For teachers: in re impact

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This thread is really interesting to me. I have been a teacher in DCPS now for 12 years and I have taught in Wards 3,4, and 8. I can say that all of the schools I worked at had a list of challenges. I would say the most challenging thing working in Ward 3 was dealing with parents. The children had their own issues, which often stemmed from parental expectations, however in most cases, they were on grade level or above. Teaching many of these students the grade level texts and curriculum was inappropriate but very easy to do for IMPACT related tasks. I scored high on IMPACT, because I was a solid teacher and my students knew how to hold conversations with each other and express their ideas in a coherent way. I wouldn't necessarily call it "gaming" the system, however I could say I put my students in situations that they could thrive in easily. In Ward 4, the most challenging thing was handling gentrification and dealing with families that have and those that were not as fortunate. Expectations for students in schools were not the same for many people in the building. This was difficult to deal with because as children went to different areas of the building, they were held to different standards by different adults. This was by far the worst, because ALL children were not treated fairly or pushed to their capabilities. Oh and the parents similar to me (SES) had the most voice in schools despite being in the minority of the school. Ward 8 was challenging due to compliance issues that were held over teachers heads. Teachers in SE are not given the same amount of flexibility or respect as teachers in other wards of the city. Being a teacher here was difficult because of district policies and the variety of challenges that students presented each day. This in my opinion was by far the most challenging area to work in. The tramua students brought in the classroom each day at times made it very difficult to introduce ELA or math topics. Relationships and really knowing the ins/outs about the students were a must to being successful in my opinion. Once getting past that you had IMPACT and all the things you had to do to get solid scores there. Many of the school things my students in NW knew how to do had to be taught to my students in SE. They had the skills but had to be shown how to use them before teaching, which made it really difficult to teach at times. Overall kids are kids and they can all excel if we do what's necessary, but I would say that teaching in SE was more difficult in relationship to meeting "academic" goals for students.

With all that being said, IMPACT is IMPACT. We need some type of system to evaluate teachers and keep ppl doing what's best for kids. Way to many teachers retire on the job and only do what's best of kids when people are looking or when it counts. Its sad and really sucks for kids! FIX IMPACT by modifying it somehow, but keep in the part where teachers wont just get tenure for being somewhere forever.... Oh and bonuses are nice should be provided to teachers especially those who teach in Title I and ward7/8 schools.

Just one ward 4 teacher's thoughts.

I think if bonuses/step freezes were gone the whole system would be a lot less stressful and allow teachers to use the program as a growth tool instead of a competition. Would love to see a more team based approach to teacher growth opposed to this give and take we have to currently do with our admin. It’s like dogs putting on a show for treat.

No, it’s called rewarding those who go above and beyond. Highly effective is literally that, if you don’t want to do that then what is so bad about effective? You still get step increases just not the HE rewards.
Many other jobs people receive bonuses that not everyone gets, teachers in DC want all the benefits without having to put in extra work just because our jobs are already very difficult. Team based…and yet teachers never wanna go to LEAP lol.

I would like impact to be modified and the admin portion to be only worth 40% or less. It’s worth way to much.

Ummm I get HE every year and I think we should ditch the bonuses. You think people are getting real data of their TAS when it effects their IMPACT? You think people are giving their true self during observations in IMPACT? How are people supposed to improve when they have this carrot dangling over their head all year?
Sorry that people at your school don’t like LEAP that seems like a school culture issue

I get HE every year too so? Us getting HE doesn’t make our opinions more valuable than other teachers. If you don’t like impact you don’t like it.
You think during ANY observation at any job people don’t try to look the best they can possible? This is not special to us.
Sorry your school lets you lie about TAS, mine is on a computer so I cannot lie unless I’d like to take computer tests for students or possibly go to jail for fudging PARCC scores.


Oh yea it’s just my school that hates LEAP. For all your collaboration why are your students still so behind? Or shall we just blame trauma, low SES parents, and behaviors?

