To dramatically improve student outcomes, Denver Public Schools must replace a meaningless teacher performance management framework with one that will accurately differentiate teachers based on their success in the classroom, provide them with the feedback and support they need to improve, and address poor instructional performance effectively and efficiently. Findings include:
- DPS lacks rigorous, clearly communicated teacher performance standards and an accurate way to measure teacher performance against those standards.
- Teachers do not receive effective feedback or support to improve their instructional practice.
- Probationary teachers are not held to a high standard of performance, and they do not receive adequate support to hone their skills.
- Poor performance goes unaddressed as administrators and teachers seek to avoid ineffective remediation and lengthy dismissal processes.