For teachers: in re impact

[Anonymous]

What does it say when you find out you were highly effective, will get a bonus, but it still doesn’t excite you? Like you just don’t care what they rate you because the system is so broken and dysfunctional.
Is this the height of burnout?

[Anonymous]

Anonymous wrote:What does it say when you find out you were highly effective, will get a bonus, but it still doesn’t excite you? Like you just don’t care what they rate you because the system is so broken and dysfunctional.
Is this the height of burnout?

Maybe it says that you are intrinsically motivated rather than extrinsically. As in, you hear their BS about IMPACT and you don't care what they think. Do you get excited when a student masters a concept?

[Anonymous]

Thank you for taking the time to post This . This year has been very tough and I was honestly in tears last night because I just didn’t think I cared anymore. I couldn’t even make the distinction between loving my actual job of working with kids and hating my school district. I’ve got a find a way to do what I love, in a system that doesn’t constantly break people down.

[Anonymous]

Anonymous wrote:What does it say when you find out you were highly effective, will get a bonus, but it still doesn’t excite you? Like you just don’t care what they rate you because the system is so broken and dysfunctional.
Is this the height of burnout?

I’m with you OP. I checked last night to make sure my admin didn’t pull anything sneaky to lower my score (has happened in the past) and then moved on. It doesn’t feel like I earned anything bc the system is so dumb that it’s all a game anyway

[Anonymous]

OP I stopped caring years ago about IMPACT outside of whether I would keep my job or not. As long as I am Effective I don’t care if it’s Highly Effective or not. I find the system to be rigged in terms of administrators favorites getting high scores, trying to ensure not too many people get highly effective because the school doesn’t want to pay too many bonuses, etc. I don’t think it’s burn out- I think it’s acknowledging the difference between bureaucratic nonsense versus really doing your job. I still care a lot about how my students are learning, their investment/enthusiasm in my class, etc. IMPACT is just a game I have to play to do my real job.

[Anonymous]

Anonymous wrote:OP I stopped caring years ago about IMPACT outside of whether I would keep my job or not. As long as I am Effective I don’t care if it’s Highly Effective or not. I find the system to be rigged in terms of administrators favorites getting high scores, trying to ensure not too many people get highly effective because the school doesn’t want to pay too many bonuses, etc. I don’t think it’s burn out- I think it’s acknowledging the difference between bureaucratic nonsense versus really doing your job. I still care a lot about how my students are learning, their investment/enthusiasm in my class, etc. IMPACT is just a game I have to play to do my real job.

I care about my score. IMPACT is a game. Follow the rules and play to be highly effective so I can get the 'bonus'. I think of it as hurdle requirements so I can pass go and collect 2K.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP I stopped caring years ago about IMPACT outside of whether I would keep my job or not. As long as I am Effective I don’t care if it’s Highly Effective or not. I find the system to be rigged in terms of administrators favorites getting high scores, trying to ensure not too many people get highly effective because the school doesn’t want to pay too many bonuses, etc. I don’t think it’s burn out- I think it’s acknowledging the difference between bureaucratic nonsense versus really doing your job. I still care a lot about how my students are learning, their investment/enthusiasm in my class, etc. IMPACT is just a game I have to play to do my real job.

I care about my score. IMPACT is a game. Follow the rules and play to be highly effective so I can get the 'bonus'. I think of it as hurdle requirements so I can pass go and collect 2K.

For the immediate pp, do you fudge TAS data etc to play the game? I am not judging if you do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP I stopped caring years ago about IMPACT outside of whether I would keep my job or not. As long as I am Effective I don’t care if it’s Highly Effective or not. I find the system to be rigged in terms of administrators favorites getting high scores, trying to ensure not too many people get highly effective because the school doesn’t want to pay too many bonuses, etc. I don’t think it’s burn out- I think it’s acknowledging the difference between bureaucratic nonsense versus really doing your job. I still care a lot about how my students are learning, their investment/enthusiasm in my class, etc. IMPACT is just a game I have to play to do my real job.

