Reply to IMPACT and compensation - does it really look like this?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]There should be a mentor assigned to a school or group of schools, who works with teachers all year in a supportive way.  This should be fluid and flexible.  The mentor visits should go towards feedback and recommendations for targeted training (instead of the District's One Size Fits All), not a 'grade' on which one's jobs depend.  Principals should be able to direct this mentor to those who most need it, or even request it.  Once or twice a year the principal should do an evaluation that determines employment eligibility (as in the past).  If a person comes up low initially, they should work with the mentor for a few months.  They should be able to request a third or fourth evaluation from the principal or independent evaluator.  If they can get 'there', why not help them?  Isn't the goal to develop and retain teachers?  Why all the gotcha? Every teacher I know loves teaching because we still have more to learn.  To turn that into a sin is inexcusable.[/quote]

It's not a sin.  I'd be pretty surprised if there were a single teacher in the field who doesn't understand that there are ineffective teachers, that those teachers may be either unmotivated or fundamentally incompetent, that those particular teachers are a hindrance to the education of schoolkids, and that everyone's better off if they go do something else.

[quote]If a person comes up low initially, they should work with the mentor for a few months.  They should be able to request a third or fourth evaluation from the principal or independent evaluator.  If they can get 'there', why not help them?[/quote]

Hello.  There was a perfectly good evaluation system in place before IMPACT.  It was called PPEP.  There was also a system for removing poor teachers.  It was called the 90-day plan.

What if they can't get there?  The previous practice was to let them stay in front of the class.  Sorry, that's unacceptable.

[quote]Every teacher I know loves teaching because we still have more to learn. [/quote]

Glad you put the "I know" qualifier in there; otherwise this would be obviously untrue.  A very, very large majority of teachers love teaching.  Some don't.  Regardless of whether an individual teacher loves or doesn't love teaching is irrelevant.  The appropriate question is, are they any good, and if not, can they improve.  In other words, what's best for the kids.[/quote]

N question -- if a teacher is incompetent he/she should not be teaching.  The question is, can IMPACT correctly identify such teachers?  Also, is IMPACT the best way of doing this? Is it even a good way, compared to some other systems (e.g. Montco?)

Does it offer help to teachers who can improve? Does it have a negative effect on teaching and teachers even for teachers identified as effective?

Take IMPACT off its throne and look at what truly helps teachers and students.[/quote]

Sure, these are legitimate questions.  But what we're really talking about is the difference between choosing between systems of varying levels of perfection, versus not bothering to evaluate at all.  IMPACT is suboptimal?  Now that the framework's in place, let's improve it.  I'd be surprised if it was perfect from Year Zero.[/quote][/quote]

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