Our schools must be caring and supportive environments.

• Our decisions at all levels must be guided by robust data.
• All children, regardless of background or circumstance, can achieve at the highest levels. • It is critical to engage our

students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have the power and responsibility to close the achievement gap. • Our schools must be caring and supportive environments.

Our decisions at all levels must be guided by robust data. • All children, regardless of background or circumstance,

can achieve at the highest levels. • It is critical to engage our students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have the power and responsibility to close the achievement gap.
• Our schools must be caring and supportive environments. • Our decisions at all levels must be guided by robust data. • All children, regardless of background or circumstance, can achieve at the highest levels. • It is critical to engage our

students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have the power and responsibility to close the achievement gap. • Our schools must be caring and supportive environments.

Our decisions at all levels must be guided by robust data. • All children, regardless of background or circumstance,

can achieve at the highest levels. • It is critical to engage our students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have the power and responsibility to close the achievement gap. •

IMPACT
Our schools must be caring and supportive environments.

The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel

2010–2011
Our decisions at all levels must be guided by robust

data. • All children, regardless of background or circumstance, can achieve at the highest levels. engage our students’ families and communities as valued partners.
• Achievement is a function of effort, not innate ability. • We have the

It is critical to

GROUP 1

power and responsibility to close the achievement gap. • Our schools must be caring and supportive environments.

Our decisions at all

General Education Teachers With Individual Value-Added Student Achievement Data

levels must be guided by robust data. • All children, regardless of background or circumstance, can achieve at the highest levels. • It is critical to engage our students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability.

We have the power and responsibility to close the achievement gap.

Michael DeAngelis

Simona Monnatti

On the cover of the IMPACT guidebook are the six core beliefs of DCPS. They are:
n

n n n n n

All children, regardless of background or circumstance, can achieve at the highest levels. Achievement is a function of effort, not innate ability. We have the power and responsibility to close the achievement gap. Our schools must be caring and supportive environments. It is critical to engage our students’ families and communities as valued partners. Our decisions at all levels must be guided by robust data.

These core beliefs are the foundation of our work as a school system. They speak to the incredibly powerful idea that, despite the challenges that many of our students face, we have the ability to make a dramatic, positive impact on their lives. Our hope is that this effectiveness assessment system will help us increase that impact and, in doing so, broaden the life opportunities of the children of the District of Columbia.

© 2010. All rights reserved.

TABLE OF CONTENTS

3 4 6 8 50 54

L  etterfromtheChancellor PuttingGrowthFirst Overview IMPACTComponents PuttingItAllTogether ConcludingMessage

1

BelPerezGabilondo

2

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

Dear DCPS Community,
Overthepastthreeyears,ourdistricthasmadeunprecedentedgainsinstudentachievement.Aswelearnedearlierthisyear,onthe NationalAssessmentofEducationalProgress(NAEP),ourfourthgradersled the nationinreadinggrowthandoutperformedall other urban school systemsinmathgrowth.Thisextraordinarynewsisadirectresultofyourtirelesseffortsonbehalfofourstudents. IknowthatitisincrediblychallengingtobeaneffectiveeducatorinDCPSandthatyoucontinuetofaceobstacleseveryday. ButIalsoknowthatyouaredeterminedtoovercomethesedifficulties,andIadmireyoutremendouslyforrefusingtoloweryour standards. Thankyou. Aswereflectuponourachievements,wemustalsorecognizethatwestillhavefartogo.Noneofusissatisfiedwhensomanyof ourstudentsarestillbelowgradelevelinbothreadingandmath.WeintroducedtheTeachingandLearningFrameworkandIMPACT lastyearasacentralpartofourstrategytochangethisunacceptablereality.Ourgoalwastoprovideacommonlanguagefor instruction,aclearsetofperformanceexpectations,andthebeginningsofacomprehensivesystemforguidanceandsupport. IrecognizethatmanyofyoufoundthesechangestobechallengingatfirstandthatneithertheframeworknorIMPACTwasperfect. ThisiswhyweembarkeduponanextraordinaryefforttogatherfeedbackfromasmanymembersoftheDCPScommunityas possible.Inmorethan100feedbacksessions,ourIMPACTteamengagedinindividualandsmallgroupconversationswithover 1,000teachers,administrators,andotherschool-basedstaffmembersineverypartofthedistrict.Iwanttothankallofyouwho tookthetimetoparticipateinthiseffort. Weheardyou. Inresponsetoyourfeedback,wemadeanumberofsubstantivechanges.WemadetheTeachingandLearningFrameworkmore flexibletobetterhonortheartandcomplexityofteaching.Werevisedthenon-teachingrubricstobemorespecificandmorealigned toyouractualjobresponsibilities.WeaddedanewstandardtotheCommitmenttoSchoolCommunityrubrictohonoryoureffortsto buildpartnershipswithfamilies.Andweclarifiedhowstudentachievementwouldbemeasuredinnon-DCCASgradesandsubjects. Thesearejustafewofthemanymodificationswemadebasedonyourfeedback. Becauseofyourinput,IknowthattheTeachingandLearningFrameworkandIMPACTarestronger,clearer,andmorealignedtoour goalofensuringanexcellenteducationforeverychildinthenation’scapital.ThisisoneofthemanyreasonsIamsoexcitedabout ourpotentialforevengreaterstudentachievementgainsthisschoolyear. Thankyouagainforyourcommitmenttoexcellenceinalleightwardsofthiscity.Iaminspiredbyyourpassionanddeeplygrateful forthedifferenceyoumakeinourchildren’slives. Sincerely,

Michelle Rhee Chancellor, District of Columbia Public Schools

3

PuTTINg grOwTh FIrST
how does IMPACT support my growth?
TheprimarypurposeofIMPACTistohelpyoubecomemoreeffectiveinyourwork.Ourcommitment tocontinuouslearningappliesnotonlytoourstudents,buttoyouaswell.IMPACTsupportsyour growthby:
n

C  larifying Expectations—IMPACToutlinesclearperformanceexpectationsforallschool-based employees.Overthepastyear,wehaveworkedtoensurethattheperformancemetricsand supportingrubricsareclearerandmorealignedtoyourspecificresponsibilities. Providing Feedback—Qualityfeedbackisakeyelementoftheimprovementprocess.Thisis why,duringeachassessmentcycle,youwillhaveaconferencetodiscussyourstrengthsaswell asyourgrowthareas.Youcanalsoviewwrittencommentsaboutyourperformancebylogging intoyourIMPACTaccountathttp://impactdcps.dc.gov. Facilitating Collaboration—Byprovidingacommonlanguagetodiscussperformance,IMPACT helpssupportthecollaborativeprocess.Thisisessential,asweknowthatcommunicationand teamworkcreatethefoundationforstudentsuccess. Driving Professional Development—TheinformationprovidedbyIMPACThelpsDCPSmake strategicdecisionsabouthowtouseourresourcestobestsupportyou.Wecanalsousethis informationtodifferentiateoursupportprogramsbycluster,school,grade,jobtype,oranyother category. R  etaining Great People—Havinghighlyeffectiveteachersandstaffmembersinourschools helpseveryoneimprove.Bymentoringandbyservingasinformalrolemodels,theseindividuals provideaconcretepictureofexcellencethatmotivatesandinspiresusall.IMPACThelpsretain theseindividualsbyprovidingsignificantrecognitionforoutstandingperformance.

n

n

n

n

4

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

what are the school system’s plans for professional development?
Professionaldevelopmentisvitaltoourcollectivesuccessandtoourbeliefincontinuous improvement.Thebestschoolsarefocusedonthelearningofchildrenand adults.Thisiswhywe areworkingaggressivelytoprovideyouwithoutstandingsupport. Tostart,overthepastthreeyears,wehavedramaticallyincreasedspendingonprofessional development.Wehavealsofullyimplementedtheinstructionalcoachprogramforteachersand haveprovidedasignificantamountofdifferentiatedtrainingforotherschool-basedemployees. Weareevenmoreexcited,though,aboutourplansforthefuture.Thisyear,incollaborationwith theWashingtonTeachers’Union,wewillbepilotingnewprofessionaldevelopmentcentersand anexpandedmentoringprogram.Wewillalsobeplanningafirst-of-its-kindonlineprofessional developmentplatform,whichwillofferawealthofresourcestohelpyouimprove.Forexample, teacherswilleventuallyhaveaccesstovideoclipsofexemplarypracticeaswellaslessonplans andassessmenttools.Inaddition,educatorswillbeabletoconnectwithoneanothertodevelop virtualprofessionallearningcommunities. AlloftheseeffortswillbeguidedbytheperformancedatawereceivefromIMPACT,ensuringthat ourprofessionaldevelopmentistargetedtoyouruniqueneeds.

BelPerezGabilondo

5

grOuP 1: OvErvIEw
who is in group 1?
Group1consistsofallgeneraleducationteachersforwhomwecangenerateindividual“valueadded”studentachievementdata.Value-addedisameasureoftheimpactyouhaveonyour students’learningoverthecourseoftheschoolyear,asevidencedbytheDCCAS.Togenerate value-addeddata,weneedboth“before”and“after”DCCASscoresforyourstudents.Inother words,weneedscoresfrombeforetheyenteredyourclassaswellasscoresfromaftertheyspenta yearlearningwithyou. TheonlyteachersinDCPSforwhomwehaveboth“before”and“after”DCCASdataarethosewho teachreadingormathingradesfourthrougheight. EventhoughweadministertheDCCASinthethirdandtenthgrades,wecannotcalculatevalueaddeddataforteachersofthesegrades.Thisisbecausewehaveno“before”datafortheir students,aswedonottestattheendofsecondgradeorattheendofninthgrade.

will more teachers move to group 1 as DCPS adds standardized tests for more subjects and grades?
Yes.Overthenextfewyears,wewillbeimplementingdevelopmentallyappropriatestandardized assessmentsforstudentsinkindergarten,firstgrade,andsecondgrade.Wewillalsobeadding end-of-courseexamsforsecondaryEnglish,math,science,andsocialstudies.Astheseassessments arerolledout,moreteacherswillbemovedintoGroup1.

what are the IMPACT components for members of group 1?
TherearefiveIMPACTcomponentsformembersofGroup1.Eachisexplainedingreaterdetailinthe followingsectionsofthisguidebook.
n

I  ndividual Value-Added Student Achievement Data (IVA) —Thisisameasureoftheimpactyou haveonyourstudents’learningoverthecourseoftheschoolyear,asevidencedbytheDCCAS. Thiscomponentmakesup50%ofyourIMPACTscore. T  eaching and Learning Framework (TLF)—Thisisameasureofyourinstructionalexpertise. Thiscomponentmakesup35%ofyourIMPACTscore. C  ommitment to the School Community (CSC)—Thisisameasureoftheextenttowhichyou supportandcollaboratewithyourschoolcommunity.Thiscomponentmakesup10%ofyour IMPACTscore.

n

n

6

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

n

S  chool Value-Added Student Achievement Data (SVA)—Thisisameasureoftheimpactyour schoolhasonstudentlearningoverthecourseoftheschoolyear,asevidencedbytheDCCAS. Thiscomponentmakesup5%ofyourIMPACTscore. C  ore Professionalism (CP)—Thisisameasureoffourbasicprofessionalrequirementsforall school-basedpersonnel.Thiscomponentisscoreddifferentlyfromtheothers,whichiswhyit isnotrepresentedinthepiechart.Formoreinformation,pleaseseetheCoreProfessionalism sectionofthisguidebook.

n

SVA
5%

IMPACT CoMPonEnTS FoR GRouP 1

10%

CSC

Individual Value-Added Student Achievement Data (IVA)*

35%

TLF

50%

IVA

Teaching and Learning Framework (TLF) Commitment to the School Community (CSC) School Value-Added Student Achievement Data (SVA)**

*In the event that Individual Value-Added Student Achievement Data (IVA) cannot be generated for your class, you will be moved to Group 2. **In the event that School Value-Added Student Achievement Data (SVA) cannot be generated for your school, the Commitment to the School Community (CSC) component will expand to replace the SVA portion of the pie.

