DCPS Principal Survey

MarketSight® Crosstab
Confidence Level = 95%
Total Type of Princip

Total A high school

How long have you been a DCPS principal?
Sample Size 47 6
This is my first year
Count 7 1
Column % 15% 17%
This is my second year
Valid Cases 8 3
Column % 17% 50%
3-5 years
Count 16 0
Column % 34% 0%
6-10 years
Count 10 1
Column % 21% 17%
More than 10 years
Count 6 1
Column % 13% 17%
Please select the type of school of which you are the principal.
Sample Size 47 6
Other (please specify)
Count 8 0
Column % 17% 0%
A high school
Count 6 6
Column % 13% 100%
A middle school/junior high
Count 7 0
Column % 15% 0%
An elementary school
Count 26 0
Column % 55% 0%
Before becoming an administrator, were you ever a classroom teacher?
Sample Size 47 6
Yes
Count 47 6
Column % 100% 100%
No
Count 0 0
Column % 0% 0%
For how long were you a classroom teacher?
Sample Size 45 6
1-2 years
Count 1 0
Column % 2% 0%
3-4 years
Count 7 3
Column % 16% 50%
5-10 years
Count 26 2
Column % 58% 33%
More than 10 years
Count 11 1
Column % 24% 17%
In your current school, how many of your students are considered low-income? Select your best estimate.
Sample Size 43 6
Less than 25%
Count 10 0
Column % 23% 0%
25-50%
Count 3 0
Column % 7% 0%
51-80%
Count 4 2
Column % 9% 33%
More than 80%
Count 26 4
Column % 60% 67%

Thinking back over the past five years, overall, has the DCPS Central Office been more of an impediment
or a support?
Sample Size 37 5
Impediment
Count 16 5
Column % 43% 100%
Support
Count 21 0
Column % 57% 0%
Thinking about your current school, please select the three items below that are of greatest concern to
you. Please make up to three selections.
Sample Size 43 6
Valid Cases 43 6
Total Mentions 116 22
Adequate funding
Mentions 29 3
% Valid Cases 67% 50%
% Total Mentions 25% 14%
IMPACT evaluations
Mentions 9 1
% Valid Cases 21% 17%
% Total Mentions 8% 5%
Staff morale
Mentions 10 4
% Valid Cases 23% 67%
% Total Mentions 9% 18%
Attendance
Mentions 12 2
% Valid Cases 28% 33%
% Total Mentions 10% 9%
Aligning assessments to standards
Mentions 11 3
% Valid Cases 26% 50%
% Total Mentions 9% 14%
Behavioral issues in children
Mentions 9 1
% Valid Cases 21% 17%
% Total Mentions 8% 5%
Students arriving unprepared, not on grade level
Mentions 14 2
% Valid Cases 33% 33%
% Total Mentions 12% 9%
1-year principal contracts
Mentions 15 3
% Valid Cases 35% 50%
 % Total Mentions 13% 14%
Pressure from central office
Mentions 7 3
% Valid Cases 16% 50%
% Total Mentions 6% 14%
I believe there is a DCPS-wide culture of passing students regardless of academic performance?
Sample Size 38 6
Agree
Count 19 4
Column % 50% 67%
Neutral
Count 9 1
Column % 24% 17%
Disagree
Count 10 1
Column % 26% 17%

9. How much do you feel each of the following factors contribute to a culture of passing students?
Empathy for the extreme needs of DCPS students
Sample Size 33 5
A great deal
Count 8 2
Column % 24% 40%
Somewhat
Count 19 1
Column % 58% 20%
A negligible amount
Count 3 0
Column % 9% 0%
Not at all
Count 3 2
Column % 9% 40%

9. How much do you feel each of the following factors contribute to a culture of passing students?
Aggressive graduation and promotion goals
Sample Size 32 5
A great deal
Count 18 4
Column % 56% 80%
Somewhat
Count 9 0
Column % 28% 0%
A negligible amount
Count 1 0
Column % 3% 0%
Not at all
Count 4 1
Column % 13% 20%
9. How much do you feel each of the following factors contribute to a culture of passing students?
Increasingly burdensome documentation required to fail students
Sample Size 33 6
A great deal
Count 5 1
Column % 15% 17%
Somewhat
Count 12 2
Column % 36% 33%
A negligible amount
Count 4 1
Column % 12% 17%
Not at all
 Count 12 2
Column % 36% 33%

10. Do you agree or disagree: A lack of support and oversight from central office contributed
significantly to system-wide policy violations related to….grading
Sample Size 30 5
Agree
Count 24 5
Column % 80% 100%
Neutral
Count 3 0
Column % 10% 0%
Disagree
Count 3 0
Column % 10% 0%

10. Do you agree or disagree: A lack of support and oversight from central office contributed significantly
to system-wide policy violations related to….credit recovery
Sample Size 25 5
Agree
Count 21 4
Column % 84% 80%
Neutral
Count 2 1
Column % 8% 20%
Disagree
Count 2 0
Column % 8% 0%
10. Do you agree or disagree: A lack of support and oversight from central office contributed significantly
to system-wide policy violations related to….Excessive absence
Sample Size 30 5
Agree
Count 21 4
Column % 70% 80%
Neutral
Count 4 0
Column % 13% 0%
Disagree
Count 5 1
Column % 17% 20%

10. Do you agree or disagree: A lack of support and oversight from central office contributed significantly
to system-wide policy violations related to….Graduation/promotion of ineligible students
Sample Size 30 6
Agree
Count 21 5
Column % 70% 83%
Neutral
Count 7 1
Column % 23% 17%
Disagree
Count 2 0
Column % 7% 0%
Have you ever been instructed to modify student records?
Sample Size 38 6
Yes
Count 1 0
Column % 3% 0%
No
 Count 37 6
Column % 97% 100%

As a DCPS principal, how much pressure do you feel to attain high graduation or promotion rates each
year?
Sample Size 26 6
A great deal
Count 8 5
Column % 31% 83%
Some
Count 5 0
Column % 19% 0%
Not very much
Count 5 0
Column % 19% 0%
None
Count 8 1
Column % 31% 17%

Are you aware of DCPS teachers who have left their positions because of undue pressure around grades,
absences, and/or promotions?
Sample Size 38 6
Yes
Count 9 3
Column % 24% 50%
No
Count 29 3
Column % 76% 50%

Do you feel principals have enough, not enough, or should have more say in their school’s promotion
goals?
Sample Size 25 6
Enough
Count 9 0
Column % 36% 0%
Not enough
Count 6 2
Column % 24% 33%
Should have more
Count 10 4
Column % 40% 67%
How much control over the credit recovery program do you have at your school?
Sample Size 5 5
A great deal
Count 1 1
Column % 20% 20%
Some
Count 3 3
Column % 60% 60%
A negligible amount
Count 1 1
Column % 20% 20%
None at all
Count 0 0
Column % 0% 0%

How much did the central office encourage use of credit recovery for original credit at your school?
Sample Size 4 4
A great deal
 Count 1 1
Column % 25% 25%
Some
Count 2 2
Column % 50% 50%
A negligible amount
Count 0 0
Column % 0% 0%
None at all
Count 1 1
Column % 25% 25%
18. For each of the following areas, which best describes your level of control? Teacher schedules
Sample Size 38 6
Complete
Count 19 4
Column % 50% 67%
Enough
Count 12 2
Column % 32% 33%
Some
Count 6 0
Column % 16% 0%
None
Count 1 0
Column % 3% 0%
18. For each of the following areas, which best describes your level of control? Hiring teachers
Sample Size 38 6
Complete
Count 22 2
Column % 58% 33%
Enough
Count 13 4
Column % 34% 67%
Some
Count 3 0
Column % 8% 0%
None
Count 0 0
Column % 0% 0%
18. For each of the following areas, which best describes your level of control? Removing teachers
Sample Size 38 6
Complete
Count 6 2
Column % 16% 33%
Enough
Count 15 1
Column % 39% 17%
Some
Count 14 2
Column % 37% 33%
None
Count 3 1
Column % 8% 17%