I care about my score. IMPACT is a game. Follow the rules and play to be highly effective so I can get the 'bonus'. I think of it as hurdle requirements so I can pass go and collect 2K.

For the immediate pp, do you fudge TAS data etc to play the game? I am not judging if you do.

Same PP! And I don’t fudge TAS data but I certainly chose assessments that make it easy for students to do well EOY

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP I stopped caring years ago about IMPACT outside of whether I would keep my job or not. As long as I am Effective I don’t care if it’s Highly Effective or not. I find the system to be rigged in terms of administrators favorites getting high scores, trying to ensure not too many people get highly effective because the school doesn’t want to pay too many bonuses, etc. I don’t think it’s burn out- I think it’s acknowledging the difference between bureaucratic nonsense versus really doing your job. I still care a lot about how my students are learning, their investment/enthusiasm in my class, etc. IMPACT is just a game I have to play to do my real job.

I care about my score. IMPACT is a game. Follow the rules and play to be highly effective so I can get the 'bonus'. I think of it as hurdle requirements so I can pass go and collect 2K.

For the immediate pp, do you fudge TAS data etc to play the game? I am not judging if you do.

Same PP! And I don’t fudge TAS data but I certainly chose assessments that make it easy for students to do well EOY

Not PP but my principal literally calculates our observation scores so we get effective but not highly effective. They don’t want to pay the bonus, but you also teach in a more affluent school than I do since your bonus is 2K.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP I stopped caring years ago about IMPACT outside of whether I would keep my job or not. As long as I am Effective I don’t care if it’s Highly Effective or not. I find the system to be rigged in terms of administrators favorites getting high scores, trying to ensure not too many people get highly effective because the school doesn’t want to pay too many bonuses, etc. I don’t think it’s burn out- I think it’s acknowledging the difference between bureaucratic nonsense versus really doing your job. I still care a lot about how my students are learning, their investment/enthusiasm in my class, etc. IMPACT is just a game I have to play to do my real job.

I care about my score. IMPACT is a game. Follow the rules and play to be highly effective so I can get the 'bonus'. I think of it as hurdle requirements so I can pass go and collect 2K.

For the immediate pp, do you fudge TAS data etc to play the game? I am not judging if you do.

Same PP! And I don’t fudge TAS data but I certainly chose assessments that make it easy for students to do well EOY

Not PP but my principal literally calculates our observation scores so we get effective but not highly effective. They don’t want to pay the bonus, but you also teach in a more affluent school than I do since your bonus is 2K.

Schools don’t pay the bonuses. But principals do get evaluated on the number of highly effective staff they retain.

[Anonymous]

I care about my score, I'm 25 and just had a baby. My husband makes great money but this year I get the FIVE pay skips and 10k bonus.

I get highly effective every year and it helps me and my family. I also do go above and beyond, many teachers think that's 'not right' but what job rewards you just for being average?

Also I'm sorry not all teachers deserve HE, we are not all highly effective some of us are simply effective.
If you have corrupt admin, you need to record your lesson as soon as they walk in. Yes, it will disrupt the flow a little at the beginning but they already did that by walking in.

Like someone else said it is a game, if you don't like it teach in VA or MD. It's interesting how many teachers whine about impact but don't leave. FYI charters in DC have no impact and those teachers leave at a higher rate.

It's DCPS' lack of support for teachers and their practice that does it for me. The lack of modernization and resources for all schools.

PS. IDGAF about tenure, it has cons too. Yes we can change Impact but it's not fair to get rid of it cause admit it, some of you all are just salty.

OP there's no such thing as a school system that is excellent for teachers. If you feel undervalued find a better school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP I stopped caring years ago about IMPACT outside of whether I would keep my job or not. As long as I am Effective I don’t care if it’s Highly Effective or not. I find the system to be rigged in terms of administrators favorites getting high scores, trying to ensure not too many people get highly effective because the school doesn’t want to pay too many bonuses, etc. I don’t think it’s burn out- I think it’s acknowledging the difference between bureaucratic nonsense versus really doing your job. I still care a lot about how my students are learning, their investment/enthusiasm in my class, etc. IMPACT is just a game I have to play to do my real job.

