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[quote=Anonymous][quote=Anonymous][quote=Anonymous]I’ve been in the district as a teacher and coach at Title 1 Schools. At a low performing school I was developing. Transferred to a Title 1 school doing the same thing and then was highly effective. This year I’m an Imstructional Coach AND Testing Coordinator who have two LEAP caseloads for walkthroughs, debriefs, etc and I MIGHT be effective. Twenty-five percent of my score is based on student achievement even though I’m not in front of the kids and half my caseload complains and refuses to do the work necessary to move student achievement. For example, I had a teacher flat out not write a lesson plan the entire year. The principal gave the previous coach highly edfectives each year and had 3/4 less tasks. IMPACT is all subjective to if the principal likes you for the most part. I also think there’s a cap on how many teachers in the low performing schools can get the bonus. I fully believe they are told how many to hand out. I’ve seen where a principal purposely “gave” a teacher a low score just so at the end it would average out to around 349ish just below the cutoff. [/quote]
This burns me about coaches. You want a pass because the teachers you are leading don’t want to learn? Can we (teachers) get a pass for the kids who a chronically absent, too hungry to learn?, or busy flipping over desks? Nope. So neither do you. [/quote]

I’m the poster that you responded to, therefore, there’s nothing that stated that I “wanted a pass because the teachers I am leading don’t want to learn.” What I did state is 25% of my score is based on student achievement and I’m not in front of the children. So let’s be clear, classroom teachers have anywhere from 10-15% of their score based on student growth and they, myself previously, had direct involvement in the children learning. Therefore, if I’m not in front of the children why is my percentage higher than classroom teachers. I’m not an administrator. There is a fine line between coaching and managing. You should’ve been more upset that a teacher had the audacity to show up to the building and not even pretend to write a lesson plan in order for all children to learn. I worked hard as a classroom teacher and I bring the same work ethic to my instructional coaching. Since being in the District my TAS always ranged between 3.5-4.0 and I had some DIFFICULT classes. Ive never had it easy and I’m not trying to “get a pass now”. However, IMPACT does not work and it is VERY subjective to how the administrator feels about you. I still  believe that administrators are told how many Highly Effectives to give out. [/quote]

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