7

IVA
INDIvIDuAL vALuE-ADDED STuDENT AChIEvEMENT DATA (IvA)
what is IvA?
IVAisameasureoftheimpactyouhaveonyourstudents’ learningoverthecourseoftheschoolyear.Itisbasedonthe DCCAS. webelievethatteachersshouldbeheldaccountablefor theachievementoftheirstudents.Butmeasuringthat achievementcanbedifficultforavarietyofreasons.For example,studentsstarttheyearatdifferentskilllevelsand theyfacedifferentexternalfactorsthatsometimesaffecttheir learning.IVAhelpsaddressthesechallenges.Whilecomplex, itallowsustoleveltheplayingfieldsothatwecanassessthe teacher’simpactonthelearninggrowthorher/hisstudents.

Is IvA the same as Adequate yearly Progress?
No.AdequateYearlyProgressisan“attainment”measure, meaningthatitisanabsolutetargetthatisrequiredofall students,regardlessoftheircurrentskilllevel.IVA,onthe otherhand,isa“growth”measure.Itisbasedonthegains thatyourstudentsmake.

how does it work?
Weuseasophisticatedstatisticalmodeltoisolatetheimpact thatyouhaveonyourstudents’learningaftertakinginto accountmanyoftheotherfactorsthatmightaffecttheir achievement.DCPSwillbeofferingadditionaltrainingonthis processlaterintheschoolyear.

which teachers have IvA?
TocalculateIVA,weneedstandardizedtestdataabouta teacher’sstudentsbothfrombeforetheyenteredher/hisclass andfromaftertheyspentayearlearningwithher/him.Weuse theDCCASforthispurpose.Theonlyteachersforwhomwe have“before”and“after”DCCASdataarethosewhoteach readingormathingradesfourthrougheight. Asnotedintheoverview,eventhoughweadministertheDC CASinthethirdandtenthgrades,wecannotcalculateIVAfor teachersofthosegrades.Thisisbecausewehaveno“before” datafortheirstudents,aswedonottestattheendofsecond gradeorattheendofninthgrade.And,ofcourse,wecannot generateIVAforteachersinallothergradesandsubjects becausetheirstudentsdonottaketheDCCASatall.

when will I get my final IvA score?
BecauseweneeddatafromtheDCCAStocalculateIVA, youwillnotreceiveyourscoreuntilaftertheconclusionof theschoolyear.WearecontinuingtoworkwiththeOfficeof theStateSuperintendentofEducation(OSSE)toshortenthe timeittakestoreceivethefinalDCCASdatasothatwecan provideyourIVAscoresooner.

If I have additional questions about IvA, whom should I contact?
PleasecontacttheIMPACTteamat202-719-6553or impactdcps@dc.gov.

why is IvA one of my IMPACT components?
Webelievethatateacher’smostimportantresponsibilityis toensurethather/hisstudentslearnandgrow.Accordingly,

8

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

IVA

MeaghanGay

9

TLF
TEAChINg AND LEArNINg FrAMEwOrk (TLF)
what is the Teaching and Learning Framework?
TheTeachingandLearningFrameworkistheschoolsystem’s definitionofeffectiveinstruction.Itoutlinesthekeystrategies thatwebelieveleadtoincreasedstudentachievement. Asthegraphictotherightillustrates,theFrameworkhas three“domains,”orsections:Plan,Teach,andIncrease Effectiveness. California’sStandards for the Teaching Profession n CarolDweck’sMindset n CharlotteDanielson’sFramework for Teachers n Colorado’sPerformance Based Standards n Connecticut’sCommon Core of Teaching n DougReeves’Unwrapping the Standards n GrantWiggins&JayMcTighe’sUnderstanding by Design n nsightEducationGroup’sStrategic Design for Student I Achievement n MartinHaberman’sStar Teacher n Massachusetts’Principles for Effective Teaching n MikeSchmoker’sResults Now n NationalBoard’sProfessional Teaching Standards n NewTeacherCenter’sDevelopmental Continuum n NewYorkState’sTeacher Certification Framework n NorthStarAcademy’sTeacher Evaluation Rubric n ResearchforBetterTeaching’sSkillful Teacher n RobertMarzano’sClassroom Instruction that Works n RobertPianta’sClassroom Assessment Scoring System n TeachforAmerica’sTeaching as Leadership n Texas’TxBess Framework
n

why do we need a Teaching and Learning Framework?
TheFrameworkisessentialtotheworkofincreasingstudent achievementintwofundamentalways.First,itprovidesa commonlanguageforeffectiveinstruction,whichenablesus toalignallofourconversationsaboutteachingandlearning. Second,itprovidesclearexpectationsforteachers,thereby creatingthefoundationforacomprehensiveassessment systemlikeIMPACT.

who initially developed the Teaching and Learning Framework?
Teachers,administrators,instructionalstafffromthe DCPSCentralOffice,andmanyothersparticipatedinthe developmentoftheframeworkduringthe2008–2009school year.Aspartofthatprocess,weconsultednumeroussources, including:

10

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

TLF

TEAChInG AnD LEARnInG FRAMEwoRk
obustdata.• Allchildren,regar dless edbyr ofb guid be ack ust gro m u e ls 

•

Ou rd e

c is

ion 

lev a ll at s

nd or 

ci

rs.

PLAN

TEACh
2. Explain content clearly 5. Check for student understanding

rcu ms ta
ca e, nc

n a
es high the at eve ch i

tn e

p ar

InSTRuCTIon 1. Develop annual student achievement goals 2. Create standards-based unit plans and assessments 3. Create objective-driven lesson plans LEARnInG EnVIRonMEnT 4. Adopt a classroom behavior management system 5. Develop classroom procedures and routines 6. organize classroom space and materials

1. Lead well-organized, objective-driven lessons

ued  

students’familiesandcommun ities asv al

3. Engage students at all learning levels in rigorous work

4. Provide students multiple ways to engage with content 6. Respond to student misunderstandings 7. Develop higher-level understanding through effective questioning 8. Maximize instructional time

hieve ls.•Ac tleve
mentisafunction

9. Build a supportive, learning-focused classroom community

g e  o ur 

ofeffo rt,no tinn ate a 

enga alto

t ic cri tis •I ts.

INCrEASE EFFECTIvENESS
1. Assess student progress 2. Track student progress data 3. Improve practice and re-teach in response to data

bil
ity. •W e  ha ve t

m on vir

en

we po he 

r nd ra

e sp

ib ons

he loset toc ility 

achievementgap.•Ourschools

m

ustb eca ring an d

sup po rtiv ee n

11

TLF

what was the process for developing revisions to the Teaching and Learning Framework over the past school year?
Ourrevisionprocessinvolvedgatheringfeedbackfromas manyteachers,administrators,instructionalcoaches,and mastereducators*aspossible.Inadditiontohundredsof emails,phonecalls,andin-personconversationsabout theframeworkandIMPACT,weconductedover100formal feedbacksessionsthatwereattendedbyover1,000 educators.Throughouttheprocess,teachers,administrators, instructionalcoaches,andmastereducatorsprovidedinput, revieweddrafts,andhelpedusfurtherrefinethetext.They alsotestedouttherevisionsbyusingthemtoassesslessons taughtinactualDCPSclassrooms.Wearedeeplygratefulto alloftheeducatorswhocommittedtheirtimeandenergyto thisprocess.
*The master educator program is explained later in this section.

how has the Teaching and Learning Framework changed?
Wehaverespondedtoteacherfeedbackbyrevisingthe frameworkinseveralkeyways:
n

The revised framework is more flexible.Forexample,for Teach4,insteadofaskingteacherstoeffectivelytarget threelearningstyleswithinthe30-minuteobservation period,therevisedframeworkexamineswhetherthe teacherhasprovidedstudentswithmultiplewaysto engagewiththecontentthatareappropriatetothelesson objectiveandthatmovestudentstowardmastery.This approachpreservesthekeyideasofthestandardwhile respectingthediversityofwaysinwhichoutstanding teachersachievethem. The revised framework is more streamlined.Many teachersandprincipalstoldusthattheframeworkwastoo cumbersomewiththirteenstandards(includingtheA/B/C partsofTeach5andTeach9),andthatsomethings,such asstudentbehavior,wereassessedmultipletimes.In therevisedversion,wehavecutthenumberofstandards fromthirteentonineandhavereducedtheoverlapamong

n

2009–2010 TEACh DoMAIn STAnDARDS T1:Focusstudentsonlessonobjectives T2:Delivercontentclearly T3:Engageallstudentsinlearning T4:Targetmultiplelearningstyles T5A:Checkforandrespondtostudentunderstandingduringthelesson T5B:Respondtostudentmisunderstandings T5C:Probeforhigher-levelunderstanding T6:Maximizeinstructionaltime T7:Investstudentsinlearning T8:Interactpositivelyandrespectfullywithstudents T9A:Studentbehavior T9B:Reinforcepositivebehavior T9C:Addressinappropriate,off-task,orchallengingbehavior

2010–2011 TEACh DoMAIn STAnDARDS T1:Leadwell-organized,objective-drivenlessons T2:Explaincontentclearly T3:Engagestudentsatalllearninglevelsinrigorouswork T4:Providestudentsmultiplewaystoengagewithcontent T5:Checkforstudentunderstanding T6:Respondtostudentmisunderstandings T7:Develophigher-levelunderstandingthrougheffectivequestioning T8:Maximizeinstructionaltime T9:Buildasupportive,learning-focusedclassroomcommunity

12

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

TLF

them.Forexample,inappropriatestudentbehavior,which waspreviouslyreflectedinTeach6,Teach9A,andTeach 9C,isnowcapturedinTeach8.
n

will I be assessed on the entire Teaching and Learning Framework this year?
No.WeareonlyassessingteachersontheTeachdomain duringthe2010–2011schoolyear.

The revised framework eliminates some elements that teachers found frustrating.Overthecourseofthe pastschoolyear,severalpartsoftherubricemergedas repeatedpointsoffrustrationamongteachers.Insome cases,wesimplyeliminatedtheseelements.Forexample, wedeleted“dynamicpresence”fromTeach2and“refers backtotheobjective”fromTeach1.

how many formal observations will I have?
Youwillnormallyhavefiveformalobservations:threebyan administrator(principalorassistantprincipal)*andtwoby animpartial,third-partyobservercalledamastereducator. Someexceptionsaredescribedlaterinthisguidebookinthe PuttingItAllTogethersection.

how will the Teach standards be assessed in the revised framework?
Therevisedframeworkprovidesforamoreholisticapproach toassessment.Foreachstandard,itasksobserversto assesswhichlevel(4,3,2,or1)providesthebestoverall descriptionoftheteacher.Anobserverdoesnotneedtorate ateacherseparatelyoneachbulletinordertocomputea finalrating,sincesomeindicatorsmaybemorerelevanttoa particularlessonthanothers.Thisshiftinapproachallows moreflexibilityinrecognitionofthecomplexityofteaching. Italsoreflectsaresponsetofeedbackfromteacherswho feltfrustratedbythescoringofcertainstandardsunderlast year’srubric.

how will my proficiency in the Teaching and Learning Framework be assessed?
Yourproficiencywillbeassessedthroughformalclassroom observationsaccordingtotherubricattheconclusionofthis section.
*A representative from the DCPS Office of Bilingual Education will conduct the “administrator” observations for members of Group 5.

13

TLF

what is a master educator?
Amastereducatorisanexpertpractitionerinaparticular contentareawhowillserveasanimpartialobserverof yourpractice.Themastereducatorsarenotschool-based. Instead,theytravelfromschooltoschool,conducting theirobservationswithoutanyknowledgeoftheTeaching andLearningFrameworkscoresyoureceivefromyour administration.Thoughwemakeaconcertedefforttoensure thatthemastereducatorswhoobserveyouhaveexpertisein yourparticularsubjectarea,pleaseunderstandthataperfect pairingcannotalwaysbeachieved.

ADMInISTRAToR oBSERVATIon CyCLE
1ST 2ND 3RD

A
SEP 13 DEC 1

A
MAR 1

A
Jun 15

MASTER EDuCAToR oBSERVATIon CyCLE
1ST 2ND

where did the idea for the master educators come from?
Themastereducatorrolewasbornoutofthefocusgroupswe heldwithDCPSteachersduringthe2008–2009schoolyear whenwefirstdesignedIMPACT.Inover50focusgroups,DCPS teachersconsistentlysaidtheywantedanobjective,expert teacher,whowasfamiliarwiththeircontentarea,tobeapart oftheassessmentprocess.