I care about my score. IMPACT is a game. Follow the rules and play to be highly effective so I can get the 'bonus'. I think of it as hurdle requirements so I can pass go and collect 2K.

For the immediate pp, do you fudge TAS data etc to play the game? I am not judging if you do.

No I can't fudge data. We use iready scores.

[Anonymous]

Anonymous wrote:I care about my score, I'm 25 and just had a baby. My husband makes great money but this year I get the FIVE pay skips and 10k bonus.

I get highly effective every year and it helps me and my family. I also do go above and beyond, many teachers think that's 'not right' but what job rewards you just for being average?

Also I'm sorry not all teachers deserve HE, we are not all highly effective some of us are simply effective.
If you have corrupt admin, you need to record your lesson as soon as they walk in. Yes, it will disrupt the flow a little at the beginning but they already did that by walking in.

Like someone else said it is a game, if you don't like it teach in VA or MD. It's interesting how many teachers whine about impact but don't leave. FYI charters in DC have no impact and those teachers leave at a higher rate.

It's DCPS' lack of support for teachers and their practice that does it for me. The lack of modernization and resources for all schools.

PS. IDGAF about tenure, it has cons too. Yes we can change Impact but it's not fair to get rid of it cause admit it, some of you all are just salty.

OP there's no such thing as a school system that is excellent for teachers. If you feel undervalued find a better school.

You're spot on. I wasn't HE at my previous school due to admin. I left. HE teacher retention rate wasn't affected by my leaving. Now I'm happy at my new school with supportive admin and HE. I feel for all teachers who have admin breathing down on them. IMPACT was used as an evil tool. Now it proves I'm HE and deserving of a bonus.

[Anonymous]

Anonymous wrote:I care about my score, I'm 25 and just had a baby. My husband makes great money but this year I get the FIVE pay skips and 10k bonus.

I get highly effective every year and it helps me and my family. I also do go above and beyond, many teachers think that's 'not right' but what job rewards you just for being average?

Also I'm sorry not all teachers deserve HE, we are not all highly effective some of us are simply effective.
If you have corrupt admin, you need to record your lesson as soon as they walk in. Yes, it will disrupt the flow a little at the beginning but they already did that by walking in.

Like someone else said it is a game, if you don't like it teach in VA or MD. It's interesting how many teachers whine about impact but don't leave. FYI charters in DC have no impact and those teachers leave at a higher rate.

It's DCPS' lack of support for teachers and their practice that does it for me. The lack of modernization and resources for all schools.

PS. IDGAF about tenure, it has cons too. Yes we can change Impact but it's not fair to get rid of it cause admit it, some of you all are just salty.

OP there's no such thing as a school system that is excellent for teachers. If you feel undervalued find a better school.

Wow- lots of life advice from a 25 year old.
Hard pass.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I care about my score, I'm 25 and just had a baby. My husband makes great money but this year I get the FIVE pay skips and 10k bonus.

I get highly effective every year and it helps me and my family. I also do go above and beyond, many teachers think that's 'not right' but what job rewards you just for being average?

Also I'm sorry not all teachers deserve HE, we are not all highly effective some of us are simply effective.
If you have corrupt admin, you need to record your lesson as soon as they walk in. Yes, it will disrupt the flow a little at the beginning but they already did that by walking in.

Like someone else said it is a game, if you don't like it teach in VA or MD. It's interesting how many teachers whine about impact but don't leave. FYI charters in DC have no impact and those teachers leave at a higher rate.

It's DCPS' lack of support for teachers and their practice that does it for me. The lack of modernization and resources for all schools.

PS. IDGAF about tenure, it has cons too. Yes we can change Impact but it's not fair to get rid of it cause admit it, some of you all are just salty.

OP there's no such thing as a school system that is excellent for teachers. If you feel undervalued find a better school.

Wow- lots of life advice from a 25 year old.
Hard pass.

NP who has been highly effective for awhile but it is tough to have such strong opinions after working at one school for three years. It is usually better to wait until you have more experience before you judge all teachers and proclaim what a hard worker you are.