There is a theory among Dallas I.S.D.

educators that says administrators are not

allowed to observe us fairly. No, they must mark us low in the beginning of the year
and gradually raise our scores to demonstrate improvement. I am told it is like this
because administrators have lavishly praised poor yielding results teachers in the
past
I challenge the low overall score of my summative report by Mr. David Lee. Of a
possible 102 points possible, I scored a mere 53 points (52 percent).
Over all, I am pleased with lavish, positive constructive criticism and praise throughout
the report.
What I disagree with is the numeric scoring scale. Online the report suggest the scorer
can use point-points but I have been told by Mr. Lee that is not possible. I am told the
scorer can only assign whole numbers to the given sections (i.e. 0, 1, 2 or 3).
There are a few places I would have given you a 2.5 or 1.5 but I was unable to, Mr.
Lee explained. I rounded down a 2.5 became a 2...
We are taught and teach our students to round to the nearest whole number. If the
score was a 2.4 it rounds down to 2 versus a 2.5 being rounded into a 3.
He says, A 3 is exemplary.
No, I am not a perfect teacher all the way around. Yes, there are things I am working on
to be stronger teacher and better leader. But, I do have exemplary teaching qualities in
several areas of the profession.
As Mr. Lee recommended, I have slept on his report and conference. Now, I am ready
for my rebuttal.
Judging by his comments, I am serving as a desirable model of an urban-Title 1 schoolEnglish III teacher.
By his comments, various observations (too low but always improving), my hard work
and perseverance, I should be exemplary in Domain 1. If you cannot give point-points
then honor me well to show your support of my work and dedication.
Domain 2 has the same issue; high praise and recognition of my hard work and effort
with a numerical score that does not equate.
Areas 2.1, 2.2, 2.3 and 2.5 all should be raised to a three if point-points are not
permissible. Mr. Lees comments are describing the districts ideal qualities of an
exemplary teacher that knows and understands the value of aligned lesson objectives,
demonstration of learning and uses multiple responses to check for understanding of

the material. This combined with rigor, challenged and engaged my students my
students this year and last year at Thomas Jefferson High School.
Areas 2.4 and 2.6 are confusing and slightly contradict his personal comments of the
section. However, he makes valid observations that deserve a second thought and
possible improvement next year. However, a 1 is too low for either areas. The work that
I have been observed putting into my students by all campus staff is invaluable and
deserves better recognition.
Domain 3 areas 3.1 and 3.2 are a little misleading. The issues he referenced in 3.1 are
issues that head administrators, like himself, were aware of. Not only were the extreme
behavior issues a well-known, well documented issue for those individuals, it took
administration and appropriate staff too long to get additional seating for the over 30
plus students in my classroom. It took administration and appropriate staff too long to
appropriately level my classes to a maximum of 30. It took administration and
appropriate staff too long to adequately supply my classroom of materials most school
readily have available and distribute at the beginning of the year. It took administration
and appropriate staff too long to follow-up with students being written referrals to the
point students would collect numerous referrals in a week before being disciplined at all.
Yes, I had to have behaviorally challenged students in the hallway beside my door often
to teach a portion of a lesson without disruption or incident. My administration knows of
the severity of the issues with select students and the impact those students behavior
had on my classroom culture.
Yes, I had to write several referrals on students throughout the year. If you were to look
at my referral writing history you would see a variety of students at first then certain, well
documented behaviorally challenged students over and over again.
Yes, I have given an absorbent amount of time to my students parents over the phone
and in conferences.
Yes, I utilized the buddy teacher idea and my students began misbehaving there and
were sent back.
And yes, I have ignored and shrugged off more abuse from my students than you know.
But, I always returned, forgiven and pressed forward for my students academic
success.
Next year, I assume it will be a similar experience with students early in the school year
until I assert myself as their leader, role model and teacher. I have made it clear to all
administration that the numerous referrals will not stop until the students change their
behavior- period. Clearly, they agree with my style and tactics as I was not put on the
nonrenewal list nor formally reprimanded for the management of my students; despite
numerous undisclosed incidents to me.

Despite having had some extreme behavior issues in my classroom this year, my
classroom is arguably the most productive, efficient and safest on campus. My students
are well trained and pose little to no threat or opposition to each other or guest. My
students respect our space and have no choice but respect others- period. This
discipline has been noted often on observations and I receive many compliments and
inquiries as to how I do it. Again, I wonderful comment by Mr. Lee but a terribly low
numeric score of a 1 in 3.3.
For the love and patience I bring to the profession; for the measurable and observed
growth and success of my students; I deserve 3s because I exemplify discipline,
shrouded in love, which is very effective in building and enhancing urban students.
Domain 4 was the most troubling of comments and numeric scores.
Area 4.2 has an amazing and accurate comment about me but lacks the punch of a
comparable numeric score. Again, he observed the ideal traits and qualities of an
exemplary Dallas I.S.D. teacher but failed to score it as such.
Area 4.3, 4.4 and 4.5 are biased and I never said I dont value the CHAMPs model.
However, Mr. Lee wanted to drastically change the working, successful structure of my
classroom midway in the school year. I was dealing with select students with behavior
issues and the change in procedures would have caused unrest with my well adjusting
students.
Long story short, he proposed a Growth Plan with bias, unfounded assumptions about
me but later the reneged. The plan was proven unnecessary and forceful as well as the
issues listed could not be investigated adequately. That being said, these areas should
be higher. If the issues of the Growth Plan were dissolved then all traces and residue
must be absolved off me. Not to mention, issues I had with coworkers have been largely
ignored unless they accused me of making them feel negatively; not I did something
dangerous or inappropriate. Student discipline has been explained and my position is
the same. As for parents, students have told their parents negative, embellished stories
about me this year. However, there is not one conference with a parent I had that any
and all issue were brought to me in front of administration and resolved; this does not
include parent-teacher conferences I requested to be held but was barred from
attending.
My work ethic is solid. My results are tried and proven. My students achievement are on
the incline. My administrators have valued my hard work and successes throughout the
school year. They value me so much that they have given me sophomores next year as
opposed to juniors my third year. My writing formulas and reading comprehension
lessons have served our previously lagging juniors well. I also am told I may have a
mentee to share next year with a veteran teacher. Perhaps, I can teach them my
classroom style, which is built off love, achievement and acceptance. My students do
not succeed for me but rather themselves. My students do not fear the boom of my

voice because they know I would never physically harm or intimidate them. And though I
have been cursed out many times this year, my students dont wonder will I berate them
when Im disappointed. Above all, and you should ask, they know I love and care about
their individual success, which is why a 4 on a writing assignment flatters and inspires
them greatly.
Thats an exemplary, phenomenal teacher. No, not perfect; No, not always the best; But
rather a hard worker whose dedication to the craft is measurable in multiple platforms
and well noted.
My only request is to raise the score properly and fairly, even if it puts me in the
distinguished teachers score range because that is the score I earned and deserve. But
if not, I have committed to Justin F. Kimball for another year because I still love what I
do.
Remember, exemplary doesnt mean without flaws or errors but rather an ideal model
Otherwise, only Christ could be and would be an exemplary teacher as He is divinely
perfect.