For teachers: in re impact

[Anonymous]

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.

NP but IMPACT does have a punishment though; you can have your salary frozen if you get below effective, which isn’t that hard to know. I’ve seen friends get stuck with a 2.99 bc their admin found a way to take points off for spurious reasons.

You know how I know that’s BS? Because they round up your score. I have received a 3.45 and it was rounded up to 3.5. You can email the Impact team and confirm this information. And I did not ask for them to round it up, it is automatic.

And that is not a punishment it’s a consequence, there is a difference.

You must have some great luck bc I have had had 3.47 and nothing so lucky you. Also good semantics attempt but by your logic then it’s also a consequence if you get the bonus. And yes I’m an RC teacher so I understand logical consequences; the difference with impact is I know no way that I can improve bc there is literally nobody who can tel you how to score higher on IVA. I know this because I have spoken with the impact team multiple times to ask for suggestions and more transparency and all they say is thank you for your feedback

OK. I'll try my best to explain IVA the way I have understood it, but firstly it won't be around next year because kids didn't take PARCC this year, so no need to stress. I've been in group one for many year. IVA works when kids take the PARCC two years in a row. So kids who come from VA, MD, overseas, had an exemption the previous year, or just without a PARCC score won't count in your IVA. It is all comparative. if you have a kid in your class that scored 80% on the PARCC the previous year, that student is pooled with all the other 80% kids. Then their scores for the current year are studied and an average is made of how well they did. Say on average their score was 82% for the current year. It could still be 80%, it could even go down. Remember it's all comparative. Say the student in your class who scored 80% now scored 82%, then they did what was expected and I think you score a 1. You did what you were supposed to do by making them learn. If they score more, like an 85%, you did an awesome job by making sure they improved by more than the average 3%. So you get more then 1, maybe a 1.3. They do this for every kid in your class. Every kid counts. Every kid has to improve from the previous year. The students that count are in your roster confirmation you do in March each year if you are in group one like me. Then if the average of all you kids' score is 1.3 or more, then you get a 4.0 for the IVA or all 140 points if IVA makes up 35% of your IMPACT score.

First food for thought: if the teacher the previous year helps the kids and they have inflated scores, you might be fighting an uphill battle. This was a concern in the early years when cheating and fudging was being done.

Second food for thought: if my colleague is teaching the same subject in the same grade level, we are competing against each other, just like every other teacher at every other school teaching my subject. We are all competing against each other. Then it is probably in my best interest NOT to help another teacher because then their students will be smarter and score higher and then lower my students improvement. Sounds stupid but just think about it.

Any questions?

[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.

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.

[Anonymous]

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.

[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.

NP but IMPACT does have a punishment though; you can have your salary frozen if you get below effective, which isn’t that hard to know. I’ve seen friends get stuck with a 2.99 bc their admin found a way to take points off for spurious reasons.

You know how I know that’s BS? Because they round up your score. I have received a 3.45 and it was rounded up to 3.5. You can email the Impact team and confirm this information. And I did not ask for them to round it up, it is automatic.

And that is not a punishment it’s a consequence, there is a difference.

You must have some great luck bc I have had had 3.47 and nothing so lucky you. Also good semantics attempt but by your logic then it’s also a consequence if you get the bonus. And yes I’m an RC teacher so I understand logical consequences; the difference with impact is I know no way that I can improve bc there is literally nobody who can tel you how to score higher on IVA. I know this because I have spoken with the impact team multiple times to ask for suggestions and more transparency and all they say is thank you for your feedback