18. For each of the following areas, which best describes your level of control? Curriculum and
instruction
Sample Size 38 6
Complete
Count 2 0
 Column % 5% 0%
Enough
Count 12 1
Column % 32% 17%
Some
Count 21 4
Column % 55% 67%
None
Count 3 1
Column % 8% 17%
18. For each of the following areas, which best describes your level of control? Finances
Sample Size 38 6
Complete
Count 2 1
Column % 5% 17%
Enough
Count 11 2
Column % 29% 33%
Some
Count 23 3
Column % 61% 50%
None
Count 2 0
Column % 5% 0%

19. For each of the following areas, would you like more, less, or about the same level of control? Teacher
schedules
Sample Size 36 6
More
Count 14 2
Column % 39% 33%
Less
Count 0 0
Column % 0% 0%
About the same
Count 22 4
Column % 61% 67%

19. For each of the following areas, would you like more, less, or about the same level of control? Hiring
teachers
Sample Size 36 6
More
Count 14 2
Column % 39% 33%
Less
Count 0 0
Column % 0% 0%
About the same
Count 22 4
Column % 61% 67%
19. For each of the following areas, would you like more, less, or about the same level of control?
Removing teachers
Sample Size 35 6
More
Count 19 4
Column % 54% 67%
Less
Count 1 1
Column % 3% 17%
About the same
 Count 15 1
Column % 43% 17%

19. For each of the following areas, would you like more, less, or about the same level of control?
Curriculum and instruction
Sample Size 36 6
More
Count 22 5
Column % 61% 83%
Less
Count 0 0
Column % 0% 0%
About the same
Count 14 1
Column % 39% 17%

19. For each of the following areas, would you like more, less, or about the same level of control?
Finances
Sample Size 36 6
More
Count 26 4
Column % 72% 67%
Less
Count 0 0
Column % 0% 0%
About the same
Count 10 2
Column % 28% 33%

How familiar are you with the additional monitoring instituted in the 2017-2018 school year to ensure only
qualified students graduate or are promoted?
Sample Size 36 6
Very familiar
Count 7 5
Column % 19% 83%
Somewhat familiar
Count 18 1
Column % 50% 17%
Not familiar at all
Count 11 0
Column % 31% 0%

21. [IF Q20=VERY FAMILIAR OR SOMEWHAT FAMILIAR] Overall, how effective do you believe these
changes will be in ensuring only qualified students graduate or are promoted?
Sample Size 18 6
Effective
Count 9 4
Column % 50% 67%
Neither effective nor effective
Count 7 2
Column % 39% 33%
Ineffective
Count 2 0
Column % 11% 0%
In your job as school principal, how often do you feel under great stress?
Sample Size 35 6
Almost every day
Count 19 3
Column % 54% 50%
Several days a week
Count 8 2
 Column % 23% 33%
Once or twice a week
Count 7 1
Column % 20% 17%
Less often than once a week
Count 1 0
Column % 3% 0%
Never
Count 0 0
Column % 0% 0%

Within the next five years, how likely it is that you will leave your job as a school principal within the
District of Columbia and seek a similar position elsewhere?
Sample Size 30 5
Very likely
Count 12 4
Column % 40% 80%
Fairly likely
Count 8 0
Column % 27% 0%
Not too likely
Count 8 0
Column % 27% 0%
Not at all likely
Count 2 1
Column % 7% 20%
26. Do you agree or disagree with the following statement? There should be additional avenues for
DCPS teachers and staff to lodge complaints or offer information anonymously.
Sample Size 34 6
Agree
Count 18 4
Column % 53% 67%
Neither agree nor disagree
Count 9 1
Column % 26% 17%
Disagree
Count 7 1
Column % 21% 17%

27. In thinking about how you spend your time at work, do you feel you spend too much time, not enough
time, or the right amount of time on each of the following? Working with teachers
Sample Size 34 5
Too much time
Count 0 0
Column % 0% 0%
Not enough time
Count 28 5
Column % 82% 100%
Right amount of time
Count 6 0
Column % 18% 0%

27. In thinking about how you spend your time at work, do you feel you spend too much time, not enough
time, or the right amount of time on each of the following? Writing reports and other paperwork
Sample Size 34 5
Too much time
Count 31 5
Column % 91% 100%
Not enough time
Count 1 0
 Column % 3% 0%
Right amount of time
Count 2 0
Column % 6% 0%

27. In thinking about how you spend your time at work, do you feel you spend too much time, not enough
time, or the right amount of time on each of the following? Interacting with the school community
Sample Size 34 5
Too much time
Count 1 0
Column % 3% 0%
Not enough time
Count 17 5
Column % 50% 100%
Right amount of time
Count 16 0
Column % 47% 0%

27. In thinking about how you spend your time at work, do you feel you spend too much time, not enough
time, or the right amount of time on each of the following? Interacting with DCPS Central Office
Sample Size 30 5
Too much time
Count 7 3
Column % 23% 60%
Not enough time
Count 10 1
Column % 33% 20%
Right amount of time
Count 13 1
Column % 43% 20%
In your opinion, do your students spend too much, not enough, or just the right amount of time on test
preparation?
Sample Size 34 6
Too much
Count 11 3
Column % 32% 50%
Not enough
Count 7 2
Column % 21% 33%
Just the right amount
Count 16 1
Column % 47% 17%

29. How challenging is it for a school’s leaders to do each of the following? Provide guidance and
opportunities for teachers to build their competence and skills
Sample Size 35 6
Very challenging
Count 8 2
Column % 23% 33%
Challenging
Count 17 3
Column % 49% 50%
Not too challenging
Count 7 1
Column % 20% 17%
Not at all challenging
Count 3 0
Column % 9% 0%

29. How challenging is it for a school’s leaders to do each of the following? Address the individual needs
of diverse learners
 Sample Size 34 6
Very challenging
Count 17 4
Column % 50% 67%
Challenging
Count 15 2
Column % 44% 33%
Not too challenging
Count 2 0
Column % 6% 0%
Not at all challenging
Count 0 0
Column % 0% 0%

29. How challenging is it for a school’s leaders to do each of the following? Manage the budget and
resources to meet school needs
Sample Size 35 6
Very challenging
Count 14 4
Column % 40% 67%
Challenging
Count 14 2
Column % 40% 33%
Not too challenging
Count 7 0
Column % 20% 0%
Not at all challenging
Count 0 0
Column % 0% 0%

29. How challenging is it for a school’s leaders to do each of the following? Engage parents and the
community in improving the education of students
Sample Size 35 6
Very challenging
Count 6 1
Column % 17% 17%
Challenging
Count 17 5
Column % 49% 83%
Not too challenging
Count 9 0
Column % 26% 0%
Not at all challenging
Count 3 0
Column % 9% 0%

29. How challenging is it for a school’s leaders to do each of the following? Implement the Common Core
State Standards
Sample Size 35 6
Very challenging
Count 5 2
Column % 14% 33%
Challenging
Count 12 3
Column % 34% 50%
Not too challenging
Count 16 1
Column % 46% 17%
Not at all challenging
Count 2 0
Column % 6% 0%
29. How challenging is it for a school’s leaders to do each of the following? Create and maintain an
academically rigorous learning environment
Sample Size 35 6
Very challenging
Count 9 2
Column % 26% 33%
Challenging
Count 16 3
Column % 46% 50%
Not too challenging
Count 7 1
Column % 20% 17%
Not at all challenging
Count 3 0
Column % 9% 0%

