DCPS IMPACT 3.0?
If DCPS is serious about investing in the 40 lowest performing schools, which I believe it is, then it must reassess current aspects of IMPACT 2.0. During the coming negotiation rounds between the Chancellor and the WTU President, the following questions demand discussions: How has IMPACT 2.0 faired in the 40 lowest performing schools? What is the teacher turnover rate within these schools, especially for Group 1 teachers? Is the current classroom observations’ model helping to develop teachers? What are the shortcomings of IMPACT 2.0? What “software upgrades” are essential for encouraging “out-of-the-box” teacher risks and innovation? How can the system prevent teachers from “burning out” or leaving the District, altogether? If these questions, and more, are “on the negotiation table,” then, perhaps, IMPACT version 3.0 will be worth the wait.
Here’s my negotiation wish list:
1. Teacher “Groups”
Although differentiating between teachers, i.e. “groups,” sounds ideal, it actually creates more wedges. If the aim is to hold all teachers accountable for student learning, then we must reassess the “grouping” effect from a ground-level perspective. In my experience, both as a Group 1 and Group 2 teacher, I find the Group 1 rubric more rigid than Groups 2 and 3. Why is this the case? This differentiated accountability is wholly unfair to Group 1 teachers,