ME
SEP 13 FEB 1

ME
Jun 15

will the formal observations be announced or unannounced?
Thefirstadministratorobservationwillbeannounced.All otherobservationswillbeunannounced.

when will my formal observations occur?
Overthecourseoftheyear,youradministrator(principalor assistantprincipal)willconductthreeformalobservations andamastereducatorwillconducttwo.Thefirst administratorobservationwilloccurbetweenSeptember13 andDecember1,thesecondbetweenDecember1andMarch 1,andthethirdbetweenMarch1andJune15.Thefirst mastereducatorobservationwilloccurbetweenSeptember13 andFebruary1.ThesecondwilloccurbetweenFebruary1and June15.

how long will the formal observations last?
Eachformalobservationwillbeatleast30minutes.

will there be a conference after the formal observations?
Yes.Within15calendardaysfollowingtheobservation,the observer(administratorormastereducator)willmeetwithyou toshareher/hisratings,providefeedback,anddiscussnext stepsforprofessionalgrowth.

14

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

TLF

will I receive written feedback based on my formal observations?
Yes.Youwillreceivewrittencommentsthroughaweb-based portal.Youcanlogintoyouraccountbygoingto http://impactdcps.dc.gov.

thiscomponentofyourIMPACTassessment.Seethesample scorecharttotheright.

will I have any informal observations?
Administratorsareencouragedtoconductinformal observationstohelpprovideyouwithongoingsupportand guidance.Youshouldalsofeelfreetoinviteaninstructional coachoryourcolleaguestoconductinformalobservationsin anefforttohelpyouimproveyourpractice.

how will my formal observations be scored?
Foreachformalobservation,youwillreceivea4(highest)to 1(lowest)ratingforeachstandardofthe“Teach”domainof theTeachingandLearningFramework.Yourstandardscores willthenbeaveragedtogethertoformanoverallscoreof4.0 (highest)to1.0(lowest)fortheobservation.Attheendofthe year,yourfiveobservationscoreswillbeaveragedtogetherto calculateanoverallscoreof4.0(highest)to1.0(lowest)for

If I have additional questions about the Teaching and Learning Framework, whom should I contact?
PleasecontacttheIMPACTteamat202-719-6553or impactdcps@dc.gov.

TEAChInG AnD LEARnInG FRAMEwoRk (TLF)
TEAChInG AnD LEARnInG FRAMEwoRk (TLF)
TLF SCoRE (Average of Teach 1 to Teach 9) Teach 1:LeadWell-Organized,Objective-DrivenLessons Teach 2:ExplainContentClearly Teach 3:EngageStudentsatAllLearningLevelsinRigorousWork Teach 4:ProvideStudentsMultipleWaystoEngagewithContent Teach 5:CheckforStudentUnderstanding Teach 6:RespondtoStudentMisunderstandings Teach 7:DevelopHigher-LevelUnderstandingthroughEffective Questioning Teach 8:MaximizeInstructionalTime Teach 9:BuildaSupportive,Learning-FocusedClassroom Community
ADMIn CyCLE EnDS 12/1 ADMIn CyCLE EnDS 3/1 ADMIn CyCLE EnDS 6/15 ME CyCLE EnDS 2/1 ME CyCLE EnDS 6/15 oVERALL AnnuAL CoMPonEnT SCoRE (Average of Cycles)

SAMPLE SCORE ChART

3.7 3.0 4.0 4.0 3.0 4.0 4.0 4.0 3.0 4.0

3.8 4.0 3.0 4.0 4.0 4.0 3.0 4.0 4.0 4.0

3.7 4.0 4.0 4.0 3.0 4.0 4.0 4.0 3.0 3.0

3.7 4.0 4.0 4.0 3.0 3.0 4.0 4.0 3.0 4.0

3.8 4.0 4.0 4.0 4.0 3.0 4.0 4.0 4.0 3.0

3.7

15

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: PLAn
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TLF P1: DEVELoP AnnuAL STuDEnT AChIEVEMEnT GoALS
TLF
Teacherdevelopsanambitious and measurable annual studentachievementgoalforher/hisclassthatisaligned totheDCPScontentstandards.

LEVEL 3

P1A P1B
TLF

Teacherdevelopsameasurableannual studentachievementgoalforher/hisclass thatisalignedtotheDCPScontentstandards.

All or nearly all studentscancommunicate(ina developmentallyappropriatemanner)thegoalandhowit willbeassessed.

Moststudentscancommunicate(ina developmentallyappropriatemanner)thegoal andhowitwillbeassessed.

TLF P2: CREATE STAnDARDS-BASED unIT PLAnS AnD ASSESSMEnTS
Basedontheannualstudentachievementgoal,the teacherplansunitsby:1)identifyingtheDCPScontent standardsthather/hisstudentswillmasterineachunit; 2)articulatingwell-designedessentialquestionsforeach unit;3)creatingwell-designedassessmentsbeforeeach unitbegins(“beginningwiththeendinmind”);and4) allocatinganinstructionallyappropriateamountoftime foreachunit. Foranygivenunit,all or nearly allstudentscan communicate(inadevelopmentallyappropriatemanner) theessentialquestion(s)oftheunit. Basedontheannualstudentachievementgoal, theteacherplansunitsby:1)identifyingthe DCPScontentstandardsthather/hisstudents willmasterineachunit;2)articulatingwelldesignedessentialquestionsforeachunit;and 3)creatingwell-designedassessmentsbefore eachunitbegins(“beginningwiththeendin mind”). Foranygivenunit,moststudentscan communicate(inadevelopmentally appropriatemanner)theessentialquestion(s) oftheunit.

P2A

TLF

P2B

TLF

TLF P3: CREATE oBJECTIVE-DRIVEn LESSon PLAnS
Basedontheunitplan,theteacherplansdailylessonsby: 1)identifyinglessonobjectivesthatarealignedtothe DCPScontentstandardsandconnectedtopriorlearning; 2)matchinginstructionalstrategiestothelesson objectives;and3)designingdailyassessmentsthat measureprogresstowardsmastery. Basedontheunitplan,theteacherplansdaily lessonsby:1)identifyinglessonobjectives thatarealignedtotheDCPScontentstandards andconnectedtopriorlearning;and2) matchinginstructionalstrategiestothelesson objectives.

P3

TLF

16

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherdevelopsameasurableannualstudent achievementgoalforher/hisclass.

Teacherdevelopsageneralannualstudentachievementgoal forher/hisclassoR does not developagoalatall.

halfofthestudentscancommunicate(ina developmentallyappropriatemanner)thegoaland howitwillbeassessed.

Less than halfofthestudentscancommunicate(ina developmentallyappropriatemanner)thegoalandhowitwill beassessed.

Basedontheannualstudentachievementgoal,the teacherplansunitsby:1)identifyingtheDCPS contentstandardsthather/hisstudentswillmasterin eachunit;and2)articulatingwell-designedessential questionsforeachunit.

Teacherdoes not plan units by identifyingtheDCPScontent standardsthather/hisstudentswillmasterineachunitoR does not articulatewell-designedessentialquestionsforeach unit.

Foranygivenunit,halfofthestudentscan communicate(inadevelopmentallyappropriate manner)theessentialquestion(s)oftheunit.

Foranygivenunit,less than halfofthestudentscan communicate(inadevelopmentallyappropriatemanner)the essentialquestion(s)oftheunit.

Basedonthelong-termplan,theteacherplansdaily lessonsbyidentifyinglessonobjectivesthatare alignedtotheDCPScontentstandards.

Teacherhaslittle or no evidenceofdailylessonplanning basedontheDCPScontentstandards.

17

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: TEACh
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TEACh 1: LEAD wELL-oRGAnIZED, oBJECTIVE-DRIVEn LESSonS
Teacherishighly effectiveatleadingwell-organized, objective-drivenlessons.
For Level 4, nearly all of the evidence listed under Level 3 is present, as well as some of the following: • Studentscanauthenticallyexplainwhattheyarelearning, beyondsimplyrepeatingbackthestatedorpostedobjective. • Studentscanauthenticallyexplainwhy whattheyarelearning isimportant,beyondsimplyrepeatingtheteacher’sexplanation. • Studentsunderstandhowtheobjectivefitsintothebroader unitandcoursegoals.Forexample,thismightbeshown throughaneffectiveteacherexplanationofhowthelesson connectstotheunit’sessentialquestionsorstructure,or reflectedinstudentsdemonstratingthroughtheircomments thattheyunderstandhowthelessonfitsintothebroadergoals oftheunit. • Theteacheractivelyandeffectivelyengagesstudentsinthe processofconnectingthelessontotheirpriorknowledge.For example,theteachermightaskstudentstoconnectconcepts totheirownexperiencesortowhattheyhavelearnedinother courses.

LEVEL 3

Teacheriseffectiveatleadingwell-organized, objective-drivenlessons.
The following best describes what is observed: • Thelessonobjectiveisspecific,measurable,and alignedtostandards;itconveyswhatstudents arelearningandwhattheywillbeabletodoby theendofthelesson. • Theobjectiveofthelessoniscleartostudents. Forexample,theteachermightclearlystateand explaintheobjective,orstudentsmightdemonstratethroughtheiractionsthattheyunderstand whattheywillbelearninganddoing. • Theteacherensuresthatstudentsunderstand theimportanceoftheobjective.Forexample,the teachermighteffectivelyexplainitsimportance, orstudentsmightdemonstratethroughtheir commentsthattheyunderstandtheimportance ofwhattheyarelearning. • Thelessonbuildsonstudents’priorknowledgein asignificantandmeaningfulway,asappropriate totheobjective. • Thelessoniswell-organized:Allpartsofthe lessonareconnectedtoeachotherandalignedto theobjective,andeachpartsignificantlymoves studentstowardmasteryoftheobjective.

T1

TLF

Notes: 1. Onewayinwhichanobservercouldeffectivelygatherinformationtoscorethisstandardisthroughbriefconversationswithstudents(whenappropriate). 2. Inallclasses,objectivesshouldbewritteninastudent-friendlymanner,usingdevelopmentallyappropriatelanguage.Inearlychildhoodclasses, postingawrittenobjectiveisnotnecessary. 3. Inrarecases,itisnotappropriatetostateanobjectiveforalesson(forexample,thismightbetrueinaninquiry-basedlessonorinanearlychildhood classthatusesaMontessoriorReggioEmiliamodel).Inthesecases,anobservershouldassesstheteacherbasedonwhetherthestudentsareengaged inworkthatmovesthemtowardmasteryofanobjective,evenifthisisnotstatedtostudents.

18

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherisminimally effectiveatleadingwellorganized,objective-drivenlessons.
The following best describes what is observed: • Thelessonobjectivemaybemissingonecomponent (forexample,itmightnotbespecific,oritmightnotbe alignedtostandards),butitdoesconveywhatstudents arelearningandwhattheywillbeabletodobytheend ofthelesson. • Theteachermaystatetheobjectiveofthelessonbut maydosoinawaythatdoesnoteffectivelyleadto studentunderstanding.Forexample,theobjectivemight notbeindevelopmentallyappropriatelanguage. • Theteachermayexplaintheimportanceoftheobjective butmaydosoinawaythatdoesnoteffectivelylead tostudentunderstanding.Forexample,theexplanation mightbetoogeneraltobeeffective. • Theteachermaystatehowthelessonconnectsto students’priorknowledge,butthelessongenerallydoes notbuildonstudents’priorknowledgeinasignificant andmeaningfulway.Forexample,theteachermight simplymakeareferencetowhatstudentsweredoingin thepreviouslesson. • Somepartsofthelessonmaynotbecloselyconnected toeachotheroralignedtotheobjective,orsomeparts maynotsignificantlymovestudentstowardmasteryof theobjective.

