally have zero idea what you are talking about .

You likely work at a 1-3 star school huh…you lack simple comprehension skills. Probably never get HE either, but I’m sure you’ll lie and say you do lol. This is why our black and brown students continue to stay behind, get suspended and expelled the most. It’s sad that you can’t gauge the difference between a consequence and a punishment, reinforcement and bribery.

You sound very uninformed. I'm sorry you consider yourself the be all end all for black and brown kids. This worries me.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:IMPACT and rewards are simply disgusting. It's long established that 'rewards' are an ineffective way to motivate students. Why different for teachers? It's bad pedagogy in skill development.
Teachers should practice reflective teaching within professional learning communities, and be measured against the reasonable and wonderful goals they set, a reflective piece in which they themselves discuss the strides they made and areas where they still seek to improve, and projects they enact. individual PD could be tied to their goal setting. Buddying up with another teacher for safe, productive and honest feedback etc. This whole system is so top down it makes me ill. It's sole goal is compliancy--something I would never make the center of my classroom teaching.

Actually reinforcement has long proven by behavioral psychology. What do you think a paycheck is?
And I don’t think impact is meant to develop a skill, it’s meant to reward teachers who already have the skills or professionally develop to have them.

You know an evaluation is used to measure where you are and then it’s YOUR job to get to a better place if you did badly on an evaluation. Teachers are adults or did someone hold your hand in college too?


What makes me sick is most teachers taking a 1.5 year break and still expect to be coddled. You can do all those things at your school and still be rewarded.
And oh? A 25k a year pay increase is definitely motivating to many people. Tired of teachers with this holier than thou attitude.

You are really behind on the times. Read "Punished by Rewards" and similar research on focusing on extrinsic motivation and how damaging it is to kids. Also, there are numerous recent studies on how clumsy and ineffective most topdown checklisty and formulaic workplace evaluations are. Not sure why IMPACt would be the exception. Read up!

You can just read about behavioral psychology. Some people do not have intrinsic motivation or do you assume all people are the same?
Also rewards do not have to have punishments. And I also called it reinforcement not a reward. If person A does x and gets something they like they’ll likely keep doing it.
Just like I am a teacher because I like kids and teaching, I deal with impact because I like the things money can buy. Simple.

And why tf are you talking about kids rn, are you one?


You also seem to think I’d like to keep impact, I like the reinforcement it gives me to continue dealing with it. Just like someone who hates their job continues for the paycheck.

Regardless impact could be leaving but I highly doubt the reward system will, most teachers do like that. Especially new teachers which we have a TON of. So I 100% think they’ll keep LIFT. And despite what you think teachers do need an evaluation tool that allows them to be fired after a certain amount of time of being poor at their jobs.

I am talking about kids because I have observed, as a teacher, that school systems employ methods with their faculty that they have banished (with good reason) with students. I find it fascinating. Second, an intentional and well managed culture can develop intrinsic motivation and there are evaluations that I detailed that actually develop teachers professionally in the process, and create a healthier workplace over all.

They have not banished reinforcement with children, it’s alive and well and used in every research based SEL program including Conscious Discipline.

I find it fascinating that this isn’t understood, student face consequences all the time. What happens if they continuously gets F’s? They are held back (well not always in DCPS but you know what I mean).


A more tangible example is if you go to the grocery store with your kid and set expectations and if they are met they’ll receive their cookie.

Let’s say they tantrumed like crazy.

A consequence is obviously no cookie. A punishment is hitting them, yelling at them, or maybe you get the cookie and eat it in front of them.

Now you may say why’d you have to offer a cookie in the first place?
1. Because the child wanted one and is motivated by one. Not all children are good or do well because it intrinsically makes them happy.

Even students who do well in school are not all motivated intrinsically, even wanting to see an A is not intrinsic, they are seeking a value.

Again, if you can’t handle the idea of someone NOT getting a bonus or a reward in a new system, NOT impact, when they have not earned it…that says a lot.

I want my job to support me finically and give me things I need to continue to grow as a teacher. You must work with older kids cause no kid in my upper elementary class is solely motivated intrinsically. Especially the ones dealing with trauma, have special needs, or just don’t find the idea of school as their job.

