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ERIC Number: EJ965115
Record Type: Journal
Publication Date: 2011-Dec
Pages: 5
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-0276-928X
Lessons from D.C.'s Evaluation System: Teachers Give IMPACT Low Marks on Support and Professional Development
Headden, Susan; Silva, Elena
Journal of Staff Development, v32 n6 p40-44 Dec 2011
IMPACT, Washington, D.C.'s controversial evaluation system, sets clear expectations for instruction and holds teachers to well-defined standards of performance. Now into its third year, the program appears to be meeting its goals of rewarding effective teachers and eliminating educators it considers incompetent. And it has given the public reason to have more faith in its school system. But IMPACT, which ranks teachers on several measures, has earned plenty of criticism from teachers who say it is rigid and punitive and forces them to teach in an overly prescriptive way. More important, teachers say that in its rush to strengthen accountability, IMPACT misses what they say they need most--greater support and more meaningful professional development. IMPACT may be largely evaluative, but it would be incorrect to say that it is without a developmental function entirely. In particular, guidance on improving teaching comes through the post-observation feedback reports, which are thorough and specific. But as much as teachers appreciate this sort of feedback, it is not the same as formal development. And IMPACT very deliberately puts the development burden on the teacher--it is now up to the teachers to get themselves the help they need instead of making the principal responsible for providing it.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: District of Columbia