Teacherisineffectiveatleadingwell-organized,objectivedrivenlessons.
The following best describes what is observed: • Thelessonobjectivemaybemissingmorethanonecomponent,the objectivemaynotconveywhatstudentsarelearningorwhatthey willbeabletodobytheendofthelesson,theremaynotbeaclear objectivetothelesson,ortheobjectivestatedorpostedmaynot connecttothelessontaught. • Theteachermaynotstatetheobjective,orstudentsmaybeunclear orconfusedaboutwhattheywillbelearninganddoing. • Theteachermaynotexplaintheimportanceoftheobjective,or studentsmaynotunderstanditsimportance. • Theteachermaymakenoefforttohavethelessonbuildonorconnecttostudents’priorknowledge,ortheteachermaymakeaneffort thatisineffective. • Thelessonmaybegenerallydisorganized.Differentpartsofthe lessonmayhavenoconnectiontoeachother,studentsmaybeconfusedaboutwhattodo,mostpartsofthelessonmaynotbealigned totheobjective,ormostpartsofthelessonmaynotsignificantly movestudentstowardmasteryoftheobjective.

4. Insomelessons(forexample,centertimeinanearlychildhoodorelementaryclass),differentgroupsofstudentsmightbeworkingtowardavarietyof differentobjectives.Inthesecases,itisnotalwaysnecessarytohavedistinctobjectivespostedforeachcenterordifferentactivity.However,observers shouldassesswhethereachcenteroractivityisdesignedintentionallytomovestudentstowardmasteryofanobjective.Similarly,inlessonslikethese, differentgroupsofstudentsmightbeworkingonavarietyofactivitiesthatdonotclearlybuildoneachotheroronwhathappenedpreviouslyinthe lesson.Inthesecases,observersshouldassesstheextenttowhichtheseactivitiesarethemselveswell-organized. 5. Forsomepartsofalesson(forexample,amorningmeetinginanearlychildhoodclassoraskill-buildingwarm-up),itmaybeappropriateforateacher nottohaveadistinctobjectiveortohaveanobjectivethatdoesnotalignwiththeobjectivefortherestofthelesson.Inthesecases,anobserver shouldassessthisstandardfortheremainderofthelesson.Furthermore,anobserverinthesesituationsshouldnotlowertheteacher’sscoreforlesson organization,butinsteadshouldassesstheconnectionoftheotherpartsofthelessontoeachother.

19

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: TEACh
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TEACh 2: EXPLAIn ConTEnT CLEARLy
Teacherishighly effectiveatexplainingcontentclearly.

LEVEL 3

Teacheriseffectiveatexplainingcontentclearly.

For Level 4, nearly all of the evidence listed under Level 3 is present, as well as some of the following: • Explanationsareconcise,fullyexplainingconceptsinasdirect andefficientamanneraspossible. • Theteachereffectivelymakesconnectionswithothercontent areas,students’experiencesandinterests,orcurrentevents inordertomakethecontentrelevantandbuildstudent understandingandinterest. • Whenappropriate,theteacherexplainsconceptsinawaythat activelyinvolvesstudentsinthelearningprocess,suchasby facilitatingopportunitiesforstudentstoexplainconceptsto eachother. • Explanationsprovokestudentinterestinandexcitementabout thecontent. • Studentsaskhigher-orderquestionsandmakeconnections independently,demonstratingthattheyunderstandthecontent atahigherlevel.

The following best describes what is observed: • Explanationsofcontentareclearandcoherent, andtheybuildstudentunderstandingofcontent. • Theteacherusesdevelopmentallyappropriate languageandexplanations. • Theteachergivesclear,precisedefinitionsand usesspecificacademiclanguageasappropriate. • Theteacheremphasizeskeypointswhennecessary. • Whenanexplanationisnoteffectivelyleading studentstounderstandthecontent,theteacher adjustsquicklyandusesanalternativewayto effectivelyexplaintheconcept. • Studentsaskrelativelyfewclarifyingquestions becausetheyunderstandtheexplanations. However,theymayaskanumberofextension questionsbecausetheyareengagedinthe contentandeagertolearnmoreaboutit.

T2

TLF

Note: 1. ftheteacherpresentsinformationwithanymistakethatwouldleavestudentswithasignificantmisunderstandingattheendofthe I lesson,theteachershouldbescoredaLevel1forthisstandard.

20

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherisminimally effective atexplainingcontent clearly.
The following best describes what is observed: • Explanationsaregenerallyclearandcoherent,witha fewexceptions,buttheymaynotbeentirelyeffectivein buildingstudentunderstandingofcontent. • Somelanguageandexplanationsmaynotbedevelopmentallyappropriate. • Theteachermaysometimesgivedefinitionsthatarenot completelyclearorprecise,orsometimesmaynotuse academiclanguagewhenitisappropriatetodoso. • Theteachermayonlysometimesemphasizekeypoints whennecessary,sothatstudentsaresometimesunclear aboutthemainideasofthecontent. • Whenanexplanationisnoteffectivelyleadingstudents tounderstandtheconcept,theteachermaysometimes moveonorre-explaininthesamewayratherthan provideaneffectivealternativeexplanation. • Studentsmayasksomeclarifyingquestionsshowing thattheyareconfusedbytheexplanations.

Teacherisineffectiveatexplainingcontentclearly.

The following best describes what is observed: • Explanationsmaybeunclearorincoherent,andtheyaregenerally ineffectiveinbuildingstudentunderstandingofcontent. • Muchoftheteacher’slanguagemaynotbedevelopmentally appropriate. • Theteachermayfrequentlygiveunclearorimprecisedefinitions,or frequentlymaynotuseacademiclanguagewhenitisappropriateto doso. • Theteachermayrarelyorneveremphasizekeypointswhennecessary,suchthatstudentsareoftenunclearaboutthemainideasof thecontent. • Theteachermayfrequentlyadhererigidlytotheinitialplanfor explainingcontentevenwhenitisclearthatanexplanationisnot effectivelyleadingstudentstounderstandtheconcept. • Studentsmayfrequentlyaskclarifyingquestionsshowingthatthey areconfusedbytheexplanations,orstudentsmaybeconsistently frustratedordisengagedbecauseofunclearexplanations.

21

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: TEACh
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TEACh 3: EnGAGE STuDEnTS AT ALL LEARnInG LEVELS In RIGoRouS woRk
Teacherishighly effective atengagingstudentsatall learninglevelsinrigorouswork.
For Level 4, nearly all of the evidence listed under Level 3 is present, as well as both of the following: • Theteachermakesthelessonaccessibletoallstudentsat differentlearninglevels. • Theteachermakesthelessonchallengingtoallstudentsat differentlearninglevels.

LEVEL 3

Teacheriseffectiveatengagingstudentsatall learninglevelsinrigorouswork.
The following best describes what is observed: • Theteachermakesthelessonaccessibleto almostallstudents;thereisevidencethatthe teacherknowseachstudent’slevelandensures thatthelessonmeetsalmostallstudentswhere theyare.Forexample,ifnecessary,theteacher mightdifferentiatecontent,process,orproduct (usingstrategiesthatmightinclude,forexample, flexiblegrouping,leveledtexts,ortieredassignments)inordertoensurethatstudentsareable toaccessthelesson. • Theteachermakesthelessonchallengingto almostallstudents;thereisevidencethatthe teacherknowseachstudent’slevelandensures thatthelessonpushesalmostallstudents forwardfromwheretheyare.Forexample,the teachermightaskmorechallengingquestions, assignmoredemandingwork,orprovideextension assignmentsinordertoensurethatallstudents arechallengedbythelesson. • Thereisanappropriatebalancebetween teacher-directedinstructionandrigorous student-centeredlearningduringthelesson, suchthatstudentshaveadequateopportunities tomeaningfullypractice,apply,anddemonstrate whattheyarelearning.

T3

TLF

22

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherisminimally effectiveatengagingstudentsat alllearninglevelsinrigorouswork.
The following best describes what is observed: • Theteachermakesthelessonaccessibletomoststudents;somestudentsmaynotbeabletoaccesscertain partsofthelesson. • Theteachermakesthelessonchallengingtomoststudents;somestudentsmaynotbechallengedbycertain partsofthelesson. • Whilestudentshavesomeopportunitiestomeaningfullypractice,apply,anddemonstratewhattheyare learning,thereismoreteacher-directedinstruction thanappropriate.

Teacherisineffectiveatengagingstudentsatalllearninglevels inrigorouswork.
The following best describes what is observed: • Thelessonisnotaccessibletomoststudents. • Thelessonisnotchallengingtomoststudents. • Thelessonisalmostentirelyteacher-directed,andstudentshave fewopportunitiestomeaningfullypractice,apply,anddemonstrate whattheyarelearning.

23

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: TEACh
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TEACh 4: PRoVIDE STuDEnTS MuLTIPLE wAyS To EnGAGE wITh ConTEnT
Teacherishighly effectiveatprovidingstudentsmultiple waystoengagewithcontent.
For Level 4, nearly all of the evidence listed under Level 3 is present, as well as the following:

LEVEL 3

Teacheriseffectiveatprovidingstudentsmultiple waystoengagewithcontent.
The following best describes what is observed: • Theteacherprovidesstudentsmorethanone waytoengagewithcontent,asappropriate,and allwaysarematchedtothelessonobjective.For particulartypesoflessons,thismayonlyentail givingstudentstwowaystoengagewithcontent (forexample,aSocraticseminarmightinvolve verbal/linguisticandinterpersonalways),while formanylessons,thismayinvolvethreeormore. • Thewaysstudentsengagewithcontentall promotestudentmasteryoftheobjective.

T4

TLF

• Thewaysstudentsareprovidedtoengagewithcontentallsignificantlypromotestudentmasteryoftheobjective;students respondpositivelyandareactivelyinvolvedinthework.

Notes: 1. Teachersshouldreceivecreditforprovidingstudentswithwaysofengagingwithcontentthattargetdifferentlearningmodalities (auditory,visual,kinesthetic/tactile)ormultipleintelligences(spatial,linguistic,logical-mathematical,kinesthetic,musical,interpersonal, intrapersonal,naturalistic),orforusingothereffectiveteachingstrategies. 2. Ateachercanalsobegivencreditforgivingstudentsmultiplewaysofengagingwithcontentevenwhenallofthewaystargetthesame modalityorintelligence.Forexample,ateachermayshowashortvideoclip,thenuseagraphicorganizer.Thoughbothofthesetargetthe visuallearningmodality,theyprovidestudentswithdifferentwaysofengagingwiththesamecontentandshouldbecreditedassuch. 3. Forateachertoreceivecreditforprovidingstudentsawayofengagingwithcontent,studentsmustbeengagedinthatpartofthelesson. Forexample,ateachershouldnotreceivecreditforprovidingawayofengagingwithcontentiftheteachershowsavisualillustrationbut moststudentsarenotpayingattention,oriftheteacherasksstudentstomodelparallelandperpendicularlineswiththeirarmsbutmost studentsdonotparticipate.

24

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherisminimally effectiveatprovidingstudents multiplewaystoengagewithcontent.
The following best describes what is observed: • Theteacherprovidesstudentsmorethanonewayto engagewithcontent,butnotallofthesemaybewell matchedtothelessonobjective;or,theteachermayonly givestudentstwowaystoengagewithcontentwhen usinganadditionalwaywouldhavebeenmoreappropriatetotheobjective(forexample,alessonintroducing fractionsthatinvolvesonlyauditoryandinterpersonal butnotvisualortactile/kinestheticways). • Somewaysprovideddonotpromotestudentmasteryof theobjective.

Teacherisineffectiveatprovidingstudentsmultiplewaysto engagewithcontent.
The following best describes what is observed: • Theteacherprovidesstudentswithmorethanonewaytoengage withcontent,butmostofthesemaynotbewellmatchedtothe lessonobjective;or,theteachermayonlygivestudentsonewayto engagewiththecontent. • Mostorallwaysprovideddonotpromotestudentmasteryof theobjective;or,somewaysmaydetractfromorimpede studentmastery.

25

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: TEACh
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TEACh 5: ChECk FoR STuDEnT unDERSTAnDInG
Teacheris highly effective atcheckingforstudent understanding.
For Level 4, nearly all of the evidence listed under Level 3 is present, as well as some of the following: • Theteacherchecksforunderstandingatallkeymoments. • Everycheckgetsanaccurate“pulse”oftheclass’sunderstanding. • Theteacherusesavarietyofmethodsofcheckingforunderstanding. • Theteacherseamlesslyintegratesinformationgainedfromthe checksbymakingadjustmentstothecontentordeliveryofthe lesson,asappropriate.