SEL and Responsive Classroom reinforce through practice, discussion and reflection . Not 'gold stars and stickers', or in teachers cases punishments and bonuses. You literally have zero idea what you are talking about .

You likely work at a 1-3 star school huh…you lack simple comprehension skills. Probably never get HE either, but I’m sure you’ll lie and say you do lol. This is why our black and brown students continue to stay behind, get suspended and expelled the most. It’s sad that you can’t gauge the difference between a consequence and a punishment, reinforcement and bribery.

You sound very uninformed. I'm sorry you consider yourself the be all end all for black and brown kids. This worries me.

And I’m sorry you consider yourself to be so worthless…is that why you can’t move kids academically or socially/emotionally enough where it makes a difference.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:1. That post was not me.

Ah I also see, where we might be seeing a difference.

When people are saying 3.45, I am thinking 349.5 but the got 345
I look at my score as the whole number.

You must get 349.5+ to get HE. I hope this is more clear for people.

My total decimal score would be 3.49, this was my bad.

Again, it still stands that that 2.99 is a lie though.

Different poster. How did you interpret 3.45 as 349.5? There is literally a whole extra digit. You can say whatever you want, but you read it wrong. We can all see that. Just admit it.

I already said I put MY SCORE down incorrectly. I made a mistake, it’s not hard for me to admit.
This will be the last time I address this though, I’d rather see people rant about how they wanna be nurtured and loved, not receive a bonus they were never offered.

Its so funny how you think we are lying about getting HE.

We? There’s quite a few of you who outright admitted to getting effective not HE.
But girl keep chasing that job that’s gonna wuv you and give you hugs!

I just really hope you don't become an admin; you seem to have a really jaded view of other teachers, in addition to a self - superior complex. From what I've read on this thread, here are the things teachers have advocated for:
* Opportunities to reflect on their teaching
* Peer mentorship programs
* A system that doesn't reward or punish teachers on unclear/inequitable metrics

Here are things teachers haven't asked for:
"Wuv and hugs"

I have a jaded view of teachers whose students are still crazy behind. If a student has been in DCPS from PK3 to 12th grade, why are they on a 7th grade level in 12th grade? Not all teachers are moving their kids. And yes many of our kids have trauma, special needs, truancy, and some less than ideal parents so that accounts for something. However the most vocal teachers never accept any responsibility, it’s always DCPS or the things mentioned. Always.

I know there are wonderful teachers, my school is full of them. And being confident isn’t narcism, just an FYI.

And you certainly have asked for wuv and hugs, you don’t want any ‘competition’ so no one deserves a bonus or to get a deserved pay increase, even after we get a fair system. Being old doesn’t actually make you a better teacher or a wiser person.


Ps. I definitely will be an admin sometime soon, and I’ll get rid of every teacher who can’t teach. *insert evil laughter here*

Please read the literature on the "Paul effect". Research has documented that when a child starts with a gap (often from not coming from a print rich environment) every subsequent year their achievement gap widens. If DC/DCPS wants to invest massively in early childhood education, enrichment, books to home programs, parent education, mandatory longer school days, mandatory tutoring, mandatory summer school, basically the KIPP model - they stand a chance and closing that gap. Individual teachers can move children a reasonable amount, which they often do compared to where they started the year, but they cannot close a gap compounding from years before.

Please read the studies on school length, to a point it does not change outcomes. I will look into what you have stated.

And I hear you, I’d say the majority of my students come from that kind of environment. But to say individual teachers cannot move a student 1.5 years in a year is hogwash. We absolutely can.

I’m not solely blaming teachers, it takes a team. I used to work at a school where admin didn’t know how to move students and they certainly couldn’t help teachers either. They had no SEL plan beyond DCPS’ BS as well.

All I am saying is I don’t solely look outside of myself, I think about what I can do better and what supports do I need and what supports does this child need. How can I gain the parent’s trust and respect so they’ll be more likely to partner with me? How I can build stronger relationships with students?

If a student doesn’t make 1.5 years of progress or more (and they are behind) I don’t just say it has nothing to do with me at all. Sometimes this could be true but not always.


In the end I’m guess we want similar things, the hugs and wuv comment was me being rude. People act like because you like bonuses and pay increases you don’t care about students or other teachers. It makes me extremely annoyed. I also dislike when teachers who have been teaching for longer than me act like their words matter more than mine, they do not.