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ERIC Number: ED565849
Record Type: Non-Journal
Publication Date: 2011
Pages: 76
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Impact: The District of Columbia Public Schools Effectiveness Assessment System for School-Based Personnel 2011-2012. Group 2: Grades 1-12 General Education Teachers without Individual Value-Added Student Achievement Data
District of Columbia Public Schools
IMPACT is the District of Columbia Public Schools' (DCPS) system for assessing and rewarding the performance of teachers and other school-based staff. This system is called IMPACT because the adults serving in the DCPS have the ability to make a dramatic, positive impact on students' lives. The system is designed to help staff become more effective by: clarifying expectations; providing feedback; facilitating collaboration; driving professional development; and retaining great people. IMPACT reflects the belief that everyone in the DCPS system plays a critical role in improving student outcomes. With an outstanding teacher in every classroom and excellent staff members throughout our schools, students will graduate prepared for success in college, the workforce, and life. This guidebook is prepared for Group 2: Grades 1-12 general education teachers without individual value-added student achievement data. Group 2 designation consists of all general education teachers in grades one through twelve for whom DCPS cannot generate individual "value-added" student achievement data. Value-added is a measure of the impact a teacher has on her/his students' learning over the course of the school year. To generate value-added data, both "before" and "after" DC CAS (District of Columbia Comprehensive Assessment System) scores for a teacher's students are needed. These scores are needed from before the students entered a teacher's class as well as scores from after they spent a year learning with her/him. There are five IMPACT components for members of Group 2 that include: (1) Teaching and learning framework--This is a measure of a teacher's instructional expertise; (2) Teacher-assessed student achievement data--This is a measure of the teacher's students' learning over the course of the year; (3) Commitment to the school community--This is a measure of the extent to which a teacher supports and collaborates with their school community; (4) School value-added student achievement data--This is a measure of the impact the teacher's school has on student learning over the course of the school year; and (5) Core professionalism--This is a measure of four basic professional requirements for all school-based personnel. The Guidebook explains each component in greater detail. [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.]
District of Columbia Public Schools. 825 North Capitol Street NE 9th Floor, Washington, DC 20002. Tel: 202-422-5635; Web site: http://dcps.dc.gov
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: District of Columbia Public Schools
Identifiers - Location: District of Columbia
IES Cited: ED544205