LEVEL 3

Teacheriseffectiveatcheckingforstudent understanding.
The following best describes what is observed: • Theteacherchecksforunderstandingofcontent atalmostallkeymoments(whencheckingisnecessarytoinforminstructiongoingforward,such asbeforemovingontothenextstepofthelesson orpartwaythroughtheindependentpractice). • Theteachergetsanaccurate“pulse”ofthe class’sunderstandingfromalmosteverycheck, suchthattheteacherhasenoughinformationto adjustsubsequentinstructionifnecessary. • Ifacheckrevealsaneedtomakeawhole-class adjustmenttothelessonplan(forexample, becausemostofthestudentsdidnotunderstand aconceptjusttaught),theteachermakesthe appropriateadjustmentinaneffectiveway.

T5

TLF

Notes: 1. Ateacherdoesnotnecessarilyhavetocheckwitheverystudentinordertogaugetheunderstandingoftheclass(getthe“pulse”).As longastheteachercallsbothonstudentswhoraisetheirhandsandonthosewhodonot,aseriesofquestionsposedtotheentireclass canenableateachertogetthe“pulse”oftheclass.Or,iftheteachercheckstheunderstandingofanumberofstudents,findsthat mostofthemdidnotunderstandsomepartofthelesson,andimmediatelyre-teachesthatparttotheentireclass,thisshouldcountas effectivelygettingthe“pulse”oftheclassbecausetheteachergainedenoughinformationtobeabletoadjustsubsequentinstruction. 2. Forsomelessons,checkingthe“pulse”oftheclassmaynotbeanappropriatestandard.Forexample,ifstudentsarespendingthe majorityoftheperiodworkingonindividualessaysandtheteacherisconferencingwithafewstudents,itmaynotbenecessaryforthe teachertochecktheunderstandingoftheentireclass.Inthesecases,theteachershouldbejudgedbasedonhowdeeplyandeffectively s/hechecksfortheunderstandingofthestudentswithwhoms/heisworking. 3. Insomelessons,itcanbeappropriatetogivecreditforcheckingforunderstandingofdirections,inadditiontocheckingforunderstandingofcontent.However,ateacherwhoonlychecksforunderstandingofdirectionsandrarelyorneverchecksforunderstandingof contentshouldnotreceiveahighscoreonthisstandard. 4. Allofthetechniquesinthelistofexamplestotherightcanbeeffectivechecksforunderstandingiftheyarewell-executedandappropriatetothelessonobjective.However,eachofthesetechniquescanalsobeusedineffectively.Ateachershouldnotreceivecreditsimply forusingatechniqueonthelist.Inordertobecreditedasaneffectivecheckforunderstanding,thetechniquemustbeappropriateto theobjectiveandyieldinformationthatcaninforminstructionandthussucceedingettingthe“pulse”oftheclass’sunderstanding.

26

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherisminimally effective atcheckingforstudent understanding.
The following best describes what is observed: • Theteachersometimeschecksforunderstandingof content,butmissesseveralkeymoments. • Theteachergetsanaccurate“pulse”oftheclass’s understandingfrommostchecks. • Ifacheckrevealsaneedtomakeawhole-classadjustmenttothelessonplan,theteacherattemptstomake theappropriateadjustmentbutmaynotdosoinan effectiveway.

Teacherisineffectiveatcheckingforstudentunderstanding.

The following best describes what is observed: • Theteacherrarelyorneverchecksforunderstandingofcontent,or missesnearlyallkeymoments. • Theteacherdoesnotgetanaccurate“pulse”oftheclass’sunderstandingfrommostchecks.Forexample,theteachermightneglect somestudentsoraskverygeneralquestionsthatdonoteffectively assessstudentunderstanding. • Ifacheckrevealsaneedtomakeawhole-classadjustmenttothe lessonplan,theteacherdoesnotattempttomaketheappropriate adjustment,orattemptstomaketheadjustmentbutdoesnotdoso inaneffectiveway.

Examplesofchecksforunderstanding: •Askingclarifyingquestions •Askingreadingcomprehensionquestions •Askingstudentstorephrasematerial •Conferencingwithindividualstudents •Drawinguponpeerconversations/explanations •Havingstudentsrespondonwhiteboards •Havingstudentsvoteonanswerchoices •Movingaroundtolookateachgroup’swork •Observingstudentworkinastructuredmanner •Scanningprogressofstudentsworkingindependently •Usingconstructedresponses •Usingexitslips •Usingrole-playing •Using“think-pair-share”

27

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: TEACh
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TEACh 6: RESPonD To STuDEnT MISunDERSTAnDInGS
Teacherishighly effectiveatrespondingtostudent misunderstandings.
For Level 4, nearly all of the evidence listed under Level 3 is present, as well as some of the following:

LEVEL 3

Teacheriseffectiveatrespondingtostudent misunderstandings.
The following best describes what is observed: • Theteacherrespondstomoststudentmisunderstandingswitheffectivescaffolding. • Whenpossible,theteacherusesscaffoldingtechniquesthatenablestudentstoconstructtheir ownunderstandings(forexample,byaskingleadingquestions)ratherthansimplyre-explaininga concept. • Ifanattempttoaddressamisunderstandingis notsucceeding,theteacher,whenappropriate, respondswithanotherwayofscaffolding.

T6

TLF

• Theteacherrespondstoalmostallstudentmisunderstandings witheffectivescaffolding. • Theteacheranticipatesstudentmisunderstandingsandpreemptivelyaddressesthem,eitherdirectlyorthroughthedesign ofthelesson. • Theteacherisabletoaddressstudentmisunderstandings effectivelywithouttakingawayfromtheflowofthelessonor losingtheengagementofstudentswhodounderstand.

Notes: 1. Atsomepointsinalesson,itisnotappropriatetoimmediatelyrespondtostudentmisunderstandings(forexample,atthebeginningof aninquiry-basedlesson,orwhenstoppingtorespondtoasinglestudent’smisunderstandingwouldbeanineffectiveuseofinstructional timefortherestoftheclass).Insuchcases,aneffectiveteachermightwaituntillaterinthelessontorespondandscaffoldlearning. Observersshouldbesensitivetothesesituationsandnotpenalizeateacherforfailingtorespondtomisunderstandingsimmediately whenitwouldbemoreeffectivetowait,providedthattheteachermakessomearrangementtoaddressthemisunderstandingslaterand makesthiscleartothestudents. 2. Allofthetechniquesinthelistofexamplestotherightcanbeeffectivetechniquesforscaffoldinglearningiftheyarewell-executed andappropriatetothelessonobjective.However,eachofthesetechniquescanalsobeusedineffectively.Ateachershouldnotreceive creditsimplyforusingatechniqueonthelist.Inordertobecreditedasaneffectivescaffold,thetechniquemustbewell-executedand appropriatetotheobjective,andthussucceedinaddressingthestudent’smisunderstanding. 3. Iftherearenoevidentstudentmisunderstandingsduringthe30-minuteobservation,thiscategoryshouldbescoredas“NotApplicable.”

28

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherisminimally effectiveatrespondingtostudent misunderstandings.
The following best describes what is observed: • Theteacherrespondstosomestudentmisunderstandingswitheffectivescaffolding. • Theteachermayprimarilyrespondtomisunderstandings byusingscaffoldingtechniquesthatareteacher-driven (forexample,re-explainingaconcept)whenstudentdriventechniquescouldhavebeeneffective. • Theteachermaysometimespersistinusingaparticular techniqueforrespondingtoamisunderstanding,even whenitisnotsucceeding.

Teacherisineffectiveatrespondingtostudent misunderstandings.
The following best describes what is observed: • Theteacherrespondstofewstudentmisunderstandingswitheffectivescaffolding. • Theteachermayonlyrespondtomisunderstandingsbyusingscaffoldingtechniquesthatareteacher-drivenwhenstudent-driven techniquescouldhavebeeneffective. • Theteachermayfrequentlypersistinusingaparticular techniqueforrespondingtoamisunderstanding,evenwhenit isnotsucceeding.

Examplesoftechniquesforscaffoldinglearning: •Activatingbackgroundknowledge •Askingleadingquestions •Breakingthetaskintosmallerparts •Givinghintsorcueswithamnemonicdevice •Havingstudentsverbalizetheirthinkingprocesses •Modeling •Usingcuecards •Providingvisualcues •Suggestingstrategiesorprocedures •Usinganalogies •Usingmanipulativesorahands-onmodel •Using“think-alouds”

29

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: TEACh
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)

LEVEL 3

TEACh 7: DEVELoP hIGhER-LEVEL unDERSTAnDInG ThRouGh EFFECTIVE QuESTIonInG
Teacherishighly effectiveatdevelopinghigher-level understandingthrougheffectivequestioning.
For Level 4, nearly all of the evidence listed under Level 3 is present, as well as some of the following:

Teacheriseffectiveatdevelopinghigher-level understandingthrougheffectivequestioning.
The following best describes what is observed: • Theteacherfrequentlydevelopshigher-level understandingthrougheffectivequestioning. • Nearlyallofthequestionsusedareeffectivein developinghigher-levelunderstanding. • Theteacherusesavarietyofquestions.

T7

TLF

• Theteacheraskshigher-levelquestionsatmultiplelevelsof Bloom’staxonomy,ifappropriatetothelesson. • Studentsareabletoanswerhigher-levelquestionswithmeaningfulresponses,showingthattheyareaccustomedtobeing askedthesekindsofquestions. • Studentsposehigher-levelquestionstotheteacherandto eachother,showingthattheyareaccustomedtoaskingthese questions.

Notes: 1. Ateachermayaskhigher-levelquestionsinresponsetostudents’correctanswers,aspartofthedeliveryofcontent,orinanother context.Alloftheseusesofquestioningshouldbeincludedintheassessmentofthisstandard. 2. Ateachershouldreceivecreditfordevelopinghigher-levelunderstandingbyposingamoredifficultproblemorsettingupamorechallengingtask,evenifthesearenotnecessarilyphrasedasquestions. 3. Atsomepointsinalesson,itisnotappropriatetoimmediatelyaskquestionstodevelophigher-levelunderstanding(forexample,ifstudentsarerehearsingabasicskill).Ateachershouldnotbepenalizedforfailingtoprobeforhigher-levelunderstandinginthesecases. However,overthecourseofa30-minuteobservation,thereshouldbesomeopportunitiestoprobeforhigher-levelunderstanding.Asa result,thiscategorycannotbescoredas“NotApplicable.” 4. Thefrequencywithwhichateachershouldusequestionstodevelophigher-levelunderstandingwillvarydependingonthetopicand typeoflesson.Forexample,inahighschoolhistorylessonontheIndustrialRevolution,ateachershouldbeaskingquestionstodevelop higher-levelunderstandingmuchofthetime.Incontrast,inapartofalessonontheappropriateuseofpunctuation,ateachermight notdosoquiteasfrequently.Still,questioningtopromotehigher-levelunderstandingshouldbepresentinevery lesson. 5. Allofthetechniquesinthelistofexamplestotherightcanbeeffectivetypesofquestionstodevelophigher-levelunderstandingifthey arewell-executedandappropriatetothelessonobjective.However,eachofthesetechniquescanalsobeusedineffectively.Ateacher shouldnotreceivecreditsimplyforusingatechniqueonthelist.Inordertobecreditedaseffective,thequestionmustbewell-executed andappropriatetotheobjectiveandthussucceedindevelopinghigher-levelunderstanding.

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherisminimally effective atdevelopinghigherlevelunderstandingthrougheffectivequestioning.
The following best describes what is observed: • Theteachersometimesdevelopshigher-levelunderstandingthrougheffectivequestioning. • Someofthequestionsusedmaynotbeeffectivein developinghigher-levelunderstanding.Forexample, theteachermightaskquestionsthatareunnecessarily complexorconfusingtostudents. • Theteachermayrepeatedlyusetwoorthreequestions.

