6% of DC Public School teachers were fired last Friday, many of them for scoring "Ineffective" on DC's new IMPACT teacher evaluations. 17% more were denied scheduled raises and placed in jeopardy of losing their jobs next year if their scores do not improve from "Minimally Effective." (See the Wall Street Journal's story
here, but note that 80% of teachers' evaluations come mostly from 5 teaching observations, 3 of them unannounced, rather than student test scores.)
What I want to look at here, from a DCPS teacher perspective, is: How effective was the support provided to us teachers to help us rate as "Effective" on IMPACT? And how effective CAN it be for all of us in the future?
Michelle Rhee says the purpose of IMPACT is "to create a culture in which DCPS school-based personnel
have a clear understanding of what defines excellence in their work, are provided with constructive and data-based feedback about their performance, and receive support to increase their effectiveness." (Quoted from the IMPACT system's
homepage for DCPS personnel.) It's certainly setting high standards and giving high-stakes feedback. But is it providing teachers the support we need to reach the high bar? Let's look at my experience in 2009-2010. I received support on pedagogy through 2 major streams: 1) DCPS-designed trainings, and 2) Job-embedded professional development, designed and delivered by my instructional coach and administrators. (Although I received written and verbal feedback from a visiting Master Educators 2 times during the year, this feedback changed my practice much less than either of the 2 DEVELOPMENT streams above.)
First, let's take a look at
the DCPS training. For 3 consecutive days at the start of the school year, and 4 more days throughout, school coaches around the district were given a standardized training by DCPS to deliver to teachers. The first 3 days were a broad overview of the
Teaching and Learning Framework, the rubric within IMPACT which rates 3 parts of educating: Plan, Teach, and Increase Effectiveness. This past year, we were only rated on the Teach section, but all 3 parts were covered on the training. To use teacher talk, I don't think the objective of this training was for us to master the teaching skills in IMPACT. Instead, it seemed to be building some background knowledge for us to do so in the future. Important, but not getting teachers into Effective territory yet. (See what you think for yourself: DCPS posted all 3 days of Powerpoint training online
here.) The next training was for all school staff, from librarians to custodians, and gave an overview of the systems and processes being rolled out for IMPACT as a new accountability system. Again, important for employees to know our expectations and rights, but not helping teachers master pedagogical skills need for an Effective rating.
So that leaves us with 3 days actually geared to support teachers in specific teachings skills on the rubric. For those 3 days to qualify as Effective support, they would have to be pretty freakin' amazing. But they were just okay. Sure, the objectives were clear (one big advantage of a district-wide rubric,) and teacher investment was relatively high among my colleagues -- we were given some choice in which aspects of teaching we wanted to work on, the trainers valiantly attempted to back up the rubric with research, and, let's be honest, we didn't have much of a choice about getting better on this scale anyway. But many other elements were off. Because most classroom examples didn't fit with the age ranges and styles in our own classes, teachers' investment and engagement suffered. I'm pretty sure my kinesthetic learning style wasn't targeted ... hey, it's hard for adults to focus, too! Most importantly, the pacing of the trainings and school-based follow-ups (or lack thereof) left little time for application to our own practice -- the meat of any Highly Effective lesson teachers give students. (I wrote more about this issue
here, just after our last DCPS training.) My overall rating, in IMPACT terms:
Minimally Effective. And my "teacher achievement" reflected it: my practice changed little, if at all.
Fear not, there's hope! The 2nd stream of support I received,
job-embedded professional development, took a different format, delivered more targeted content, and led to much better results. In fact, I wrote a post pinpointing it as one of 3 factors which led to dramatic growth in my teaching skills -- BEFORE the IMPACT firings were announced and this debate really began raging.
Read the post, especially the part about "Proactive PD" to
get a sense of what strong support for teachers CAN look like. Clearly defined, relevant objectives ... engaging, hands-on format ... observations to see whether we were getting it ... plenty of time for teachers to practice using new ideas ... This job-embedded PD gets a
Highly Effective score from me.
The quality of this support showed in my classroom and my IMPACT scores. In my first two observations, one by an administrator and one by a Master Educator, I was rated on the low end of Minimally Effective. And rightfully so -- I'm a new teacher, and I was struggling. These ratings were given AFTER I had been given much of the DCPS-designed "support." But, after the excellent, job-embedded PD (and a lot of hard work from me and my school leaders,) I scored solidly in the Effective range ... with my last score from a Master Educator just on the cusp of Highly Effective. More importantly than all these numbers, kids in my class were learning much more and having a much better time.
Getting this kind of excellent, job-embedded PD to every DC teacher will not be easy. Not every school has a great coach, much less one ready and willing to deliver the kind of intensive, precise coaching my school-level colleagues and I received. But it's important. We must swiftly build our coaching force and systems to deliver intensive, job-embedded PD which includes multiple cycles of lesson planning, delivery, and debriefing with coach and teacher. It's fair for teachers: This summer, hundreds of teachers lost their jobs or financial security without adequate support to reach a new standard. Had I not been in a school with a great coach and administrators, I would have stayed at the Minimally Effective rung, or very possibly declined and been out of a job right now. But I was given the support to improve -- and ANY teacher whose job is on the line deserves that. But far more importantly, we need to get these systems of job-embedded PD in place because it's right for our kids. These evaluation systems are there to evaluate teachers' impact on children's learning. Every day a teacher struggles is a day her students are fulling further behind. Please, do what you can to push school leaders in DC and your own city to examine models of PD that ARE producing strong results, and bring them to scale as fast as humanly possible -- for teachers, but mostly for kids.