I’m not too worried though, I’m not even sure why this is a discussion. Teachers in DCPS can barely get together to stage a sick out, let alone negotiate things like IMPACT. I do think we will get it changed but it’s not going away for at least 10+ years.

Sure yours is on a computer but what about teachers in non traditional classes (music, PE, as examples) who get to create their own TAS. And don’t have IVA. Surely you don’t think it makes for an equitable evaluation system.

“For all your collaboration why are your students still so behind? Or shall we just blame trauma, low SES parents, and behaviors?” I have no idea what you mean by that other then I’m very thankful not to be at your school but at a place where I’ve learned so much from my leap coaches and trust them to provide feedback on my teaching.
Much more so than my admin who pops in 60 minutes/year and thinks that they have a definitive view of my teaching.
IMPACT will be out by 2023, if not sooner. Enjoy your money while you can

You know what I meant, all the teachers who want to blame everything BUT their own dang selves and admin. Yes absolutely those things play a factor but it's not the only one. Many of our students are STILL behind and thus we lose a chunk pretty much 50% to 'innovative' charters. Some of which who are making more progress with the same kinds of students.
And you misunderstood, teachers at my school hate LEAP because it's so intensive, twice a week is a lot. Other schools just have bad LEAP and hate it.

Ok guess we will see, definitely not 2023. Also I think it'll be modified NOT gone.

Not sure why the snarky end but I already make 116k, I have been teaching less than 10 years. So even if I lose the 10k, that's fine.

[Anonymous]

Anonymous wrote:Op here-
Finally have better words. My dissatisfaction with impact is that it actually doesn’t make teachers better- it makes them scammy. It doesn’t help students learn- it creates artificial test scores.
I left bottom 40 scores because yes- I was getting the bonuses but the teachers who are attracted to those schools- for the bonuses are bottom feeders. I once had an ELA coach run a PD about how to inflate TAS.

I’m sad because all the pro impact people can say is ‘don’t come for my money. No one even claims it works.

FWIW I’d love to pay you all- to stay home. Bonuses and all. Take it- and go.

Oh? Yet why aren't your students on approaching grade level? It's always oh but testing is racist, iReady is racist, my students have too much trauma, behaviors, the parents, truancy. Doesn't seem like any of you want to do your actual jobs. You never bring ideas to the table except 'Impact bad, Impact make me sad' We can have all the empathy in the world but at some point crying does nothing.

No teacher here who likes the Impact money has stated anything indicating they don't also love teaching or find other ways to develop professionally, I'd hope that was implied. But since the message isn't clear I do. I pay for my own professional development, get grants, etc. I love teaching and if you want to use personal attacks so be it.

It's really ok if some teacher thinks I'm scammy, I'm not stressed, my students are making 1.5+ years of progress in a year, and I'm getting my money.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This thread is really interesting to me. I have been a teacher in DCPS now for 12 years and I have taught in Wards 3,4, and 8. I can say that all of the schools I worked at had a list of challenges. I would say the most challenging thing working in Ward 3 was dealing with parents. The children had their own issues, which often stemmed from parental expectations, however in most cases, they were on grade level or above. Teaching many of these students the grade level texts and curriculum was inappropriate but very easy to do for IMPACT related tasks. I scored high on IMPACT, because I was a solid teacher and my students knew how to hold conversations with each other and express their ideas in a coherent way. I wouldn't necessarily call it "gaming" the system, however I could say I put my students in situations that they could thrive in easily. In Ward 4, the most challenging thing was handling gentrification and dealing with families that have and those that were not as fortunate. Expectations for students in schools were not the same for many people in the building. This was difficult to deal with because as children went to different areas of the building, they were held to different standards by different adults. This was by far the worst, because ALL children were not treated fairly or pushed to their capabilities. Oh and the parents similar to me (SES) had the most voice in schools despite being in the minority of the school. Ward 8 was challenging due to compliance issues that were held over teachers heads. Teachers in SE are not given the same amount of flexibility or respect as teachers in other wards of the city. Being a teacher here was difficult because of district policies and the variety of challenges that students presented each day. This in my opinion was by far the most challenging area to work in. The tramua students brought in the classroom each day at times made it very difficult to introduce ELA or math topics. Relationships and really knowing the ins/outs about the students were a must to being successful in my opinion. Once getting past that you had IMPACT and all the things you had to do to get solid scores there. Many of the school things my students in NW knew how to do had to be taught to my students in SE. They had the skills but had to be shown how to use them before teaching, which made it really difficult to teach at times. Overall kids are kids and they can all excel if we do what's necessary, but I would say that teaching in SE was more difficult in relationship to meeting "academic" goals for students.

