Impact scores are out

[Anonymous]

Anonymous wrote:Seriously? Even if you think the system is bad, why on earth would you ask teachers to share their performance evaluations.

How was your annual review OP?

Just wanted to point out to PP that some people are actually not afraid to post their results. Query: Why are you so defensive?

[Anonymous]

*shrugs* the bonuses should really only go to the lowest of the lowest performing schools. If you want to make more money, then go there. I bet they have openings.

[Anonymous]

Anonymous wrote:*shrugs* the bonuses should really only go to the lowest of the lowest performing schools. If you want to make more money, then go there. I bet they have openings.

Every school has bonuses, they just range from $2,000 to $25,000 I think. At my 4-star Title 1, it would be $15,000 for me. It depends on the poverty level of the school and then whether you have test scores included.

[Anonymous]

Anonymous wrote:And those schools are???? Ward 7 &8.

Not only wards 7&8--also ward 5.

[Anonymous]

Anonymous wrote:I need to wait for IVA (PARCC scores) but the range they gave me could be anywhere from minimally effective to highly effective.

+1 and I got. 3.9 on my observation. Just sucks that 35 percent of my rating is based on PARCC. I don’t teach to the test, so I have to believe I taught them well, but 35%?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I need to wait for IVA (PARCC scores) but the range they gave me could be anywhere from minimally effective to highly effective.

+1 and I got. 3.9 on my observation. Just sucks that 35 percent of my rating is based on PARCC. I don’t teach to the test, so I have to believe I taught them well, but 35%?

I had kids “finish” the 60 minute test in 7 minutes. Other kids never finished any section. One year I had a kid get a perfect score for the second year in a row, but because there was no growth from one perfect score to another, it hurt my overall score.

[Anonymous]

^^ I’ve heard a lot of awful impact stories, but that’s the worst. What a joke this system is

[Anonymous]

Anonymous wrote:^^ I’ve heard a lot of awful impact stories, but that’s the worst. What a joke this system is

I know someone whose principal flat-out lied about having observed the classroom. He literally was not in the room the day he said he was, according to the teacher.

[Anonymous]

That’s not uncommon at Deal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:^^ I’ve heard a lot of awful impact stories, but that’s the worst. What a joke this system is

I know someone whose principal flat-out lied about having observed the classroom. He literally was not in the room the day he said he was, according to the teacher.

Those kind of stories I have heard. Impact corrupts school leaders. & stops them from actually managing their staff. They just bully & reward. I don’t think we’ll ever get rid of it.

[Anonymous]

"Bully and reward" is a perfect description. I too doubt that they will get rid of it, regardless of the posturing from the WTU.

In what world does it make sense that one's scores would vary so widely year to year: effective, highly effective, developing, effective, and minimally effective.

The instructional coach at my school does nothing. She teaches two very small classes and supposedly leads LEAP. Supposedly. How does this person rate as highly effective? Based off of what?

[Anonymous]

I’ve been in the district as a teacher and coach at Title 1 Schools. At a low performing school I was developing. Transferred to a Title 1 school doing the same thing and then was highly effective. This year I’m an Imstructional Coach AND Testing Coordinator who have two LEAP caseloads for walkthroughs, debriefs, etc and I MIGHT be effective. Twenty-five percent of my score is based on student achievement even though I’m not in front of the kids and half my caseload complains and refuses to do the work necessary to move student achievement. For example, I had a teacher flat out not write a lesson plan the entire year. The principal gave the previous coach highly edfectives each year and had 3/4 less tasks. IMPACT is all subjective to if the principal likes you for the most part. I also think there’s a cap on how many teachers in the low performing schools can get the bonus. I fully believe they are told how many to hand out. I’ve seen where a principal purposely “gave” a teacher a low score just so at the end it would average out to around 349ish just below the cutoff.

[Anonymous]

Principals evaluations are partially determined by the number of highly effective teachers they retain. So if you plan to leave, it's in the principal's best interest to make sure you aren't highly effective when you leave. Announce you are leaving before IMPACT is done and you're almost guaranteed to not be highly effective--happened to three teachers I know at two different schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:362, highly effective.
I played the game right. I started in bottom 40. Took the 20k bonuses & lift ladder steps. Now I am on easy street with a 5 star (well supported & funded) school.
The bonus isn’t so great anymore- but my base salary is high enough that it doesn’t matter.

There are well supported and funded schools in DCPS?

Yup. But they don’t have large bonuses. Which now only go to ward 7&8 schools anyway.

Where is this updated information available about Wards 7/8 getting the bonuses moving forward?
I'm searching high and low and cannot find it anywhere.

[Anonymous]

Anonymous wrote:I’ve been in the district as a teacher and coach at Title 1 Schools. At a low performing school I was developing. Transferred to a Title 1 school doing the same thing and then was highly effective. This year I’m an Imstructional Coach AND Testing Coordinator who have two LEAP caseloads for walkthroughs, debriefs, etc and I MIGHT be effective. Twenty-five percent of my score is based on student achievement even though I’m not in front of the kids and half my caseload complains and refuses to do the work necessary to move student achievement. For example, I had a teacher flat out not write a lesson plan the entire year. The principal gave the previous coach highly edfectives each year and had 3/4 less tasks. IMPACT is all subjective to if the principal likes you for the most part. I also think there’s a cap on how many teachers in the low performing schools can get the bonus. I fully believe they are told how many to hand out. I’ve seen where a principal purposely “gave” a teacher a low score just so at the end it would average out to around 349ish just below the cutoff.

This burns me about coaches. You want a pass because the teachers you are leading don’t want to learn? Can we (teachers) get a pass for the kids who a chronically absent, too hungry to learn?, or busy flipping over desks? Nope. So neither do you.