29. How challenging is it for a school’s leaders to do each of the following? Evaluate teacher effectiveness
Sample Size 35 6
Very challenging
Count 4 2
Column % 11% 33%
Challenging
Count 9 2
Column % 26% 33%
Not too challenging
Count 18 2
Column % 51% 33%
Not at all challenging
Count 4 0
Column % 11% 0%
29. How challenging is it for a school’s leaders to do each of the following? Maintain an adequate supply
of effective teachers
Sample Size 35 6
Very challenging
Count 14 5
Column % 40% 83%
Challenging
Count 11 1
Column % 31% 17%
Not too challenging
Count 7 0
Column % 20% 0%
Not at all challenging
Count 3 0
Column % 9% 0%

29. How challenging is it for a school’s leaders to do each of the following? Address student discipline
issues
Sample Size 35 6
Very challenging
Count 6 1
Column % 17% 17%
Challenging
Count 16 4
Column % 46% 67%
Not too challenging
Count 10 1
Column % 29% 17%
Not at all challenging
 Count 3 0
Column % 9% 0%

29. How challenging is it for a school’s leaders to do each of the following? Maintain enrollment
Sample Size 34 6
Very challenging
Count 8 3
Column % 24% 50%
Challenging
Count 13 3
Column % 38% 50%
Not too challenging
Count 7 0
Column % 21% 0%
Not at all challenging
Count 6 0
Column % 18% 0%

30. In order to be an effective school leader, how important is it that the school principal has the following
experiences and skills? Uses data about student performance to improve instruction
Sample Size 35 6
Very important
Count 25 4
Column % 71% 67%
Important
Count 10 2
Column % 29% 33%
Not too important
Count 0 0
Column % 0% 0%
Not at all important
Count 0 0
Column % 0% 0%

30. In order to be an effective school leader, how important is it that the school principal has the following
experiences and skills? Has the ability to lead the development of strong teaching capacity across the
school
Sample Size 35 6
Very important
Count 30 6
Column % 86% 100%
Important
Count 5 0
Column % 14% 0%
Not too important
Count 0 0
Column % 0% 0%
Not at all important
Count 0 0
Column % 0% 0%

30. In order to be an effective school leader, how important is it that the school principal has the following
experiences and skills? Evaluates teacher effectiveness using multiple measures
Sample Size 35 6
Very important
Count 25 4
Column % 71% 67%
Important
Count 9 2
Column % 26% 33%
 Not too important
Count 1 0
Column % 3% 0%
Not at all important
Count 0 0
Column % 0% 0%

30. In order to be an effective school leader, how important is it that the school principal has the following
experiences and skills? Has been a classroom teacher
Sample Size 35 6
Very important
Count 26 2
Column % 74% 33%
Important
Count 9 4
Column % 26% 67%
Not too important
Count 0 0
Column % 0% 0%
Not at all important
Count 0 0
Column % 0% 0%

30. In order to be an effective school leader, how important is it that the school principal has the following
experiences and skills? Shares responsibilities for leadership with teachers and other staff
Sample Size 35 6
Very important
Count 27 4
Column % 77% 67%
Important
Count 8 2
Column % 23% 33%
Not too important
Count 0 0
Column % 0% 0%
Not at all important
Count 0 0
Column % 0% 0%

30. In order to be an effective school leader, how important is it that the school principal has the following
experiences and skills? Has strong operational skills such as managing facilities, schedules, budgets,
etc.
Sample Size 35 6
Very important
Count 19 5
Column % 54% 83%
Important
Count 11 0
Column % 31% 0%
Not too important
Count 5 1
Column % 14% 17%
Not at all important
Count 0 0
Column % 0% 0%

30. In order to be an effective school leader, how important is it that the school principal has the following
experiences and skills? Understands how to use technology to improve instruction
Sample Size 35 6
Very important
 Count 13 4
Column % 37% 67%
Important
Count 11 0
Column % 31% 0%
Not too important
Count 10 2
Column % 29% 33%
Not at all important
Count 1 0
Column % 3% 0%
30. In order to be an effective school leader, how important is it that the school principal has the following
experiences and skills? Works well with the school community
Sample Size 35 6
Very important
Count 27 4
Column % 77% 67%
Important
Count 8 2
Column % 23% 33%
Not too important
Count 0 0
Column % 0% 0%
Not at all important
Count 0 0
Column % 0% 0%
How would you describe the support you receive from your Instructional Superintendent?
Sample Size 31 5
Not enough support
Count 7 1
Column % 23% 20%
Too much interference
Count 3 2
Column % 10% 40%
Just about right
Count 21 2
Column % 68% 40%

32.How useful do you find the Insight surveys and responses in creating a strong learning environment?
Sample Size 33 6
Useful
Count 22 3
Column % 67% 50%
Neither useful nor not useful
Count 7 2
Column % 21% 33%
Not useful
Count 4 1
Column % 12% 17%

33. Some DCPS principals have said they feel the IMPACT requirements limit their opportunity to be a
creative leader for their school. Do you agree or disagree with this position?
Sample Size 32 6
Agree
Count 21 6
Column % 66% 100%
Neither agree nor disagree
Count 7 0
Column % 22% 0%
Disagree
Count 4 0
Column % 13% 0%
 Type of Principal Length of Time as Principal Low-income school
A middle school/junior An elementary Other (please
high school specify) First or second year 3-5 years 6+ years <50%

7 26 8 15 16 16 13

2 2 2 7 0 0 1
29% 8% 25% 47% 0% 0% 8%

1 3 1 8 0 0 0
14% 12% 13% 53% 0% 0% 0%

4 11 1 0 16 0 4
57% 42% 13% 0% 100% 0% 31%

0 6 3 0 0 10 4
0% 23% 38% 0% 0% 63% 31%

0 4 1 0 0 6 4
0% 15% 13% 0% 0% 38% 31%

7 26 8 15 16 16 13

0 0 8 3 1 4 2
0% 0% 100% 20% 6% 25% 15%

0 0 0 4 0 2 0
0% 0% 0% 27% 0% 13% 0%

7 0 0 3 4 0 1
100% 0% 0% 20% 25% 0% 8%

0 26 0 5 11 10 10
0% 100% 0% 33% 69% 63% 77%

7 26 8 15 16 16 13

7 26 8 15 16 16 13
100% 100% 100% 100% 100% 100% 100%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