OK. I'll try my best to explain IVA the way I have understood it, but firstly it won't be around next year because kids didn't take PARCC this year, so no need to stress. I've been in group one for many year. IVA works when kids take the PARCC two years in a row. So kids who come from VA, MD, overseas, had an exemption the previous year, or just without a PARCC score won't count in your IVA. It is all comparative. if you have a kid in your class that scored 80% on the PARCC the previous year, that student is pooled with all the other 80% kids. Then their scores for the current year are studied and an average is made of how well they did. Say on average their score was 82% for the current year. It could still be 80%, it could even go down. Remember it's all comparative. Say the student in your class who scored 80% now scored 82%, then they did what was expected and I think you score a 1. You did what you were supposed to do by making them learn. If they score more, like an 85%, you did an awesome job by making sure they improved by more than the average 3%. So you get more then 1, maybe a 1.3. They do this for every kid in your class. Every kid counts. Every kid has to improve from the previous year. The students that count are in your roster confirmation you do in March each year if you are in group one like me. Then if the average of all you kids' score is 1.3 or more, then you get a 4.0 for the IVA or all 140 points if IVA makes up 35% of your IMPACT score.

First food for thought: if the teacher the previous year helps the kids and they have inflated scores, you might be fighting an uphill battle. This was a concern in the early years when cheating and fudging was being done.

Second food for thought: if my colleague is teaching the same subject in the same grade level, we are competing against each other, just like every other teacher at every other school teaching my subject. We are all competing against each other. Then it is probably in my best interest NOT to help another teacher because then their students will be smarter and score higher and then lower my students improvement. Sounds stupid but just think about it.

Any questions?

I agreed until the competition part, my students scores have nothing to do with another classroom. My admin doesn’t say Ms X’s kids grew 8% and yours grew 7.5% therefore you lose and get a lowered score.

What may not be in your best interest is to help the teacher whose kids you’ll have in the future, it’s easier to bring up students who are lower academically.

But I get what you mean, if helping another person could mess you up that is a toxic system. Which is why impact specifically needs to go.

[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.

NP but IMPACT does have a punishment though; you can have your salary frozen if you get below effective, which isn’t that hard to know. I’ve seen friends get stuck with a 2.99 bc their admin found a way to take points off for spurious reasons.

You know how I know that’s BS? Because they round up your score. I have received a 3.45 and it was rounded up to 3.5. You can email the Impact team and confirm this information. And I did not ask for them to round it up, it is automatic.

And that is not a punishment it’s a consequence, there is a difference.

You must have some great luck bc I have had had 3.47 and nothing so lucky you. Also good semantics attempt but by your logic then it’s also a consequence if you get the bonus. And yes I’m an RC teacher so I understand logical consequences; the difference with impact is I know no way that I can improve bc there is literally nobody who can tel you how to score higher on IVA. I know this because I have spoken with the impact team multiple times to ask for suggestions and more transparency and all they say is thank you for your feedback

OK. I'll try my best to explain IVA the way I have understood it, but firstly it won't be around next year because kids didn't take PARCC this year, so no need to stress. I've been in group one for many year. IVA works when kids take the PARCC two years in a row. So kids who come from VA, MD, overseas, had an exemption the previous year, or just without a PARCC score won't count in your IVA. It is all comparative. if you have a kid in your class that scored 80% on the PARCC the previous year, that student is pooled with all the other 80% kids. Then their scores for the current year are studied and an average is made of how well they did. Say on average their score was 82% for the current year. It could still be 80%, it could even go down. Remember it's all comparative. Say the student in your class who scored 80% now scored 82%, then they did what was expected and I think you score a 1. You did what you were supposed to do by making them learn. If they score more, like an 85%, you did an awesome job by making sure they improved by more than the average 3%. So you get more then 1, maybe a 1.3. They do this for every kid in your class. Every kid counts. Every kid has to improve from the previous year. The students that count are in your roster confirmation you do in March each year if you are in group one like me. Then if the average of all you kids' score is 1.3 or more, then you get a 4.0 for the IVA or all 140 points if IVA makes up 35% of your IMPACT score.

First food for thought: if the teacher the previous year helps the kids and they have inflated scores, you might be fighting an uphill battle. This was a concern in the early years when cheating and fudging was being done.

Second food for thought: if my colleague is teaching the same subject in the same grade level, we are competing against each other, just like every other teacher at every other school teaching my subject. We are all competing against each other. Then it is probably in my best interest NOT to help another teacher because then their students will be smarter and score higher and then lower my students improvement. Sounds stupid but just think about it.