With all that being said, IMPACT is IMPACT. We need some type of system to evaluate teachers and keep ppl doing what's best for kids. Way to many teachers retire on the job and only do what's best of kids when people are looking or when it counts. Its sad and really sucks for kids! FIX IMPACT by modifying it somehow, but keep in the part where teachers wont just get tenure for being somewhere forever.... Oh and bonuses are nice should be provided to teachers especially those who teach in Title I and ward7/8 schools.

Just one ward 4 teacher's thoughts.

I think if bonuses/step freezes were gone the whole system would be a lot less stressful and allow teachers to use the program as a growth tool instead of a competition. Would love to see a more team based approach to teacher growth opposed to this give and take we have to currently do with our admin. It’s like dogs putting on a show for treat.

No, it’s called rewarding those who go above and beyond. Highly effective is literally that, if you don’t want to do that then what is so bad about effective? You still get step increases just not the HE rewards.
Many other jobs people receive bonuses that not everyone gets, teachers in DC want all the benefits without having to put in extra work just because our jobs are already very difficult. Team based…and yet teachers never wanna go to LEAP lol.

I would like impact to be modified and the admin portion to be only worth 40% or less. It’s worth way to much.

Ummm I get HE every year and I think we should ditch the bonuses. You think people are getting real data of their TAS when it effects their IMPACT? You think people are giving their true self during observations in IMPACT? How are people supposed to improve when they have this carrot dangling over their head all year?
Sorry that people at your school don’t like LEAP that seems like a school culture issue

I get HE every year too so? Us getting HE doesn’t make our opinions more valuable than other teachers. If you don’t like impact you don’t like it.
You think during ANY observation at any job people don’t try to look the best they can possible? This is not special to us.
Sorry your school lets you lie about TAS, mine is on a computer so I cannot lie unless I’d like to take computer tests for students or possibly go to jail for fudging PARCC scores.


Oh yea it’s just my school that hates LEAP. For all your collaboration why are your students still so behind? Or shall we just blame trauma, low SES parents, and behaviors?

I’m not too worried though, I’m not even sure why this is a discussion. Teachers in DCPS can barely get together to stage a sick out, let alone negotiate things like IMPACT. I do think we will get it changed but it’s not going away for at least 10+ years.

Sure yours is on a computer but what about teachers in non traditional classes (music, PE, as examples) who get to create their own TAS. And don’t have IVA. Surely you don’t think it makes for an equitable evaluation system.

“For all your collaboration why are your students still so behind? Or shall we just blame trauma, low SES parents, and behaviors?” I have no idea what you mean by that other then I’m very thankful not to be at your school but at a place where I’ve learned so much from my leap coaches and trust them to provide feedback on my teaching.
Much more so than my admin who pops in 60 minutes/year and thinks that they have a definitive view of my teaching.
IMPACT will be out by 2023, if not sooner. Enjoy your money while you can

You know what I meant, all the teachers who want to blame everything BUT their own dang selves and admin. Yes absolutely those things play a factor but it's not the only one. Many of our students are STILL behind and thus we lose a chunk pretty much 50% to 'innovative' charters. Some of which who are making more progress with the same kinds of students.
And you misunderstood, teachers at my school hate LEAP because it's so intensive, twice a week is a lot. Other schools just have bad LEAP and hate it.

Ok guess we will see, definitely not 2023. Also I think it'll be modified NOT gone.