6 25 8 14 15 16 13

0 1 0 0 1 0 0
0% 4% 0% 0% 7% 0% 0%

1 2 1 2 3 2 1
17% 8% 13% 14% 20% 13% 8%

3 16 5 7 8 11 7
50% 64% 63% 50% 53% 69% 54%

2 6 2 5 3 3 5
33% 24% 25% 36% 20% 19% 38%
 5 24 8 13 15 15 13

0 10 0 0 3 7 10
0% 42% 0% 0% 20% 47% 77%

1 0 2 1 1 1 3
20% 0% 25% 8% 7% 7% 23%

0 2 0 2 1 1 0
0% 8% 0% 15% 7% 7% 0%

4 12 6 10 10 6 0
80% 50% 75% 77% 67% 40% 0%

5 20 7 11 14 12 9

1 9 1 3 7 6 6
20% 45% 14% 27% 50% 50% 67%

4 11 6 8 7 6 3
80% 55% 86% 73% 50% 50% 33%

5 24 8 13 15 15 13
5 24 8 13 15 15 13
14 61 19 42 38 36 26

3 17 6 7 12 10 10
60% 71% 75% 54% 80% 67% 77%
21% 28% 32% 17% 32% 28% 38%

1 7 0 3 3 3 4
20% 29% 0% 23% 20% 20% 31%
7% 11% 0% 7% 8% 8% 15%

1 3 2 4 2 4 2
20% 13% 25% 31% 13% 27% 15%
7% 5% 11% 10% 5% 11% 8%

1 6 3 5 5 2 0
20% 25% 38% 38% 33% 13% 0%
7% 10% 16% 12% 13% 6% 0%

1 6 1 4 2 5 4
20% 25% 13% 31% 13% 33% 31%
7% 10% 5% 10% 5% 14% 15%

3 4 1 5 3 1 0
60% 17% 13% 38% 20% 7% 0%
21% 7% 5% 12% 8% 3% 0%

3 7 2 6 7 1 0
60% 29% 25% 46% 47% 7% 0%
21% 11% 11% 14% 18% 3% 0%

1 8 3 6 3 6 3
20% 33% 38% 46% 20% 40% 23%
7% 13% 16% 14% 8% 17% 12%

0 3 1 2 1 4 3
0% 13% 13% 15% 7% 27% 23%
0% 5% 5% 5% 3% 11% 12%

4 21 7 13 14 11 11

0 12 3 6 7 6 6
0% 57% 43% 46% 50% 55% 55%

1 5 2 4 4 1 0
25% 24% 29% 31% 29% 9% 0%

3 4 2 3 3 4 5
75% 19% 29% 23% 21% 36% 45%

4 19 5 10 13 10 10

1 3 2 4 1 3 1
25% 16% 40% 40% 8% 30% 10%

3 13 2 2 10 7 9
75% 68% 40% 20% 77% 70% 90%

0 2 1 2 1 0 0
0% 11% 20% 20% 8% 0% 0%

0 1 0 2 1 0 0
0% 5% 0% 20% 8% 0% 0%

4 18 5 10 12 10 12

3 9 2 7 7 4 5
75% 50% 40% 70% 58% 40% 42%

0 7 2 2 2 5 5
0% 39% 40% 20% 17% 50% 42%

0 1 0 0 1 0 0
0% 6% 0% 0% 8% 0% 0%

1 1 1 1 2 1 2
25% 6% 20% 10% 17% 10% 17%

4 17 6 11 12 10 11

0 4 0 0 3 2 2
0% 24% 0% 0% 25% 20% 18%

2 5 3 5 4 3 3
50% 29% 50% 45% 33% 30% 27%

0 3 0 1 1 2 3
0% 18% 0% 9% 8% 20% 27%
 2 5 3 5 4 3 3
50% 29% 50% 45% 33% 30% 27%

4 15 6 9 12 9 10

3 11 5 7 10 7 8
75% 73% 83% 78% 83% 78% 80%

1 2 0 1 2 0 0
25% 13% 0% 11% 17% 0% 0%

0 2 1 1 0 2 2
0% 13% 17% 11% 0% 22% 20%

4 12 4 8 10 7 8

4 10 3 5 10 6 7
100% 83% 75% 63% 100% 86% 88%

0 1 0 2 0 0 0
0% 8% 0% 25% 0% 0% 0%

0 1 1 1 0 1 1
0% 8% 25% 13% 0% 14% 13%

4 15 6 9 11 10 9

3 11 3 6 10 5 6
75% 73% 50% 67% 91% 50% 67%

1 2 1 2 1 1 1
25% 13% 17% 22% 9% 10% 11%

0 2 2 1 0 4 2
0% 13% 33% 11% 0% 40% 22%

4 14 6 10 11 9 9

3 11 2 5 8 8 7
75% 79% 33% 50% 73% 89% 78%

1 2 3 4 3 0 1
25% 14% 50% 40% 27% 0% 11%

0 1 1 1 0 1 1
0% 7% 17% 10% 0% 11% 11%

4 22 6 11 14 13 13

1 0 0 1 0 0 1
25% 0% 0% 9% 0% 0% 8%
 3 22 6 10 14 13 12
75% 100% 100% 91% 100% 100% 92%

4 12 4 8 9 9 9

1 2 0 3 2 3 1
25% 17% 0% 38% 22% 33% 11%

2 1 2 2 2 1 1
50% 8% 50% 25% 22% 11% 11%

1 4 0 2 2 1 4
25% 33% 0% 25% 22% 11% 44%

0 5 2 1 3 4 3
0% 42% 50% 13% 33% 44% 33%

4 22 6 11 14 13 13

1 4 1 5 2 2 3
25% 18% 17% 45% 14% 15% 23%

3 18 5 6 12 11 10
75% 82% 83% 55% 86% 85% 77%

3 12 4 9 8 8 7

1 4 4 2 3 4 3
33% 33% 100% 22% 38% 50% 43%

0 4 0 2 4 0 1
0% 33% 0% 22% 50% 0% 14%

2 4 0 5 1 4 3
67% 33% 0% 56% 13% 50% 43%

- - - 3 - 2 -

- - - 1 - 0 -
- - - 33% - 0% -

- - - 2 - 1 -
- - - 67% - 50% -

- - - 0 - 1 -
- - - 0% - 50% -

- - - 0 - 0 -
- - - 0% - 0% -

- - - 3 - 1 -
 - - - 1 - 0 -
- - - 33% - 0% -

- - - 1 - 1 -
- - - 33% - 100% -

- - - 0 - 0 -
- - - 0% - 0% -

- - - 1 - 0 -
- - - 33% - 0% -

4 22 6 11 14 13 13

2 9 4 5 5 9 6
50% 41% 67% 45% 36% 69% 46%

1 8 1 5 5 2 5
25% 36% 17% 45% 36% 15% 38%

1 4 1 1 4 1 1
25% 18% 17% 9% 29% 8% 8%

0 1 0 0 0 1 1
0% 5% 0% 0% 0% 8% 8%

4 22 6 11 14 13 13

2 14 4 6 8 8 11
50% 64% 67% 55% 57% 62% 85%

1 7 1 4 4 5 2
25% 32% 17% 36% 29% 38% 15%

1 1 1 1 2 0 0
25% 5% 17% 9% 14% 0% 0%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

4 22 6 11 14 13 13

0 3 1 3 0 3 3
0% 14% 17% 27% 0% 23% 23%

1 10 3 2 5 8 8
25% 45% 50% 18% 36% 62% 62%

3 7 2 4 8 2 2
75% 32% 33% 36% 57% 15% 15%

0 2 0 2 1 0 0
0% 9% 0% 18% 7% 0% 0%

4 22 6 11 14 13 13

0 0 2 0 0 2 1
 0% 0% 33% 0% 0% 15% 8%

0 8 3 3 5 4 7
0% 36% 50% 27% 36% 31% 54%

3 13 1 6 8 7 5
75% 59% 17% 55% 57% 54% 38%

1 1 0 2 1 0 0
25% 5% 0% 18% 7% 0% 0%

4 22 6 11 14 13 13

0 1 0 1 0 1 1
0% 5% 0% 9% 0% 8% 8%

0 8 1 3 3 5 5
0% 36% 17% 27% 21% 38% 38%

4 11 5 6 10 7 6
100% 50% 83% 55% 71% 54% 46%

0 2 0 1 1 0 1
0% 9% 0% 9% 7% 0% 8%

3 21 6 9 14 13 13

1 8 3 3 6 5 4
33% 38% 50% 33% 43% 38% 31%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

2 13 3 6 8 8 9
67% 62% 50% 67% 57% 62% 69%

3 21 6 9 14 13 13

2 8 2 4 5 5 3
67% 38% 33% 44% 36% 38% 23%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

