Help us #ReplaceIMPACT

DCPS Educators –

Performance evaluation is not going away, nor should it. But the primary goal of any evaluation system must be the continuous improvement of learning, both for the students and the teachers.  But more than that, it must provide the supports that make continuous learning a reality.

In the District of Columbia, the IMPACT teacher evaluation system has failed. Ten years after IMPACT’s implementation:

  • The District’s achievement gaps have grown significantly since the implementation of the IMPACT teacher evaluation system. And although overall student performance has improved in the District of Columbia, improvement is overwhelmingly found in the schools that were already doing well. In other words, IMPACT is correlated to the high gaps in student achievement.
  • There is universal agreement that teacher turnover in DC is too high. The number one reason most teachers leave the District is IMPACT.  IMPACT is the number one hurdle in the way of student achievement growth in DC schools.

IMPACT is deeply flawed and no matter how many well-paid experts are brought in to defend IMPACT, the fundamental flaws within IMPACT will remain. Instead sharing data and working in partnership to improve instruction in every classroom, DCPS refuses to collaborate.

We need an evaluation system that is first and foremost about improvement. That may sound easy, but after more than a decade of IMPACT—it is revolutionary. Just as DCPS tells you to move forward and let go of the old ways of doing things, they must also reject the thinking of the past.  And now is the time for DCPS to move past IMPACT. 

 

Sign our Petition. Require DCPS to release the American University evaluation of IMPACT.

 

In January 2020, DCPS and American University announced that the University would perform an “evidence-based, independent and objective analysis” of the IMPACT performance evaluation system (see https://www.american.edu/media/news/20200124-soe-dcps-impact.cfm). According to the University, it planned to conduct “qualitative interviews of about 30 to 50 randomly selected teachers.” The University also noted that “DCPS has begun gathering information for the review,” including through a survey conducted in Fall 2019 and another planned for Spring 2020.

In March 2021, WTU President Elizabeth Davis wrote to DCPS Deputy Chief Christopher Lewis and requested that DCPS share the initial findings of the review. In response, Mr. Lewis indicated that the University had completed initial teacher interviews and disclosed certain “trends” and “early findings” to DCPS. Mr. Lewis also stated that DCPS possessed “early findings from surveys to both teachers and school leaders.”

The WTU believes that it’s important for DCPS to share any and all information regarding the IMPACT review, including any underlying data. If we are to improve teacher evaluation and better serve our students, we must know the facts.

 

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Chancellor Ferebee –

I respectfully ask that DCPS releases all information on the contract and findings related to the “evidence-based, independent and objective analysis” conducted by American University’s School of Education for District of Columbia Public Schools as the school district conducts a comprehensive review of IMPACT.

Evaluation is not going away, but it must change in a way that will truly help students. Research and experience tells us that systems based on punitive thinking fail to improve performance.  The current IMPACT system is subjective and unnecessarily punitive, contributing to the District’s high rates of teacher turnover and growing achievement gaps. As we move forward, the city’s evaluation system for our educators should emphasize identifying educator’s needs and provide opportunities for educators to grow in their profession.

We hope DC Public Schools will work with educators to ensure educators are evaluated in a fair and equitable manner and provide support and guidance that leads to student growth.

Sincerely,

<<add your name below>>

 

673 signatures

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Showing 364 reactions

  • Boswain Hugh Shaw
    signed 2021-05-03 09:17:56 -0400
    Administrators need to be held accountable for the development of the teachers in their building. A teacher is only as good as the person who is leading them.
  • Roxanne Bentley
    signed 2021-05-03 09:01:40 -0400
  • Maureen Saint-Cyr
    signed 2021-05-03 08:27:03 -0400
  • Heather Maclean
    signed 2021-05-03 08:19:33 -0400
  • Tabitha Josephs
    signed 2021-05-03 08:13:36 -0400
  • Savannah Foley
    signed 2021-05-03 08:12:10 -0400
  • Elise Villemez
    signed 2021-05-03 07:55:32 -0400
  • Maggie Bobo
    signed 2021-05-02 21:17:25 -0400
    Maggie Bobo
  • Delvecchio Faison
    signed 2021-05-02 21:07:33 -0400
  • Davene Mathis
    signed 2021-05-02 10:08:47 -0400
  • Andre Green
    signed 2021-05-01 11:40:25 -0400
    Andre Green
  • Carrie Roling
    signed 2021-05-01 08:18:47 -0400
    Carrie A Roling
  • Sheryl Schumacher
    signed via 2021-05-01 00:00:13 -0400
  • Donita Hubbard
    signed 2021-04-30 18:52:40 -0400
  • Tonja Adams-Jones
    signed 2021-04-30 11:57:47 -0400
    Tonja Jones
  • Shatika Morris
    signed 2021-04-30 08:11:26 -0400
  • Marketta McCoy
    signed 2021-04-30 08:01:16 -0400
    I am a school social worker at an elementary school and I returned to in person learning (IPL) in January 2021. Since my return to IPL I now have 4 hours of duties a day, four days a week. I now spend 50% of my day completing tasks that are approximately 10% of my IMPACT. Moreover, every school has its own individualized reopening plan, creating a lack of consistency and gaps in equity.
  • Ivanna Robinson
    signed 2021-04-30 07:51:50 -0400
  • J Pierson
    signed 2021-04-30 06:51:32 -0400
  • Channita Fraser
    signed 2021-04-30 00:24:45 -0400
    Although I earned a 4.0 from a Master Educator and my supervisor (Expert Level), I felt that the “evaluation” was not fair. It is too subjective and leaves toooooo much room for error!
  • Tiffany Barbour
    signed 2021-04-29 16:12:42 -0400
  • Kashira Reid
    signed 2021-04-29 14:57:38 -0400
    Kashira M Reid
  • may saffar
    signed 2021-04-29 14:47:52 -0400
  • Roaenetta Browne
    signed 2021-04-29 11:07:52 -0400
  • Sarah Mintz
    signed 2021-04-29 07:55:06 -0400
  • Chandra L. Thomas
    signed 2021-04-29 04:26:31 -0400
  • Clydie Spann
    signed 2021-04-28 22:28:35 -0400
  • danielle green
    signed 2021-04-28 19:04:27 -0400
  • Terkeyshia Thomas
    signed 2021-04-28 18:57:45 -0400
  • Mary Neznek
    signed 2021-04-28 18:43:29 -0400
    Why not borrow evaluation systems from 5 top performing school districts with urban education models. Impact was never tested and costly and used as management tool to fire teachers not to provide helpful support to deliver better instruction. This should not be hard and should not pit educators against administration. It was an adversarial system. Borrow from Finland in how they require administrators to return to classroom to keep the decisionmaking fulcrum at classroom level. They generally font gave principals for life but after a number of years principals return to classroom in Finland and teacher leaders cycle back and forth to between being a head of school. The key policy. Testing and curriculum decisions rest at teacher level abd not at a central office basis by marketers far removed from classrooms’ needs. Results in Finland are strikingly better that the disaggregated data US schools are characterized by. We can and must follow proven methods od evaluation and curriculum guidelines. Too often central office chases the next expensive shining object in switching curriculum when methods have scarcely had test run. In Finland no curriculum change with widespread purchase of instructional methods for at least a longer trial time you