Not sure why the snarky end but I already make 116k, I have been teaching less than 10 years. So even if I lose the 10k, that's fine. [/quote

I hear what you are saying, and yes there are a TON of problems with the way some teachers work, but I don’t see how a punitive system like IMPACT helps that. It’s pretty evident that it’s been damaging to the districts talent pool. I think 70% of teachers leave DCPS within 5 years. It’s awesome for you that you can have that salary but you are a huge outlier to the system. If we really wanted to hold teachers accountable, I don’t see how this is the way. ES’ can’t find upper level teachers bc nobody wants to teach tested subjects, due to IMPACT. Even the creator of the program regrets it and didn’t bring it with him to Richmond

[Anonymous]

Anonymous wrote:

Anonymous wrote:Op here-
Finally have better words. My dissatisfaction with impact is that it actually doesn’t make teachers better- it makes them scammy. It doesn’t help students learn- it creates artificial test scores.
I left bottom 40 scores because yes- I was getting the bonuses but the teachers who are attracted to those schools- for the bonuses are bottom feeders. I once had an ELA coach run a PD about how to inflate TAS.

I’m sad because all the pro impact people can say is ‘don’t come for my money. No one even claims it works.

FWIW I’d love to pay you all- to stay home. Bonuses and all. Take it- and go.

Oh? Yet why aren't your students on approaching grade level? It's always oh but testing is racist, iReady is racist, my students have too much trauma, behaviors, the parents, truancy. Doesn't seem like any of you want to do your actual jobs. You never bring ideas to the table except 'Impact bad, Impact make me sad' We can have all the empathy in the world but at some point crying does nothing.

No teacher here who likes the Impact money has stated anything indicating they don't also love teaching or find other ways to develop professionally, I'd hope that was implied. But since the message isn't clear I do. I pay for my own professional development, get grants, etc. I love teaching and if you want to use personal attacks so be it.

It's really ok if some teacher thinks I'm scammy, I'm not stressed, my students are making 1.5+ years of progress in a year, and I'm getting my money.

I’ll pay you my next HE bonus if you can explain to me how IVA is calculated. Moving students on any of those years is whatever - every year at my school we have to reset students reading levels in the fall bc they magically dropped a ton over the summer — way more than summer slide…not saying this is something you do but it’s a reality that teachers are incentivized to fudge scores which sets teachers and interventionists back at the beginning of every year

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op here-
Finally have better words. My dissatisfaction with impact is that it actually doesn’t make teachers better- it makes them scammy. It doesn’t help students learn- it creates artificial test scores.
I left bottom 40 scores because yes- I was getting the bonuses but the teachers who are attracted to those schools- for the bonuses are bottom feeders. I once had an ELA coach run a PD about how to inflate TAS.

I’m sad because all the pro impact people can say is ‘don’t come for my money. No one even claims it works.

FWIW I’d love to pay you all- to stay home. Bonuses and all. Take it- and go.

Oh? Yet why aren't your students on approaching grade level? It's always oh but testing is racist, iReady is racist, my students have too much trauma, behaviors, the parents, truancy. Doesn't seem like any of you want to do your actual jobs. You never bring ideas to the table except 'Impact bad, Impact make me sad' We can have all the empathy in the world but at some point crying does nothing.

No teacher here who likes the Impact money has stated anything indicating they don't also love teaching or find other ways to develop professionally, I'd hope that was implied. But since the message isn't clear I do. I pay for my own professional development, get grants, etc. I love teaching and if you want to use personal attacks so be it.

It's really ok if some teacher thinks I'm scammy, I'm not stressed, my students are making 1.5+ years of progress in a year, and I'm getting my money.

I’ll pay you my next HE bonus if you can explain to me how IVA is calculated. Moving students on any of those years is whatever - every year at my school we have to reset students reading levels in the fall bc they magically dropped a ton over the summer — way more than summer slide…not saying this is something you do but it’s a reality that teachers are incentivized to fudge scores which sets teachers and interventionists back at the beginning of every year

I had a kid get a perfect score on PARCC two years in a row. But since he didn’t “grow” it counted against me.