1 13 4 5 9 8 10
33% 62% 67% 56% 64% 62% 77%

3 20 6 9 13 13 13

2 10 3 5 8 6 5
67% 50% 50% 56% 62% 46% 38%

0 0 0 1 0 0 0
0% 0% 0% 11% 0% 0% 0%
 1 10 3 3 5 7 8
33% 50% 50% 33% 38% 54% 62%

3 21 6 9 14 13 13

0 15 2 6 8 8 9
0% 71% 33% 67% 57% 62% 69%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 6 4 3 6 5 4
100% 29% 67% 33% 43% 38% 31%

3 21 6 9 14 13 13

2 16 4 6 11 9 9
67% 76% 67% 67% 79% 69% 69%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

1 5 2 3 3 4 4
33% 24% 33% 33% 21% 31% 31%

3 21 6 9 14 13 13

0 1 1 3 0 4 2
0% 5% 17% 33% 0% 31% 15%

2 11 4 5 8 5 8
67% 52% 67% 56% 57% 38% 62%

1 9 1 1 6 4 3
33% 43% 17% 11% 43% 31% 23%

2 7 3 6 5 7 8

1 3 1 4 0 5 5
50% 43% 33% 67% 0% 71% 63%

1 3 1 2 4 1 1
50% 43% 33% 33% 80% 14% 13%

0 1 1 0 1 1 2
0% 14% 33% 0% 20% 14% 25%

3 20 6 8 14 13 13

2 12 2 3 10 6 7
67% 60% 33% 38% 71% 46% 54%

0 4 2 3 2 3 2
 0% 20% 33% 38% 14% 23% 15%

1 3 2 2 2 3 3
33% 15% 33% 25% 14% 23% 23%

0 1 0 0 0 1 1
0% 5% 0% 0% 0% 8% 8%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 16 6 7 12 11 12

1 6 1 4 5 3 3
33% 38% 17% 57% 42% 27% 25%

0 6 2 0 4 4 4
0% 38% 33% 0% 33% 36% 33%

2 4 2 1 3 4 5
67% 25% 33% 14% 25% 36% 42%

0 0 1 2 0 0 0
0% 0% 17% 29% 0% 0% 0%

3 19 6 8 14 12 12

2 11 1 5 7 6 5
67% 58% 17% 63% 50% 50% 42%

1 4 3 2 4 3 5
33% 21% 50% 25% 29% 25% 42%

0 4 2 1 3 3 2
0% 21% 33% 13% 21% 25% 17%

3 20 6 7 14 13 13

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 14 6 7 10 11 9
100% 70% 100% 100% 71% 85% 69%

0 6 0 0 4 2 4
0% 30% 0% 0% 29% 15% 31%

3 20 6 7 14 13 13

3 19 4 5 14 12 12
100% 95% 67% 71% 100% 92% 92%

0 0 1 1 0 0 0
 0% 0% 17% 14% 0% 0% 0%

0 1 1 1 0 1 1
0% 5% 17% 14% 0% 8% 8%

3 20 6 7 14 13 13

0 1 0 0 1 0 0
0% 5% 0% 0% 7% 0% 0%

2 5 5 5 7 5 2
67% 25% 83% 71% 50% 38% 15%

1 14 1 2 6 8 11
33% 70% 17% 29% 43% 62% 85%

1 19 5 6 12 12 10

0 4 0 1 1 5 3
0% 21% 0% 17% 8% 42% 30%

0 7 2 3 5 2 2
0% 37% 40% 50% 42% 17% 20%

1 8 3 2 6 5 5
100% 42% 60% 33% 50% 42% 50%

3 19 6 8 14 12 13

0 5 3 4 2 5 3
0% 26% 50% 50% 14% 42% 23%

2 2 1 2 4 1 0
67% 11% 17% 25% 29% 8% 0%

1 12 2 2 8 6 10
33% 63% 33% 25% 57% 50% 77%

3 20 6 8 14 13 13

1 4 1 4 2 2 2
33% 20% 17% 50% 14% 15% 15%

2 10 2 3 9 5 5
67% 50% 33% 38% 64% 38% 38%

0 4 2 1 3 3 5
0% 20% 33% 13% 21% 23% 38%

0 2 1 0 0 3 1
0% 10% 17% 0% 0% 23% 8%
 3 19 6 8 14 12 13

2 9 2 4 9 4 5
67% 47% 33% 50% 64% 33% 38%

1 9 3 4 4 7 7
33% 47% 50% 50% 29% 58% 54%

0 1 1 0 1 1 1
0% 5% 17% 0% 7% 8% 8%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 20 6 8 14 13 13

2 6 2 4 6 4 5
67% 30% 33% 50% 43% 31% 38%

1 10 1 2 6 6 6
33% 50% 17% 25% 43% 46% 46%

0 4 3 2 2 3 2
0% 20% 50% 25% 14% 23% 15%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 20 6 8 14 13 13

1 3 1 2 3 1 0
33% 15% 17% 25% 21% 8% 0%

1 8 3 5 7 5 2
33% 40% 50% 63% 50% 38% 15%

1 6 2 1 3 5 8
33% 30% 33% 13% 21% 38% 62%

0 3 0 0 1 2 3
0% 15% 0% 0% 7% 15% 23%

3 20 6 8 14 13 13

0 1 2 2 0 3 1
0% 5% 33% 25% 0% 23% 8%

1 7 1 4 6 2 3
33% 35% 17% 50% 43% 15% 23%

2 11 2 2 6 8 8
67% 55% 33% 25% 43% 62% 62%

0 1 1 0 2 0 1
0% 5% 17% 0% 14% 0% 8%
 3 20 6 8 14 13 13

0 6 1 3 3 3 3
0% 30% 17% 38% 21% 23% 23%

2 10 1 3 8 5 5
67% 50% 17% 38% 57% 38% 38%

1 3 2 2 3 2 3
33% 15% 33% 25% 21% 15% 23%

0 1 2 0 0 3 2
0% 5% 33% 0% 0% 23% 15%

3 20 6 8 14 13 13

0 2 0 2 0 2 1
0% 10% 0% 25% 0% 15% 8%

2 5 0 3 4 2 5
67% 25% 0% 38% 29% 15% 38%

1 10 5 3 8 7 7
33% 50% 83% 38% 57% 54% 54%

0 3 1 0 2 2 0
0% 15% 17% 0% 14% 15% 0%

3 20 6 8 14 13 13

1 7 1 4 5 5 3
33% 35% 17% 50% 36% 38% 23%

1 6 3 2 6 3 3
33% 30% 50% 25% 43% 23% 23%

1 6 0 1 3 3 6
33% 30% 0% 13% 21% 23% 46%

0 1 2 1 0 2 1
0% 5% 33% 13% 0% 15% 8%

3 20 6 8 14 13 13

1 4 0 1 3 2 2
33% 20% 0% 13% 21% 15% 15%

1 9 2 4 8 4 2
33% 45% 33% 50% 57% 31% 15%

0 7 2 2 2 6 6
0% 35% 33% 25% 14% 46% 46%
 1 0 2 1 1 1 3
33% 0% 33% 13% 7% 8% 23%

3 19 6 8 13 13 13

1 3 1 3 3 2 0
33% 16% 17% 38% 23% 15% 0%

2 6 2 5 4 4 3
67% 32% 33% 63% 31% 31% 23%

0 6 1 0 4 3 5
0% 32% 17% 0% 31% 23% 38%

0 4 2 0 2 4 5
0% 21% 33% 0% 15% 31% 38%

3 20 6 8 14 13 13

2 15 4 5 10 10 7
67% 75% 67% 63% 71% 77% 54%

1 5 2 3 4 3 6
33% 25% 33% 38% 29% 23% 46%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 20 6 8 14 13 13

