DCPS and the WTU: A Negotiation Showdown or an Opportunity to Repair?
During the coming negotiation rounds between DCPS Chancellor Kaya Henderson and the Washington Teachers’ Union (WTU) President, Elizabeth “Liz” Davis, the following issues need further elaboration: 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.
Background
During the Fall of 2008, DCPS created the “Effective Schools Framework,” an overarching education reform policy designed to ensure quality education within all DCPS schools. This “framework” consists of six core elements: Teaching and Learning; Leadership; Job-Embedded Professional Development; Resources; Safe and Effective Learning Environment; and, Family and Community Engagement. According to DCPS, the Teaching and Learning Element, which focuses on strong classroom instruction, is the primary focus of the overall framework. Moreover, the Teaching and Learning Element has three main purposes: provide clear