I feel bad for the interventionists. One year they would literally never see their groups some weeks because they were always pulled to sub. Yet they were responsible for those kids test scores. Admins response was basically tough, we all get Impacted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op here-
Finally have better words. My dissatisfaction with impact is that it actually doesn’t make teachers better- it makes them scammy. It doesn’t help students learn- it creates artificial test scores.
I left bottom 40 scores because yes- I was getting the bonuses but the teachers who are attracted to those schools- for the bonuses are bottom feeders. I once had an ELA coach run a PD about how to inflate TAS.

I’m sad because all the pro impact people can say is ‘don’t come for my money. No one even claims it works.

FWIW I’d love to pay you all- to stay home. Bonuses and all. Take it- and go.

Oh? Yet why aren't your students on approaching grade level? It's always oh but testing is racist, iReady is racist, my students have too much trauma, behaviors, the parents, truancy. Doesn't seem like any of you want to do your actual jobs. You never bring ideas to the table except 'Impact bad, Impact make me sad' We can have all the empathy in the world but at some point crying does nothing.

No teacher here who likes the Impact money has stated anything indicating they don't also love teaching or find other ways to develop professionally, I'd hope that was implied. But since the message isn't clear I do. I pay for my own professional development, get grants, etc. I love teaching and if you want to use personal attacks so be it.

It's really ok if some teacher thinks I'm scammy, I'm not stressed, my students are making 1.5+ years of progress in a year, and I'm getting my money.

I’ll pay you my next HE bonus if you can explain to me how IVA is calculated. Moving students on any of those years is whatever - every year at my school we have to reset students reading levels in the fall bc they magically dropped a ton over the summer — way more than summer slide…not saying this is something you do but it’s a reality that teachers are incentivized to fudge scores which sets teachers and interventionists back at the beginning of every year

I had a kid get a perfect score on PARCC two years in a row. But since he didn’t “grow” it counted against me.

I feel bad for the interventionists. One year they would literally never see their groups some weeks because they were always pulled to sub. Yet they were responsible for those kids test scores. Admins response was basically tough, we all get Impacted.

See that's the game part, I get certain students written out of my score...

Don't worry I am certain Impact will be changed, I agree with PP that it won't be abolished though. Still waiting on DCPS to release that AU data on Impact....

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This thread is really interesting to me. I have been a teacher in DCPS now for 12 years and I have taught in Wards 3,4, and 8. I can say that all of the schools I worked at had a list of challenges. I would say the most challenging thing working in Ward 3 was dealing with parents. The children had their own issues, which often stemmed from parental expectations, however in most cases, they were on grade level or above. Teaching many of these students the grade level texts and curriculum was inappropriate but very easy to do for IMPACT related tasks. I scored high on IMPACT, because I was a solid teacher and my students knew how to hold conversations with each other and express their ideas in a coherent way. I wouldn't necessarily call it "gaming" the system, however I could say I put my students in situations that they could thrive in easily. In Ward 4, the most challenging thing was handling gentrification and dealing with families that have and those that were not as fortunate. Expectations for students in schools were not the same for many people in the building. This was difficult to deal with because as children went to different areas of the building, they were held to different standards by different adults. This was by far the worst, because ALL children were not treated fairly or pushed to their capabilities. Oh and the parents similar to me (SES) had the most voice in schools despite being in the minority of the school. Ward 8 was challenging due to compliance issues that were held over teachers heads. Teachers in SE are not given the same amount of flexibility or respect as teachers in other wards of the city. Being a teacher here was difficult because of district policies and the variety of challenges that students presented each day. This in my opinion was by far the most challenging area to work in. The tramua students brought in the classroom each day at times made it very difficult to introduce ELA or math topics. Relationships and really knowing the ins/outs about the students were a must to being successful in my opinion. Once getting past that you had IMPACT and all the things you had to do to get solid scores there. Many of the school things my students in NW knew how to do had to be taught to my students in SE. They had the skills but had to be shown how to use them before teaching, which made it really difficult to teach at times. Overall kids are kids and they can all excel if we do what's necessary, but I would say that teaching in SE was more difficult in relationship to meeting "academic" goals for students.