3 16 5 8 11 11 11
100% 80% 83% 100% 79% 85% 85%

0 4 1 0 3 2 2
0% 20% 17% 0% 21% 15% 15%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 20 6 8 14 13 13

2 14 5 5 10 10 8
67% 70% 83% 63% 71% 77% 62%

0 6 1 2 4 3 4
0% 30% 17% 25% 29% 23% 31%
 1 0 0 1 0 0 1
33% 0% 0% 13% 0% 0% 8%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 20 6 8 14 13 13

1 17 6 5 11 10 10
33% 85% 100% 63% 79% 77% 77%

2 3 0 3 3 3 3
67% 15% 0% 38% 21% 23% 23%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 20 6 8 14 13 13

1 17 5 6 10 11 10
33% 85% 83% 75% 71% 85% 77%

2 3 1 2 4 2 3
67% 15% 17% 25% 29% 15% 23%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 20 6 8 14 13 13

0 9 5 6 2 11 6
0% 45% 83% 75% 14% 85% 46%

1 9 1 0 10 1 4
33% 45% 17% 0% 71% 8% 31%

2 2 0 2 2 1 3
67% 10% 0% 25% 14% 8% 23%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 20 6 8 14 13 13
 0 5 4 4 1 8 3
0% 25% 67% 50% 7% 62% 23%

2 8 1 1 8 2 4
67% 40% 17% 13% 57% 15% 31%

0 7 1 2 5 3 5
0% 35% 17% 25% 36% 23% 38%

1 0 0 1 0 0 1
33% 0% 0% 13% 0% 0% 8%

3 20 6 8 14 13 13

0 18 5 6 10 11 11
0% 90% 83% 75% 71% 85% 85%

3 2 1 2 4 2 2
100% 10% 17% 25% 29% 15% 15%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

0 0 0 0 0 0 0
0% 0% 0% 0% 0% 0% 0%

3 17 6 7 12 12 12

0 4 2 0 4 3 4
0% 24% 33% 0% 33% 25% 33%

0 0 1 2 0 1 1
0% 0% 17% 29% 0% 8% 8%

3 13 3 5 8 8 7
100% 76% 50% 71% 67% 67% 58%

3 18 6 8 12 13 13

3 11 5 5 8 9 9
100% 61% 83% 63% 67% 69% 69%

0 5 0 2 3 2 3
0% 28% 0% 25% 25% 15% 23%

0 2 1 1 1 2 1
0% 11% 17% 13% 8% 15% 8%

3 17 6 8 12 12 12

0 12 3 5 7 9 8
0% 71% 50% 63% 58% 75% 67%

2 3 2 1 5 1 2
67% 18% 33% 13% 42% 8% 17%

1 2 1 2 0 2 2
33% 12% 17% 25% 0% 17% 17%
Low-income school

50%+

30

4
13%

8
27%

11
37%

5
17%

2
7%

30

6
20%

6
20%

4
13%

14
47%

30

30
100%

0
0%

30

1
3%

6
20%

18
60%

5
17%
 30

0
0%

0
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4
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26
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28

10
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30
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12
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27

13
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7
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43%

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22

3
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 9
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16
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14
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15
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67%

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29%

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25

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 25
100%

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39%

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 1
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13
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11
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1
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13
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12
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 7
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10
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74%

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0%

6
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43%

8
35%

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12
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50%

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19
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 21

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 22

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18
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13
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4
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3
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20

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25%

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Thinking about your current school, please select the three items below that are of
greatest concern to you.
time for deeper learning

There is a degree of pressure from central office, but I want to clarify that often times policies or
procedures are developed with minimal school input. Often times we are given a directive with
little to no explanation on why nor are we given support or funding to implement the initiative.
The curriculum that exists is inadequate, and there is no professional development plan that
prepares teachers to deliver the curriculum adequately.
Safety and Security, we are now taking guns off of elementary school students.
Quality personnel
Program
one size fits all mandates, compliance oriented work
Lack of School autonomy;and Unfunded LEAP Initiative
Lack of consistent vision, support, and direction from central office
High frequency of lack of responsiveness from central office
Gentrification
All of these are key issues.
aligning grading and reporting to standards
Achievement gap (esp: economically disadvantaged and sped)
Do you feel principals have enough, not enough, or should have more say in their school's
promotion goals?
They understand the school better than anyone
The principal knows the obstacles for promotion at their school better than anyone in central office who is
just looking at numbers on a sheet of paper.
The goals are set by the Chiefs and we are not apart of the conversation. We are told that these are our
goals. We really don't have a say about the goals.
The current guidelines are clear enough.

Principals know their students, their data, and their needs. For example students who work full time, have
dropped out of school and returned, SPED or ELL students, sometimes need more time to graduate, and
this should be taken into account when setting goals.
Principals have the best context of factors that will impact promotion such as ELL, Sped population,
students entering below grade level, etc. and there should be space for them to share the context. A one
size fits all approach does not take into account factors that would severely impact a school's ability to meet
a prescribed goal.
Most of time when policies are made principals are not at the table to give input.
Local control over retention and promotion.

I'm conflicted. The principal should have input as the person charged with knowing most fully the present
performance/proficiency levels of students measured against end of year targets. At the same time,
changing (e.g., lowering) the targets is not always the right response in terms of building a culture of
accelerating performance.

I recently received a guidance document related to promotion & retention. I created our guidelines at the
school level because I wasn't aware the document existed. The DCPS document validated the Best
Practices we were using at my school

I am an elementary school principal and I can speak to the general process of goal setting. I have proposed
goals and am often told that they are not rigorous enough or need to include higher achievement rates.
When I ask for support in achieving those goals I have never been given that support.
I am an elementary school principal - not familiar with what's in place for high school.
I actually believe we should have less. The promotion should be driven by specific goals and we should
have clear district-wide policies and support.

Goals are set in spite of the reality, not in response to it. There is a culture of rewarding people who have
attained these goals, even when it is clear that they likely attained them with poor practices.
For years people have been pressured to have graduation goals that are unrealistic based on their school's
previous performance. Goals are arbitrarily created based on rates of improvement that people not working
in schools want to boast to celebrate district-wide progress. Principals of secondary schools have always
had IMPACT goals tied to graduation rates some with goals that would mean exponentially improving
graduation rates. Principals are easy targets for scapegoating larger systemic issues that have continued to
be ignored. A strict district-wide policy is a double-edged sword that will significant impact our most
underserved and low performing children in the district concentrated in high poverty schools. Punitive and
one-size-fits-all promotion requirements will continue to hold numerous students behind when other issues
that significantly impact their progress such as poverty, trauma, neglect, absenteeism, and other issues that
we have documentation of are not being addressed. More resources and funding must be coupled with
policies to ensure that we do not further marginalize our most at risk students. Principals should have
more control over promotion requirements. Principals currently are being encouraged to support district
policy at the eleventh hour without appropriate messaging and supports for families. Due to recent events in
the media and punitive actions taken against other principals this is a very contentious topic that has not
been appropriately addressed so that principals feel supported.
For EC's and Elementary schools the pressure is very different. Also, in some instances, parents really drive
a lot of the pressures felt by administrators.