Teacherisineffectiveatdevelopinghigher-levelunderstanding througheffectivequestioning.
The following best describes what is observed: • Theteacherrarelyorneverdevelopshigher-levelunderstanding througheffectivequestioning. • Mostofthequestionsusedmaynotbeeffectiveindeveloping higher-levelunderstanding.Forexample,theteachermightask questionsthatdonotpushstudents’thinking. • Theteachermayonlyuseonequestionrepeatedly.Forexample, theteachermightalwaysaskstudents“Why?”inresponsetotheir answers.

Examplesoftypesofquestionsthatcandevelophigher-levelunderstanding: • ActivatinghigherlevelsofinquiryonBloom’staxonomy(usingwordssuchas“analyze,”“classify,”“compare,”“decide,”“evaluate,” “explain,”or“represent”) •Askingstudentstoexplaintheirreasoning • Askingstudentstoexplainwhytheyarelearningsomethingortosummarizethemainidea • Askingstudentstoapplyanewskillorconceptinadifferentcontext • Posingaquestionthatincreasestherigorofthelessoncontent • Promptingstudentstomakeconnectionstopreviousmaterialorpriorknowledge

31

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: TEACh
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TEACh 8: MAXIMIZE InSTRuCTIonAL TIME
Teacherishighly effectiveatmaximizinginstructionaltime throughwell-executedroutines,procedures,andtransitions; efficientinstructionalpacing;andeffectiveclassroom management.
For Level 4, nearly all of the evidence listed under Level 3 is present, as well as some of the following: • Routinesandproceduresrunsmoothlywithminimalprompting fromtheteacher;studentsknowtheirresponsibilitiesanddo nothavetoaskquestionsaboutwhattodo. • Transitionsareorderly,efficient,andsystematic,andrequire littleteacherdirection. • Studentsareneveridlewhilewaitingfortheteacher(for example,whiletheteachertakesattendanceorprepares materials). • Studentsshareresponsibilityfortheoperationsandroutinesin theclassroom. • Thelessonprogressesatarapidpacesuchthatstudentsare neverdisengaged,andstudentswhofinishassignedworkearly havesomethingelsemeaningfultodo. • Theflowofthelessonisneverimpededbyinappropriateorofftaskstudentbehavior,eitherbecausenosuchbehavioroccurs orbecausewhensuchbehavioroccurstheteacherefficiently addressesit.

LEVEL 3

Teacheriseffectiveatmaximizinginstructional timethroughwell-executedroutines,procedures, andtransitions;efficientinstructionalpacing;and effectiveclassroommanagement.
The following best describes what is observed: • Routinesandproceduresrunsmoothlywithsome promptingfromtheteacher;studentsgenerally knowtheirresponsibilities. • Transitionsaregenerallysmoothwithsome teacherdirection. • Studentsareonlyidleforverybriefperiodsof timewhilewaitingfortheteacher(forexample, whiletheteachertakesattendanceorprepares materials). • Theteacherspendsanappropriateamountof timeoneachpartofthelesson. • Thelessonprogressesataquickpace,suchthat studentsarealmostneverdisengagedorleft withnothingmeaningfultodo(forexample,after finishingtheassignedwork,orwhilewaitingfor onestudenttocompleteaprobleminfrontofthe class). • Inappropriateoroff-taskstudentbehaviorrarely interruptsordelaysthelesson.

T8

TLF

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherisminimally effectiveatmaximizing instructionaltimethroughwell-executedroutines, procedures,andtransitions;efficientinstructional pacing;andeffectiveclassroommanagement.
The following best describes what is observed: • Routinesandproceduresareinplacebutrequiresignificantteacherpromptinganddirection;studentsmaybe unclearaboutwhattheyshouldbedoingandmayask questionsfrequently. • Transitionsarefullydirectedbytheteacherandmaybe lessorderlyandefficient. • Studentsmaybeidleforshortperiodsoftimewhile waitingfortheteacher. • Theteachermayspendtoomuchtimeononepartofthe lesson(forexample,mayallowtheopeningtocontinue longerthannecessary). • Thelessonprogressesatamoderatepace,butstudents aresometimesdisengagedorleftwithnothingmeaningfultodo. • Inappropriateoroff-taskstudentbehaviorsometimes interruptsordelaysthelesson.

Teacherisineffectiveatmaximizinginstructionaltimethrough well-executedroutines,procedures,andtransitions;efficient instructionalpacing;andeffectiveclassroommanagement.

The following best describes what is observed: • Therearenoevidentroutinesandprocedures,sotheteacherdirects everyactivity;studentsareunclearaboutwhattheyshouldbedoing andaskquestionsconstantlyordonotfollowteacherdirections. • Transitionsaredisorderlyandinefficient. • Studentsmaybeidleforsignificantperiodsoftimewhilewaitingfor theteacher. • Theteachermayspendaninappropriateamountoftimeononeor morepartsofthelesson(forexample,spends20minutesonthe warm-up). • Thelessonprogressesatanotablyslowpace,andstudentsare frequentlydisengagedorleftwithnothingmeaningfultodo. • Inappropriateoroff-taskstudentbehaviorconstantlyinterruptsor delaysthelesson.

33

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: TEACh
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TEACh 9: BuILD A SuPPoRTIVE, LEARnInG-FoCuSED CLASSRooM CoMMunITy
Teacherishighly effective atbuildingasupportiveand learning-focusedclassroomcommunity.
For Level 4, nearly all of the evidence listed under Level 3 is present, as well as some of the following: • Studentsareinvestedinthesuccessoftheirpeers.For example,theycanbeseencollaboratingwithandhelpingeach otherwithoutpromptingfromtheteacher. • Studentsmaygiveunsolicitedpraiseorencouragementtotheir peersforgoodwork,whenappropriate. • Studentcommentsandactionsdemonstratethatstudentsare excitedabouttheirworkandunderstandwhyitisimportant.

LEVEL 3

Teacheriseffectiveatbuildingasupportiveand learning-focusedclassroomcommunity.
The following best describes what is observed: • Studentsareinvestedintheirworkandvalue academicsuccess.Forexample,studentswork hard,remainfocusedonlearningwithoutfrequent reminders,andperseverethroughchallenges. • Theclassroomisasafeenvironmentforstudents totakeonchallengesandriskfailure.For example,studentsareeagertoanswerquestions, feelcomfortableaskingtheteacherforhelp,and donotrespondnegativelywhenapeeranswersa questionincorrectly. • Studentsarealwaysrespectfuloftheteacher andtheirpeers.Forexample,studentslistenand donotinterruptwhentheirpeersaskoranswer questions. • Theteachermeaningfullyreinforcespositive behaviorandgoodacademicworkasappropriate. • Theteacherhasapositiverapportwithstudents, asdemonstratedbydisplaysofpositiveaffect, evidenceofrelationshipbuilding,andexpressions ofinterestinstudents’thoughtsandopinions.

T9

TLF

• Thereisevidencethattheteacherhasstrong,individualized relationshipswithstudentsintheclass.Forexample,the teachermightdemonstratepersonalknowledgeofstudents’ lives,interests,andpreferences. • Studentsmaydemonstratefrequentpositiveengagementwith theirpeers.Forexample,theymightshowinterestinother students’answersorwork.

Notes: 1. Ifthereareoneormoreinstancesofdisrespectbytheteachertowardstudents,theteachershouldbescoredaLevel1forthisstandard. 2. Briefinterruptionsduetostudentexcitement(forexample,whenastudentaccidentallyshoutsoutananswerbecauses/heisexcitedto respondtothequestion)shouldnotbecountedagainstateacherunlesstheyoccurconstantlyandsignificantlyinterferewiththelessonor withtheabilityofotherstudentstorespond.

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherisminimally effectiveatbuildingasupportive andlearning-focusedclassroomcommunity.
The following best describes what is observed: • Studentsaregenerallyengagedintheirworkbutare nothighlyinvestedinit.Forexample,studentsmight spendsignificanttimeoff-taskorrequirefrequent reminders;studentsmightgiveupeasily;ortheteacher mightcommunicatemessagesabouttheimportanceof thework,butthereislittleevidencethatstudentshave internalizedthem. • Somestudentsarewillingtotakeacademicrisks,but othersmaynotbe.Forexample,somestudentsmight bereluctanttoanswerquestionsortakeonchallenging assignments;somestudentsmightbehesitanttoask theteacherforhelpevenwhentheyneedit;orsome studentsmightoccasionallyrespondnegativelywhena peeranswersaquestionincorrectly. • Studentsaregenerallyrespectfuloftheteacherandtheir peers,buttherearesomeexceptions.Forexample,studentsmightoccasionallyinterrupt,ormightberespectful andattentivetotheteacher,butnottotheirpeers. • Theteachermayrarelyreinforcepositivebehaviorand goodacademicwork,maydosoforsomestudentsbut notforothers,ormaynotdosoinameaningfulway. • Theteachermayhaveapositiverapportwithsomestudentsbutnotothers,ormaydemonstratelittlerapport withstudents.

Teacherisineffectiveatbuildingasupportiveandlearningfocusedclassroomcommunity.
The following best describes what is observed: • Studentsmaydemonstratedisinterestorlackofinvestmentintheir work.Forexample,studentsmightbeunfocusedandnotworking hard,befrequentlyoff-task,orrefusetoattemptassignments. • Studentsaregenerallynotwillingtotakeonchallengesandrisk failure.Forexample,moststudentsmightbereluctanttoanswer questionsortakeonchallengingassignments,moststudentsmight behesitanttoasktheteacherforhelpevenwhentheyneedit,or studentsmightdiscourageorinterferewiththeworkoftheirpeers orcriticizestudentswhogiveincorrectanswers. • Studentsmayfrequentlybedisrespectfultotheteacherortheir peers.Forexample,theymightfrequentlyinterruptorbeclearlyinattentivewhentheteacherortheirpeersarespeaking. • Theteachermayneverreinforcepositivebehaviorandgoodacademicwork,ors/hemaydosoforonlyafewstudents. • Theremaybelittleornoevidenceofapositiverapportbetweenthe teacherandthestudents,ortheremaybeevidencethattheteacher hasanegativerapportwithstudents.

35

TEAChInG AnD LEARnInG FRAMEwoRk (TLF) RuBRIC: InCREASE EFFECTIVEnESS
NOTE: In 2010–2011, only the Teach domain of the Teaching and Learning Framework will be assessed.

LEVEL 4 (hIGhEST)
TLF IE1: ASSESS STuDEnT PRoGRESS
Teacher:1)routinelyuses assessmentstomeasurestudent masteryofcontentstandards;2)providesstudentswith multiple waysofdemonstratingmastery(forexample, selectedresponse,constructedresponse,performancetask, andpersonalcommunication);and3)providesstudents withmultiple opportunitiesduringtheunittodemonstrate mastery.

LEVEL 3

IE1

TLF

Teacher:1)routinelyuses assessmentsto measurestudentmasteryofcontentstandards; and2)providesstudentswithmultiple waysof demonstratingmastery(forexample,selected response,constructedresponse,performance task,andpersonalcommunication).

TLF IE2: TRACk STuDEnT PRoGRESS DATA
Teacher:1)routinelyrecordsthestudentprogress datagatheredinIE1;2)uses a system(forexample, gradebooks,spreadsheets,charts)thatallowsforeasy analysisofstudentprogresstowardmastery;and3) at least half ofthestudentsknowtheirprogresstoward mastery. Teacher:1)routinelyrecordsthestudent progressdatagatheredinIE1;and2) uses a system(forexample,gradebooks, spreadsheets,charts)thatallowsforeasy analysisofstudentprogresstowardmastery.

IE2

TLF

TLF IE3: IMPRoVE PRACTICE AnD RE-TEACh In RESPonSE To DATA

IE3

TLF

InresponsetoIE2,theteacher:1)re-teaches,as appropriate;2)modifies long-term plans,asappropriate; and3)modifies practice,asappropriate.

InresponsetoIE2,theteacher:1)re-teaches, asappropriate;and2)modifies long-term plans,asappropriate.

BelPerezGabilondo

MeaghanGay

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teacherroutinelyuses assessmentstomeasure studentmasteryofcontentstandards.