With all that being said, IMPACT is IMPACT. We need some type of system to evaluate teachers and keep ppl doing what's best for kids. Way to many teachers retire on the job and only do what's best of kids when people are looking or when it counts. Its sad and really sucks for kids! FIX IMPACT by modifying it somehow, but keep in the part where teachers wont just get tenure for being somewhere forever.... Oh and bonuses are nice should be provided to teachers especially those who teach in Title I and ward7/8 schools.

Just one ward 4 teacher's thoughts.

I think if bonuses/step freezes were gone the whole system would be a lot less stressful and allow teachers to use the program as a growth tool instead of a competition. Would love to see a more team based approach to teacher growth opposed to this give and take we have to currently do with our admin. It’s like dogs putting on a show for treat.

No, it’s called rewarding those who go above and beyond. Highly effective is literally that, if you don’t want to do that then what is so bad about effective? You still get step increases just not the HE rewards.
Many other jobs people receive bonuses that not everyone gets, teachers in DC want all the benefits without having to put in extra work just because our jobs are already very difficult. Team based…and yet teachers never wanna go to LEAP lol.

I would like impact to be modified and the admin portion to be only worth 40% or less. It’s worth way to much.

Ummm I get HE every year and I think we should ditch the bonuses. You think people are getting real data of their TAS when it effects their IMPACT? You think people are giving their true self during observations in IMPACT? How are people supposed to improve when they have this carrot dangling over their head all year?
Sorry that people at your school don’t like LEAP that seems like a school culture issue

I get HE every year too so? Us getting HE doesn’t make our opinions more valuable than other teachers. If you don’t like impact you don’t like it.
You think during ANY observation at any job people don’t try to look the best they can possible? This is not special to us.
Sorry your school lets you lie about TAS, mine is on a computer so I cannot lie unless I’d like to take computer tests for students or possibly go to jail for fudging PARCC scores.


Oh yea it’s just my school that hates LEAP. For all your collaboration why are your students still so behind? Or shall we just blame trauma, low SES parents, and behaviors?

I’m not too worried though, I’m not even sure why this is a discussion. Teachers in DCPS can barely get together to stage a sick out, let alone negotiate things like IMPACT. I do think we will get it changed but it’s not going away for at least 10+ years.

Sure yours is on a computer but what about teachers in non traditional classes (music, PE, as examples) who get to create their own TAS. And don’t have IVA. Surely you don’t think it makes for an equitable evaluation system.

“For all your collaboration why are your students still so behind? Or shall we just blame trauma, low SES parents, and behaviors?” I have no idea what you mean by that other then I’m very thankful not to be at your school but at a place where I’ve learned so much from my leap coaches and trust them to provide feedback on my teaching.
Much more so than my admin who pops in 60 minutes/year and thinks that they have a definitive view of my teaching.
IMPACT will be out by 2023, if not sooner. Enjoy your money while you can

You know what I meant, all the teachers who want to blame everything BUT their own dang selves and admin. Yes absolutely those things play a factor but it's not the only one. Many of our students are STILL behind and thus we lose a chunk pretty much 50% to 'innovative' charters. Some of which who are making more progress with the same kinds of students.
And you misunderstood, teachers at my school hate LEAP because it's so intensive, twice a week is a lot. Other schools just have bad LEAP and hate it.

Ok guess we will see, definitely not 2023. Also I think it'll be modified NOT gone.