DCPS needs to allow schools to set realistic targets. During my first year as a principal (and employee) in
DCPS we were given a goal setting guide that set growth targets in an extremely arbitrary manner. For
example, growth of 1-4.99% in promotion rates equated with "Minimally Effective". These target ranges
were blanketed for all principals, regardless of school context, historical student performance trends, or
anything else. Coupled with 1-year contracts, moving targets for evaluation content, and a narrative of
being "the fastest improving school district in the country," and the table was set for policy violations to be
widespread.
Crafting these goals should be contextualized with the principal at the school level based on conversations
about a wide variety of factors and possibly change from year to year. The previous model of a static
minimum expectation for % increase year to year is so obviously flawed it's embarrassing. More focus
should be placed on the effectiveness of intervention systems in both a subjective and objective way to
determine the effectiveness of school teams.
At School Without Walls we have set the standard for promotion and graduation requirements above and
beyond DCPS and have enforced the standards.

As an elementary school principal, I feel very removed from this discussion around promotion goals.
[THOSE RESPONDING A GREAT DEAL, SOME, OR A NEGLIGIBLE AMOUNT OF
PRESSURE FROM THE CENTAL OFFICE TO USE CREDIT RECOVERY FOR ORIGINAL
CREDIT AT THEIR SCHOOL] Please describe in which ways you feel this pressure.
We have felt this way to ensure that we were meeting graduation rates and promotion rate
goals.
We are constantly reminded of our targets.

- The hyperfocus on outcomes communicates an "at any cost" or "by any means" expectation
to principals who in turn are expected to communicate similarly with school staff.
[IF VERY FAMILIAR OR SOMEWHAT FAMILIAR WITH THE ADDITIONAL MONITORING INSTITUTED IN
THE 2017-2018 SCHOOL YEAR TO ENSURE ONLY QUALIFIED STUDENTS GRADUATE OR ARE
PROMOTED] What changes do you feel would be more valuable or impactful to ensure only
qualified students graduate or are promoted?
Too much administrative requirements from Central Administration - no differentiation based on the
school's previous performance
There has to be some level of accountability with parents and students.
The information needs to be provided to students at the beginning of the school year.

Tardines "on time arrival" should be tracked at reported on Progress Reports and in cummulative folders.
Cummulative folders should be standardized ( public & charter coordination). ACCESS RTI resources,
programming and staff to support Tier 2 & 3 Interventions.
Put systems in place that don't specify seat hours if a student can show mastery of content.
Policies are only as effective as the people who are implementing them or the people who are monitoring
the implementation. Furthermore, if a policy is not supported by central office, it will not be as impactful as
it could be with the proper support.
Not sure - new audits are helpful
not sure
NA
N/A
Identifying and understanding the effects of generational poverty on the educational system and how best
we, including the DC Government, can support families who are experiencing challenging situations outside
of the school house.
I don't know
I do not have enough information.

Greater coordination and integration of services providers within DC. Students continue to slip through the
cracks. There are failures on the part of other service providers and the schools become the scapegoats.
Earlier standards (elementary ) with a clear plan for social promotion

DCPS is yet to acknowledge the unreasonable pressure that 1-year contracts and the IMPACT evaluation
system (for all staff) puts on schools. Until that is addressed, there will continue to be a culture of
pressure/indifference to bend and violate policies to hit data metrics and targets. A narrow focus on
graduation requirement monitoring misses the bigger picture and root cause of the problems facing DCPS.
Create a standard elementary grading policy to ensure that student mastery is being reported consistently
across the district. Create a standards-based report card at all levels.
Conversations from the start of the school year and clear expectations at ALL schools that is also
communicated to ALL families in DCPS and DC Charters

Competency based assessments through which students can demonstrate their mastery of the standards.
Check in frequency
-ensuring teacher quality and retention - addressing real needs of the students and the "why" behind their
absences
[IF Q24=VERY LIKELY OR FAIRLY LIKELY] Please describe the factors that contribute to your desire to move to anothe

1. Stress 2. Unrealistic expectations for student growth/progress/performance without coupling funding and supports to high ne
segregation - Some schools are oversaturated with high needs students, not a healthy mix for students and staff 4. Too Politic
recognized by senior leadership, only some people are recognized based on who they know and what relationships they have w
authority and power. 5. Intensity of work - Principals have a shelf life that will survive, working in high needs schools is like livin
sustainable with all the pressure in the district 6. We are DCPS - This is a farce. Schools are segregated and not diverse. It co
class issues between educators in the district and a lack of support for struggling schools. For example when principals are rec
needs schools there are central office staff that will say "oh don't work there" to candidates interviewing for positions in certain s
someone in central office with a negative comment about a school in Ward 7 or 8. If we are all a part of the district we need to a
and micro aggressions of people working in schools and also at central office. We can't be one district if people are not mature
challenges across the district and also everyone's collective responsibility to champion the vision for our kids - citywide. 7. No
Being a leader is a thankless job but not being appreciated by your district coupled with the day-to-day challenges is just too mu
1-year principal contracts, systemic belief that blaming and scapegoating adults will change student outcomes, failure to consid
contexts when setting targets or interpreting student performance data, lack of support from central office for principal autonom
excellent job of setting mandates and expectations from central office and turning their backs on school-based staff when difficu
arise as a result.
Burnout
central office inexperience, changing goals, responding to difficulties with control over collaboration
I don't much free time at all for my family. I work 12 hour days and much of the weekends to keep up with emails, reports, pape
personnel and surveys. It is not healthy.
I need to be able to know that I have a job from year to year. The one year contract and the extra pressure by supervisors make
remain in DCPS .

It seems as if the principal is responsible for every single function of the school district or challenge in the city. If test scores do
did not do enough regardless of the fact that we have no intervention specialists or even real tier 2 or 3 interventions. If the stud
school, the principal must not be creating a warm and nurturing environment even though the student satisfaction rate is at an a
little positive reinforcement for a job well-done, even if it is a small win. The daily stress level increases when you add to this the
freezes due to performance, and the culture of fear perpetuated by recent changes in leadership of the District. In other schoo
cut policy for almost all decisions that are made at the school level. This allows for less ambiguity and more clarity for parents, s
Policies and procedures seem to be fluid in DC Public Schools or you cannot find a person to provide a clear cut answer to the
arise during the year.
Job security and development.
Lack of job security Too much time filling out forms versus getting into classrooms and meeting with students.
Lack of support fiscally for the school and the lack of differentiation to ensure that all curricula fit school environments.
Lack on autonomy/central office adjustment of expectation for my school.
My desire is not necessarily to move to a different school system but to move out of the principal role in DCPS, which is extrem
becoming burdensome to my health and lifestyle.
Pressure
-Reduced level of autonomy -Demand of the IMPACT Teacher Evaluation System -School Modernization (w/ to additional staf
transitions to swing spaces. -Lack of support for Social Education Coordination -Staffing formula for at-risk,
Retirement. My experience at DCPS has been good.
Stress from not feeling supported in reaching goals that are set for you.
The main factor would be the leadership: who will be the chancellor and what will the structure look like for the system.
This job is a 24-hour/7-day per week job. We are under constant scrutiny for each decision that we make and are under pressu
achievement results each year. I find central office to be non-responsive and frustrating. Directives are often issued with little t
how schools will implement and no attention is paid to the amount of support that schools need. Each year we face budget cut
more with less.
Too little support for a high need school and specific strategies to support students interventions, scheduling, and safety and se
Which element(s) of the IMPACT accessment are most useful to you and why?

We need impact observations - this tool/process let's teachers know exactly how they are
doing. The rating/probation are NECESSARY. We cannot go back to the days when teachers
read the paper in class. An ineffective teacher can be terminated in one year. That's best
for children. Minimally Effective and Developing teachers are given time. That's fair. Core
Professionalism - a KEEPER.
Too restrictive Too negative - looking for what's wrong insterad of what's right
They all can be useful but the individual assessor should take each school's context into
consideration. I don't think that this happens.
The system is a snapshot and cannot truly demonstrate the competency of the individuals
being evaluated.
The rubrics
The rubric as written is a good description of effective teaching.