Teacherdoes not routinely use assessmentstomeasure studentmasteryofcontentstandards.

Teacherroutinelyrecordsthestudentprogressdata gatheredinIE1.

Teacherdoes not routinely recordstudentprogress datagatheredinIE1.

InresponsetoIE2,theteacherre-teaches,as appropriate.

Teacherdoes not re-teach.

MichaelDeAngelis

37

CSC
COMMITMENT TO ThE SChOOL COMMuNITy (CSC)
what is Commitment to the School Community?
Thiscomponentmeasuresseveralaspectsofyourworkas amemberofaschoolcommunity:1)yoursupportofyour school’slocalinitiatives;2)yoursupportoftheSpecial EducationandEnglishLanguageLearnerprogramsatyour school;and3)youreffortstopromotehighacademicand behavioralexpectations.Forteachers,thiscomponentalso measurestwootheraspects:4)yourpartnershipwithyour students’families;and5)yourinstructionalcollaborationwith yourcolleagues. Aspartofeachassessmentcycle,youwillhaveaconference withyouradministrator.Atthisconferenceyouwillreceive feedbackbasedontheCommitmenttotheSchoolCommunity rubricanddiscussnextstepsforprofessionalgrowth.

how will my Commitment to the School Community be scored?
Foreachassessmentcycle,youwillreceivea4(highest)to1 (lowest)ratingforeachstandardoftherubric.Yourstandard scoreswillthenbeaveragedtogethertoformanoverallscore of4.0(highest)to1.0(lowest)fortheassessmentcycle. Attheendoftheyear,yourassessmentcyclescoreswill beaveragedtogethertocalculateanoverallscoreof4.0 (highest)to1.0(lowest)forthiscomponentofyourIMPACT assessment.Seethesamplescorechartbelow. Pleasenotethat,ifyouaresharedbetweentwoschools,you willreceivescoresateachofthem.Thesescoreswillthen beaveragedtogethertodetermineyourfinalscoreforthis component.

why is this one of my IMPACT components?
Thiscomponentwasincludedbecausewebelievethat ourstudents’successdependsonthecollectiveeffortsof everyoneinourschools.

how will my Commitment to the School Community be assessed?
Youradministratorwillassessyouaccordingtotherubricat theconclusionofthissection.S/hewillassessyouformally twotimesduringtheyear.Thefirstassessmentwilloccurby December1andthesecondbyJune15.

If I have additional questions about Commitment to the School Community, whom should I contact?
PleasecontacttheIMPACTteamat202-719-6553or impactdcps@dc.gov.

CoMMITMEnT To ThE SChooL CoMMunITy (CSC)
CoMMITMEnT To ThE SChooL CoMMunITy (CSC)
CSC SCoRE (Average of CSC 1 to CSC 5) CSC 1:SupportoftheLocalSchoolInitiatives CSC 2:SupportoftheSpecialEducationandEnglishLanguage LearnerPrograms CSC 3:HighExpectations CSC 4:PartnershipwithFamilies(forTeachersOnly) CSC 5:InstructionalCollaboration(forTeachersOnly)
CyCLE EnDS 12/1 CyCLE EnDS 6/15 oVERALL AnnuAL CoMPonEnT SCoRE (Average of Cycles)

SAMPLE SCORE ChART

3.4 3.0 4.0 4.0 3.0 3.0

3.6 4.0 3.0 4.0 4.0 3.0

3.5

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

MichaelDeAngelis

39

CoMMITMEnT To ThE SChooL CoMMunITy (CSC) RuBRIC
LEVEL 4 (hIGhEST)
CSC 1: SuPPoRT oF ThE LoCAL SChooL InITIATIVES
Individualmeets Level 3expectationsANDextends impactbyfindingnewandinnovativewaystohelpthe localschoolinitiativessucceedand/orbydedicatinga trulyexceptionalamountoftimeandenergyinsupportof theinitiatives. Individualconsistentlysupportsthelocal schoolinitiativesinaneffectivemanner.

LEVEL 3

CSC

1

Examples of local school initiatives include: increasing the student attendance rate, reducing the suspension rate, and expanding a “reading across the curriculum” program.

CSC 2: SuPPoRT oF ThE SPECIAL EDuCATIon AnD EnGLISh LAnGuAGE LEARnER PRoGRAMS*
Individualmeets Level 3 expectationsAND extends impactbyfindingnewandinnovativewaystohelp theSpecialEducationandEnglishLanguageLearner programs,theStudentSupportTeam,andallstudents with504planssucceedand/orbydedicatingatruly exceptionalamountoftimeandenergyinsupportofthese programsandstudents. Individualconsistentlysupports,inaneffective manner,theschool’sSpecialEducationand EnglishLanguageLearnerprograms,the school’sStudentSupportTeam,andallstudents with504plans.

CSC

2

Examples of how one might support these programs and students include: submitting necessary documentation for an IEP meeting, proactively offering assistance and support to a special education teacher, and helping ensure that facilities are available for the provision of services.

CSC 3: hIGh EXPECTATIonS
Individualmeets Level 3expectationsANDextends impactbyfindingnewandinnovativewaystohelp promotehighexpectationsand/orbydedicatingatruly exceptionalamountoftimeandenergytowardsdeveloping acultureofhighexpectationsintheschool. Individualconsistentlypromoteshighacademic andbehavioralexpectations,inaneffective manner,forallstudents.

CSC

3

Examples of how one might promote high expectations include: promoting achievement through rigorous academic work and challenging extracurricular opportunities, modeling high personal standards, and emphasizing pride in self, school, and community.

*This standard may be scored as “Not Applicable” if a school has no students who receive Special Education or English Language Learner services, no students who need assistance from a Student Support Team, and no students with 504 plans.

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Individualsometimessupportsthelocalschool initiativesinaneffectivemanner.

Individualrarely or neversupportsthelocalschoolinitiatives inaneffectivemanner.

Individualsometimessupports,inaneffective manner,theschool’sSpecialEducationandEnglish LanguageLearnerprograms,theschool’sStudent SupportTeam,andallstudentswith504plans.

Individualrarely or neversupports,inaneffectivemanner, theschool’sSpecialEducationandEnglishLanguageLearner programs,theschool’sStudentSupportTeam,andallstudents with504plans.

Individualsometimespromoteshighacademicand behavioralexpectations,inaneffectivemanner,forall students.

Individualrarely or neverpromoteshighacademicand behavioralexpectations,inaneffectivemanner,forall students.

41

CoMMITMEnT To ThE SChooL CoMMunITy (CSC) RuBRIC
LEVEL 4 (hIGhEST)
CSC 4: PARTnERShIP wITh FAMILIES (FoR TEAChERS onLy)
Teachermeets Level 3expectationsANDextends impact byfindingnewandinnovativewaystofosterengagement withstudents’familiesand/orbydedicatingatruly exceptionalamountoftimeandenergytowardspartnering withthem. Teacherconsistentlyengagesstudents’families asvaluedpartnersinaneffectivemanner.

LEVEL 3

CSC

4

Examples of how one might engage students’ families include: making regular phone calls or home visits to communicate with parents/guardians, including families in class projects, and creating a welcoming classroom environment for families.

CSC 5: InSTRuCTIonAL CoLLABoRATIon (FoR TEAChERS onLy)
Teachermeets Level 3expectationsANDextends impact byproactivelyseekingoutcollaborativeopportunitieswith otherteachersand/orbydedicatingatrulyexceptional amountoftimeandenergytowardspromotingeffective instructionalcollaboration. Teacherconsistentlycollaborateswith colleaguestoimprovestudentachievementin aneffectivemanner.

CSC

5

Examples of how one might collaborate to improve student achievement include: active participation in the ThirtyMinute Morning Block, active participation in grade-level and departmental meetings, and active participation in mentoring relationships (formal or informal).

SimonaMonnatti

MeaghanGay

42

IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

LEVEL 2

LEVEL 1 (LowEST)

Teachersometimesengagesstudents’familiesas valuedpartnersinaneffectivemanner.

Teacherrarely or neverengagesstudents’familiesasvalued partnersinaneffectivemanner.

Teachersometimescollaborateswithcolleaguesto improvestudentachievementinaneffectivemanner.

Teacherrarely or nevercollaborateswithcolleaguesto improvestudentachievementinaneffectivemanner.

BelPerezGabilondo

43

SVA
SChOOL vALuE-ADDED STuDENT AChIEvEMENT DATA (SvA)
what is SvA?
SVAisameasureofaschool’soverallimpact—asopposed toanindividualteacher’simpact—onstudentlearning.Itis agrowthmeasurebasedontheDCCAS.Everyemployeeinthe schoolreceivesthesamescoreforSVA.

how does it work?
Weuseasophisticatedstatisticalmodeltoisolatethe impactthatyourschoolhasonstudentlearningaftertaking intoaccountmanyoftheotherfactorsthatmightaffect achievement.DCPSwillbeofferingadditionaltrainingonthis processlaterintheschoolyear.

Is SvA the same as Adequate yearly Progress?
No.AdequateYearlyProgressisan“attainment”measure, meaningthatitisanabsolutetargetthatisrequiredofall students,regardlessoftheircurrentskilllevel.SVA,onthe otherhand,isa“growth”measure.Itisbasedonthegains thatthestudentsinyourschoolmake.

when will my school receive its final SvA score?
BecauseweneeddatafromtheDCCAStocalculateSVA,your schoolwillnotreceiveitsscoreuntilaftertheconclusionof theschoolyear.WearecontinuingtoworkwiththeOfficeof theStateSuperintendentofEducation(OSSE)toshortenthe timeittakestoreceivethefinalDCCASdatasothatwecan providetheSVAscoresooner.

why is SvA one of my IMPACT components?
Becauseeducationisverymuchateameffort,wefeelitis importanttoholdeveryoneinabuildingaccountableforthe overallsuccessoftheschool.Thisisthesameideabehind theTEAM(TogetherEveryoneAchievesMore)Program,which providesbonusestoallstaffmembersinschoolsthatmeet certainperformancetargets.

If I have additional questions about SvA, whom should I contact?
PleasecontacttheIMPACTteamat202-719-6553or impactdcps@dc.gov.

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

MeaghanGay

45

CP
COrE PrOFESSIONALISM (CP)
what is Core Professionalism?
Thiscomponentmeasuresfourbasictenetsofprofessionalism: 1)havingnounexcusedabsences;2)havingnounexcusedlate arrivals;3)followingthepoliciesandproceduresofyourschool (orprogram)andtheschoolsystem;and4)interactingwith colleagues,students,families,andcommunitymembersina respectfulmanner. forthiscomponentwillbeMeetsStandardandyouwillsee nochangeinyourfinalIMPACTscore.Thisisthecaseinthe samplescorecharttotheright. IfyoureceivearatingofSlightlyBelowStandardonanypart oftheCoreProfessionalismrubricduringacycle(andyou receivenoratingsofSignificantlyBelowStandard),youwill receiveanoverallratingofSlightlyBelowStandardforthat cycle,andtenpointswillbedeductedfromyourfinalIMPACT score.Anadditionaltenpointswillbedeductedifyouearnan overallratingofSlightlyBelowStandardagainthenextcycle. IfyoureceivearatingofSignificantlyBelowStandardonany partoftheCoreProfessionalismrubricduringacycle,youwill receiveanoverallratingofSignificantlyBelowStandardfor thatcycle,andtwentypointswillbedeductedfromyourfinal IMPACTscore.Anadditionaltwentypointswillbededucted ifyouearnanoverallratingofSignificantlyBelowStandard againthenextcycle. Pleasenotethat,ifyouaresharedbetweentwoschools,the lowerofyourtwoCoreProfessionalismscoresforeachcycle willbeusedforyourfinalIMPACTscore. Formoreinformationaboutthescoringprocess,pleasesee thePuttingItAllTogethersectionofthisguidebook.

how will my Core Professionalism be assessed?
Youradministrator(orprogramsupervisor)willassessyour CoreProfessionalismaccordingtotherubricattheconclusion ofthissection.S/hewillassessyouformallytwotimesduring theyear.ThefirstassessmentwilloccurbyDecember1and thesecondbyJune15. Aspartofeachassessmentcycle,youwillhaveaconference withyouradministrator(orprogramsupervisor).AtthisconferenceyouwillreceivefeedbackbasedontheCoreProfessionalismrubricanddiscussnextstepsforprofessionalgrowth.

how will my Core Professionalism be scored?
UnliketheotherrubricsinIMPACT,thereareonlythreelevels forCoreProfessionalism:MeetsStandard,SlightlyBelow Standard,andSignificantlyBelowStandard. IfyouconsistentlyreceiveaCoreProfessionalismratingof MeetsStandard(andyoureceivenoratingsofSlightlyBelow StandardorSignificantlyBelowStandard),youroverallscore

If I have additional questions about Core Professionalism, whom should I contact?
PleasecontacttheIMPACTteamat202-719-6553or impactdcps@dc.gov.