Not sure why the snarky end but I already make 116k, I have been teaching less than 10 years. So even if I lose the 10k, that's fine. [/quote

I hear what you are saying, and yes there are a TON of problems with the way some teachers work, but I don’t see how a punitive system like IMPACT helps that. It’s pretty evident that it’s been damaging to the districts talent pool. I think 70% of teachers leave DCPS within 5 years. It’s awesome for you that you can have that salary but you are a huge outlier to the system. If we really wanted to hold teachers accountable, I don’t see how this is the way. ES’ can’t find upper level teachers bc nobody wants to teach tested subjects, due to IMPACT. Even the creator of the program regrets it and didn’t bring it with him to Richmond

How may teachers do you really think deserve HE though? Yes, 35%-37% in W4,5,7,8 is low. But I don't think the majority of teachers are HE, especially when they leave within 5 years and get replaced with usually an inexperienced teacher.

I won't argue about how bad Impact is, I am a self-contained special education teacher and my concerns are there won't be a system that includes us too and ELL/resource sped.

It scares me that my evaluator has ZERO experience in my program and the rubric is absolutely based on a typical non-title 1 classroom.

The first thing that needs to happen is differentiation between teacher rubrics.
Data that has to be submitted through a computer evaluation so teachers cannot lie about all their data.
New teachers absolutely need a mentor teacher. (required, I know some schools do this)
Teachers who aren't producing results have to get extra support and training.
All schools have to have a FULL SEL team (social worker, counselor, school psyc, and a behavior support person) who facilitates PDs


I do believe teachers deserve bonuses and support. You can believe in changing the system while still rewarding people.

[Anonymous]

*whoops*

How may teachers do you really think deserve HE though? Yes, 35%-37% in W4,5,7,8 is low. But I don't think the majority of teachers are HE, especially when they leave within 5 years and get replaced with usually an inexperienced teacher.

I won't argue about how bad Impact is, I am a self-contained special education teacher and my concerns are there won't be a system that includes us too and ELL/resource sped.

It scares me that my evaluator has ZERO experience in my program and the rubric is absolutely based on a typical non-title 1 classroom.

The first thing that needs to happen is differentiation between teacher rubrics.
Data that has to be submitted through a computer evaluation so teachers cannot lie about all their data.
New teachers absolutely need a mentor teacher. (required, I know some schools do this)
Teachers who aren't producing results have to get extra support and training.
All schools have to have a FULL SEL team (social worker, counselor, school psyc, and a behavior support person) who facilitates PDs


I do believe teachers deserve bonuses and support. You can believe in changing the system while still rewarding people.

[Anonymous]

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.

[Anonymous]

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.

[Anonymous]

Np: I get the 2k annually. I fully support there being higher bonuses for teachers at schools with a higher poverty rate. At a wotp school, I only have to teach one subject per year. With having little ones at home, only having to prep one class is a greater reward for me. Once they’re older, I may jump back to a school that’s more challenging.

[Anonymous]

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.

It may be meant to, but it doesn’t. This thread is full of examples of how IMPACT can be manipulated. Also stop with the 1.5 year break nonsense

[Anonymous]

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.

It may be meant to, but it doesn’t. This thread is full of examples of how IMPACT can be manipulated. Also stop with the 1.5 year break nonsense

I don’t think anyone is arguing impact is good, people want their bonuses and pay skips. I don’t blame them, I have been working for DCPS for 15 years and I make 116k, the bonus is nice but it was the pay skips that really helped me. I wouldn’t have been debt free so quickly without it or been able to save for my kid’s college funds.

The thing is people are saying that any bonus is bad but many teachers don’t agree. The thing we do agree on is IMPACT is bad.

[Anonymous]

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.

It may be meant to, but it doesn’t. This thread is full of examples of how IMPACT can be manipulated. Also stop with the 1.5 year break nonsense

I don’t think anyone is arguing impact is good, people want their bonuses and pay skips. I don’t blame them, I have been working for DCPS for 15 years and I make 116k, the bonus is nice but it was the pay skips that really helped me. I wouldn’t have been debt free so quickly without it or been able to save for my kid’s college funds.

The thing is people are saying that any bonus is bad but many teachers don’t agree. The thing we do agree on is IMPACT is bad.

Iva is shady as hell. The fact that Mathematica won’t release the formula is sketch.

[Anonymous]

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!