The Leadership Framework is a helpful rubric and it provides an opportunity for the
instructional superintendent to give feedback on research leadership practices.

The frequency and intensity of observations for teachers early in their career makes sense.
I like the inclusion of CSC and CP but not twice per year. I think including some element of
TAS makes sense, but I have reservations about the way it is included.

The CSC and Committment to School Community, because it touches on an overall mode
of functioning wherein the EP's target one observed lesson the way it is written.

The CP and CSC elements are useful to show teacher and staff contributions and highlight
the ways that staff go above and beyond in support of our kids and our community. The
TAS component is helpful in aligning our school wide goals to classroom instruction and
ensuring that teachers take a degree of ownership and can be held accountable. While the
classroom observation component is necessary, it is helpful for a specific type and level of
teacher or staff member.
TAS goals Classroom observations and debrief meetings
Rubric is solid. It is a way to systematically talk about teacher performance.
Reflecting on the LF portions
Reflecting on my progress as a leader.
Post observation conferences
observations - they allow for direct feedback and a sense of agency
NA
Leadership Framework
If the only time I receive quality feedback from my IS is during IMPACT it is useless. I feel
that [my IS] went above and beyond to help me improve as a first year administrator. [My
IS] visited me weekly, checked in via the telephone, listened to my ideas and provided
consistent feedback. He coached me well.

Having a common rubric to name key practices and expectations should provide for an
objective conversation about practice. Also, being aware up front about performance
expectations is helpful.
Getting feedback on each of the Standards -Narrative from Instructional Sup.
Feedback and next steps from instructional superintendent

Essential practices are most useful because it directly correlates to what instructional
practices a teacher should be implementing. Core Professionalism would be next of course
there should be a level of professionalism within our profession.

EP observations and debriefs, because they are about teaching and learning. I also like
school based CSC rubrics in order to align school priorities with faculty actions. I like LIFT
and the differentiated observations for different teacher stages. TAS conversations are
always a favorite to see student work and growth from BOY-EOY
EP 4
CSC- I can align what teachers need to do with my school programming and goals.
classroom observations - really know what is going on in the classroom

All of the portions of IMPACT have their place. Each of them assesses a different area.
all
Which element(s) of the IMPACT accessment are least useful to you and why?
Using student assessment data as 50% of the evaluation is not research based and it is not
useful.
Timeframes and pacing guide (pressure)

Three structured observations for each teacher (except distinguished) is way too much, and
takes up too much time. TAS is also not designed effectively and too difficult to implement
effectively and fairly.

The student surveys. The set-up of the classroom observations are also limiting. For some
teachers at specific stages of their careers or practice, it would be most helpful to do a series
of observations over a period of days to evaluate how they teach a specific skill or concept to
students during a unit of study. Considering our time constraints, I know this is not entirely
realistic. The evaluation rubrics for certain groups of staff members do not accurately reflect
the scope of a position and are limiting in what they allow us to evaluate. The timing and
amount of formal observations are also challenging with only two administrators.

The pressure on teachers to be highly effective is exceedingly misguided because of the

bonus. I have legitimately good teachers who are obsessing over every point they receive
and taking unethical steps to ensure their students meet the TAS goals in order to secure this
rating. I think the bonus creates a perverse incentive that needs to be addressed if we really
want DCPS to be about learning and growth and not devolve into a corrupted system.

The pay for performance element of it. It creates issues with teachers more focused on
number values, bonuses, and step increases. Too much stress on teachers and leaders that
doesn't allow leaders to not always feel as if they are always seen as evaluators. It is difficult
to coach people and focus on building teacher capacity in a punitive culture of fear.

The PARCC goals. School specific formative assessment data is more useful for informing
improvements. PARCC data is too general and comes too late. It is also used in very few
states now and there is controversy around value added measures for evaluations.
The false information from my instructional superintendent who does not know what is
going on in my building.
Teacher survey. We have not been trained on how to use this data to improve teacher
practice.
TAS/IVA - they are disconnected from practice and, especially because of financial rewards,
incentivize altering scores

TAS needs to be revised. CSC is not important in my school because teachers and staff are
very involved. It's so time consuming with very little impact BUT I've been at my school for 9
years. Changes to impact must make sense for all schools. This is trickier than it may seem.

Student surveys have not been very helpful in my leadership- they just kind of exist and
that's it. I am not sure that they are helping teachers grow. I also think two CSCs for
instructional aides is redundant and unnecessary. I don't think instructional coaches'
effectiveness will be impacted by the addition of them having TAS goals.
Student performance outcomes / targets are not useful as they inspire our work anyway.
The difference in outcomes by tying them to ratings or not is probably negligible. As DCPS
has seen over the last ten years, the "gains" they made during the implementation of
IMPACT and high-stakes student-performance metrics has not actually moved the needle in
an authentic way. Instead, it has motivated policy violations and promoted people to
positions of power and esteem who are the worst offenders.
Same as above

none but the burden at the end of the year to complete observations, CSC/CP, TAS, and
holistic evaluations with a large staff is overwhelming and all I do for the last 3 weeks of
school
NA
NA
N/A at varying points they are all useful
N/A
N/A
multiple CSC
Most of it because of the reason listed previously.
IVA - this element does not measure anything for the teacher. Standardize testing are
important but they should not be use to judge a teacher's ability to teach.

If the only time I receive quality feedback from my IS is during IMPACT it is useless.
I would say the most useless portion is the PARCC goals because we get the information back
too late in the process (August).
CSC/CP TAS
Comprehensive school goals
Citing evidence
Setting goals that are not realistic
Please share any additional hights or comments on topics related to those covered in this
survey.
This survey is great but how/when will anything change?
The role of the instructional superintendent has been incredibly important to my
development and the progress our school has been made.

The pressure by superintendents who think that it is a one school fits all metrics for
performance. All schools are different, especially alternative schools. You can't send all of
the students with attendance problems to one school and then you say why is your
attendance so low. Alternative schools need a model and Chancellor Wilson was prepared
to support in creating that model, but schools are still penalized for not having a model
when the plan was being created to have this model.
The next chancellor should be someone who can fairly assess if IMPACT is still the right way to
evaluate our teachers and staff.

The biggest issue facing our district is that we do not have a coherent curriculum aligned to interim
assessments and to the summative assessments. The central office is staffed primarily by
individuals who have never run a school, and have no idea of student needs, and the demands on a
principals time. Metrics that affect students' and staff lives, are established with no input, and no
thought about unintended consequences. For example, the crack down on attendance, results in
more failures, and there is no plan to respond to the failures.
Principals are carrying the weight of the world. We are only as good as those who support
us - Assistant Principals, Instructional Coaches, Deans. We can't help teachers if we are
worried about cafeteria duty and not enough substitute teachers.
Insight only asks half of my staff to respond. It would be more valuable if all of my staff
could respond.
If the only time I receive quality feedback from my IS is during IMPACT it is useless. DCPS
needs to adopt more of a coaching model. This may mean hiring additional IS'
central office's response is often more oversight (generally - I actually feel this less
personally than as a sense of the system) than collaboration, something that makes little
sense given the experience levels of central office staff

Central office seems to think that principals and schools work for them when they really
should have the mindset that they work for us/schools. Their purpose is to serve schools,
not create additional work and compliance measures for schools. There is so much turn-
over centrally that it is difficult to feel any confidence that central can and will be helpful.
Principals also need more than a one year contract that comes in May.
Broaden IMPACT observations so that they cover more than the lesson being observed on
any particular date.

-Consistency as a District -No more initiatives....let's fine tune what we are already doing