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

CoRE PRoFESSIonALISM (CP)
CoRE PRoFESSIonALISM (CP)
CP SCoRE (Lowest of CP 1 to CP 4) CP 1:Attendance CP 2:On-TimeArrival CP 3:PoliciesandProcedures CP 4:Respect
CyCLE EnDS 12/1 CyCLE EnDS 6/15 oVERALL

SAMPLE SCORE ChART

MEETS STAnDARD MEETS STAnDARD MEETS STAnDARD MEETS STAnDARD MEETS STAnDARD

MEETS STAnDARD MEETS STAnDARD MEETS STAnDARD MEETS STAnDARD MEETS STAnDARD

MEETS STAnDARD

MichaelDeAngelis

47

CoRE PRoFESSIonALISM (CP) RuBRIC
MEETS STAnDARD
CP 1: ATTEnDAnCE
CP
Individualhasnounexcusedabsences(absencesthatare inviolationofproceduressetforthbylocalschoolpolicy andbytherelevantcollectivebargainingagreement). Individualhas1unexcusedabsence(anabsence thatisinviolationofproceduressetforthby localschoolpolicyandbytherelevantcollective bargainingagreement).

SLIGhTLy BELow STAnDARD

1

CP 2: on-TIME ARRIVAL
CP
Individualhasnounexcusedlatearrivals(latearrivals thatareinviolationofproceduressetforthbylocal schoolpolicyandbytherelevantcollectivebargaining agreement). Individualhas1unexcusedlatearrival(alate arrivalthatisinviolationofproceduresset forthbylocalschoolpolicyandbytherelevant collectivebargainingagreement).

2

CP 3: PoLICIES AnD PRoCEDuRES
CP
IndividualalwaysfollowsDCPSandlocalschoolpolicies andprocedures(forexample,proceduresforsubmitting studentdisciplinereferrals,policiesforappropriatestaff attire,protocolsfortheThirty-MinuteMorningBlock). with rare exception,individualfollowsDCPSand localschoolpoliciesandprocedures(forexample, proceduresforsubmittingstudentdiscipline referrals,policiesforappropriatestaffattire, protocolsfortheThirty-MinuteMorningBlock).

3

CP 4: RESPECT
CP

4

Individualalwaysinteractswithstudents,colleagues, parents/guardians,andcommunitymembersinarespectful manner.

with rare exception,individualinteractswith students,colleagues,parents/guardians,and communitymembersinarespectfulmanner.

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

SIGnIFICAnTLy BELow STAnDARD

Individualhas 2 or moreunexcusedabsences(absences thatareinviolationofproceduressetforthbylocal schoolpolicyandbytherelevantcollectivebargaining agreement).

Individualhas2 or moreunexcusedlatearrivals(late arrivalsthatareinviolationofproceduressetforth bylocalschoolpolicyandbytherelevantcollective bargainingagreement).

Individualdemonstrates a patternoffailingtofollow DCPSandlocalschoolpoliciesandprocedures(for example,proceduresforsubmittingstudentdiscipline referrals,policiesforappropriatestaffattire,protocols fortheThirty-MinuteMorningBlock).

Individualdemonstrates a patternoffailingtointeract withstudents,colleagues,parents/guardians,or communitymembersinarespectfulmanner.

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PuTTINg IT ALL TOgEThEr
what does this section explain?
Thissectionisdesignedtohelpyouunderstandhowallofthecomponentsofyourassessmentwillcometogetherto formanoverallIMPACTscoreandrating.Theprocessinvolvesfivesteps.

Step 1
Webeginbyidentifyingyouroverallratingsforeachcomponentofyourassessment.Recallthat,forallcomponents otherthanCoreProfessionalism,thescorewillalwaysrangefrom4.0(highest)to1.0(lowest).

Step 2
Wethenmultiplyeachcomponentscorebyitspercentagefromthepiechartatthebeginningofthisguidebook.This creates“weightedscores”foreachcomponent.Thechartbelowprovidesanexample.

SAMPLE SCoRE
CoMPonEnT IndividualValue-AddedStudentAchievementData(IVA) TeachingandLearningFramework(TLF) CommitmenttotheSchoolCommunity(CSC) SchoolValue-AddedStudentAchievementData(SVA) ToTAL CoMPonEnT SCoRE 3.5 3.7 3.5 3.3 PIE ChART wEIGhTED PERCEnTAGE SCoRE x x x x 50 35 10 5 = = = = 175 130 35 17 357

Step 3
Wethenaddtheweightedscorestoarriveatatotalscore.Thetotalscorewillalwaysbebetween100and400.

Step 4
WethenadjustyourtotalscorebasedonyourratingforCoreProfessionalism.Ifyourratingforthiscomponentis MeetsStandardforbothcycles,thenyourtotalscoreremainsunchanged.Ifnot,then10pointsaresubtractedfrom yourtotalscoreforeachcycleinwhichyourratingisSlightlyBelowStandard,and20pointsaresubtractedforeach cycleinwhichyourratingisSignificantlyBelowStandard.Intheexampleabove,theindividual’sratingforallcycles isMeetsStandard,sonopointshavebeensubtracted.

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

Step 5
Finally,wetakeyouradjustedscoreandusethescalebelowtoarriveatyourfinalIMPACTrating.

oVERALL IMPACT SCALE
INEFFECTIVE 100 Points 175 Points* MINIMALLYEFFECTIVE 250 Points** EFFECTIVE HIGHLY EFFECTIVE 350 Points*** 400 Points

*A score of exactly 175 would be classified as Minimally Effective. **A score of exactly 250 would be classified as Effective. ***A score of exactly 350 would be classified as highly Effective.

Note:IfyouarenotemployedbyDCPSfortheentireyear(forexample,becauseyoujoinedtheschoolsystempartwaythrough theyear),orif,whileemployedbyDCPS,youhaveanabsencewhichcausesyoutomissoneormoreofyourassessments,DCPS mayatitsdiscretionmakeadjustmentstotheIMPACTsystemtoensurethatyoureceiveafinalIMPACTscorefortheyear.These adjustmentsmayinclude,amongotherthings,changingdeadlines,changingthenumberofassessments,andchangingthe typeofassessment.Also,ifunexpectedcircumstancesinterferewiththecompletionofoneormoreofyourassessments,DCPS mayneverthelessissueafinalIMPACTscorebasedontheremainingassessments.Finally,DCPSreservestherighttomakeany additionalmodificationstotheIMPACTsystemduringtheschoolyear.DCPSwillprovidenoticeofanysuchmodificationsprior totheirimplementation.(Forthepurposesabove,“assessments”referstoobservations,conferences,holisticreviews,data,and othermeansofmeasuringperformance.)

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PuTTINg IT ALL TOgEThEr
what do these ratings mean?
highly Effective:Thisratingsignifiesoutstandingperformance.MembersoftheWashingtonTeachers’ Union(WTU)whoearnthisratingwillbeeligibleforadditionalcompensationunderthenewWTU contract. Effective:Thisratingsignifiessolidperformance.Individualswhoearnthisratingwillprogress normallyontheirpayscales. Minimally Effective: Thisratingsignifiesperformancethatisbelowexpectations.Individualswho receivethisratingareencouragedtotakeadvantageoftheprofessionaldevelopmentopportunities providedbyDCPS.Suchindividualswillbeheldattheircurrentsalarystepuntiltheyearnaratingof Effectiveorhigher.IndividualswhoreceivearatingofMinimallyEffectivefortwoconsecutiveyears willbesubjecttoseparationfromtheschoolsystem. Ineffective: Thisratingsignifiesunacceptableperformance.Individualswhoreceivethisratingwill besubjecttoseparationfromtheschoolsystem.

If I have a concern about my rating, what should I do?
Ifyoueverhaveaconcern,weencourageyoutocontacttheIMPACTofficeat202-719-6553or impactdcps@dc.gov.

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

BelPerezGabilondo

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CONCLuDINg MESSAgE
Thissystemiscalled“IMPACT”becauseyou,theadultsservinginourschools,havetheabilityto makeadramatic,positiveimpactonourstudents’lives.Youarethemostimportantleverofchange inourschoolsystem. Theimpactyouhavealreadyhadisimpressive.AsnotedinChancellorRhee’sopeningletter,our studentshavemadeextraordinarygainsinarelativelyshorttimebecauseofyourcommitmentand dedication. Thoughwehavemadegreatprogress,westillhavemuchtodo.Ourstudents—likeallchildren— deservetheopportunitytopursuetheirdreams.Together,wecanandmustensurethattheyhave accesstotheonethingthatwillaffordthemthisopportunity:anoutstandingeducation.

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

NOTES

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NOTES

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IMPACT: ThE DCPS EFFECTIvENESS ASSESSMENT SySTEM FOr SChOOL-BASED PErSONNEL

Bel Perez Gabilondo

Michael DeAngelis

Bel Perez Gabilondo

This project is funded in part by the DC Public Education Fund (www.dceducationfund.org), which works to dramatically improve student achievement in the District of Columbia by serving as a strategic partner to businesses, foundations, community leaders, and individual donors in supporting and investing in high-impact programs with the District of Columbia Public Schools.

In accordance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, Title II of the Americans with Disabilities Act of 1990 and the D.C. Human Rights Act of 1977, as amended, District of Columbia Official Code Section 2-1401.01 et seq. (Act), the District of Columbia Public Schools (DCPS) does not discriminate (including employment therein and admission thereto) on the basis of actual or perceived race, color, religion, national origin, sex, age, marital status, personal appearance, sexual orientation, gender identity or expression, family status, family responsibilities, matriculation, political affiliation, genetic information, disability, source of income, status as a victim of an interfamily offense, or place of residence or business. Sexual harassment is a form of sex discrimination, which is prohibited by the Act. In addition, harassment based on any of the above-protected categories is prohibited. Discrimination in violation of the aforementioned laws will not be tolerated. Violators will be subject to disciplinary action.

Our schools must be caring and supportive environments. • Our decisions at all levels must be guided by robust data.
• All children, regardless of background or circumstance, can achieve at the highest levels. • It is critical to engage our

students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have the power and responsibility to close the achievement gap. • Our schools must be caring and supportive environments.

Our decisions at all levels must be guided by robust data. • All children, regardless of background or circumstance,

can achieve at the highest levels. • It is critical to engage our students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have the power and responsibility to close the achievement gap.
• Our schools must be caring and supportive environments. • Our decisions at all levels must be guided by robust data. • All children, regardless of background or circumstance, can achieve at the highest levels. • It is critical to engage our

students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have the power and responsibility to close the achievement gap. • Our schools must be caring and supportive environments.

Our decisions at all levels must be guided by robust data. • All children, regardless of background or circumstance,

can achieve at the highest levels. • It is critical to engage our students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have the power and responsibility to close the achievement gap. •

Our schools must be caring and supportive environments. • Our decisions at all levels must be guided by robust data.
• All children, regardless of background or circumstance, can achieve at the highest levels. • It is critical to engage our

students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have the power and responsibility to close the achievement gap. • Our schools must be caring and supportive environments.

Our decisions at all levels must be guided by robust data. • All children, regardless of background or circumstance,

can achieve at the highest levels. • It is critical to engage our students’ families and communities as valued partners. • Achievement is a function of effort, not innate ability. • We have
District of Columbia Public Schools 1200 First Street, NE Washington, DC 20002 www.dcps.dc.gov

the power and responsibility to close the achievement gap.

Our schools must be caring and supportive environments.

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