Any questions?

I agreed until the competition part, my students scores have nothing to do with another classroom. My admin doesn’t say Ms X’s kids grew 8% and yours grew 7.5% therefore you lose and get a lowered score.

What may not be in your best interest is to help the teacher whose kids you’ll have in the future, it’s easier to bring up students who are lower academically.

But I get what you mean, if helping another person could mess you up that is a toxic system. Which is why impact specifically needs to go.

IVA has nothing to do with admin, it’s through Mathematica

[Anonymous]

Mathematica needs to publish its formula. -non group 1 teacher

[Anonymous]

Can anyone claim that impact is 1. Improving their teaching practice or 2. Helping students?

And yes, I agree it’ll stay. New/white teachers love it. They assume that they are getting the bonus of their unique brand of being amazing. Within 5 years they see it’s a terrible system. By then they have been replaced by new 20 somethings.

As for the posters who keep saying we need to be evaluated because of free loader teachers, ugh. The laziest teacher I’ve met works harder than than the average office worker. Most jobs do nothing. And… @ schools I’ve been it- the lazy ones go to church ect with the principal and get the bonus anyway. 😜

[Anonymous]

Anonymous wrote:Can anyone claim that impact is 1. Improving their teaching practice or 2. Helping students?

And yes, I agree it’ll stay. New/white teachers love it. They assume that they are getting the bonus of their unique brand of being amazing. Within 5 years they see it’s a terrible system. By then they have been replaced by new 20 somethings.

As for the posters who keep saying we need to be evaluated because of free loader teachers, ugh. The laziest teacher I’ve met works harder than than the average office worker. Most jobs do nothing. And… @ schools I’ve been it- the lazy ones go to church ect with the principal and get the bonus anyway. 😜

Working hard doesn’t make you a good teacher. (And those people with office jobs that “do nothing” get paid less than teachers.)

[Anonymous]

^^ you’ve never met a fed….

[Anonymous]

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.

NP but IMPACT does have a punishment though; you can have your salary frozen if you get below effective, which isn’t that hard to know. I’ve seen friends get stuck with a 2.99 bc their admin found a way to take points off for spurious reasons.

The core of the problem you describe is not Impact but bad principals.

[Anonymous]

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 .

[Anonymous]

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.

[Anonymous]

Anonymous wrote:Can anyone claim that impact is 1. Improving their teaching practice or 2. Helping students?

And yes, I agree it’ll stay. New/white teachers love it. They assume that they are getting the bonus of their unique brand of being amazing. Within 5 years they see it’s a terrible system. By then they have been replaced by new 20 somethings.

As for the posters who keep saying we need to be evaluated because of free loader teachers, ugh. The laziest teacher I’ve met works harder than than the average office worker. Most jobs do nothing. And… @ schools I’ve been it- the lazy ones go to church ect with the principal and get the bonus anyway. 😜

I’m not white or new, but then again people here try and act like 7 years is new just because they’ve taught 20. Impact has only been around since what 2009?

Idk I kind of do think I’m my own unique brand of amazing when my admin, coach, colleagues, etc. tell me so. Of course I have room to grow, that’s the nature of teaching. I love the bonuses and Lift but I am not growing through IMPACT specifically.

Honestly though if we look at data before IMPACT it’s not like kids were doing any better, people always talk about the master educator days but kids in W5,7,&8 specifically still weren’t meeting goals. It makes me wonder is it really just impact that’s holding teachers back from being great?

[Anonymous]

^^ im 95% sure I know who are you.
You post similar styled stuff on the WTU Facebook page. My kid has also been in your class. And for your 7 years… you are counting your years as a para. Which is fine… but it’s not teaching.

[Anonymous]

But I get what you mean, if helping another person could mess you up that is a toxic system. Which is why impact specifically needs to go.

This! Because of you are worried about not helping the other guy who’s trying to help their students, then it’s not about the kids. When it’s not about the kids, the system is ineffective