When the snow days required makeup time, we lost two DPLC days and our Q3 teacher workday was turned into a DPLC day. This was the second end-of-quarter workday in a row we lost. Many of us would have preferred to keep the Q3 workday. End-of-quarter workdays should be more protected than DPLC days. Elementary teachers have been required to complete report cards on our own time for quarters 2 & 3.
What can be done in the future to prevent work days from being taken away at the end of any quarter?
Has the county collected data from teachers regarding DPLC days and whether we believe they add value to our work experience and improve our student outcomes? If so, where has it been released? If not, why not?
Thank you for your thoughtful questions and for the excellent work all of our staff have done this year to support our children’s learning—especially during a year with challenging weather disruptions.
When snow closures required us to adjust the calendar, we carefully considered multiple options—including extending the day, shortening spring break, or extending the year—and ultimately made the decision that best protected instructional time for students. This included using two DPLC days and repurposing the Q3 workday. We recognize that the loss of two consecutive end-of-quarter workdays created strain for many, especially in elementary report card preparation.
We all agree that we remain committed to ensuring that every child’s success is not predicted by race, class, gender, or special capacities. DPLC supports that mission by strengthening our collective capacity to deliver on that promise. Feedback from each session informs future planning, and input collected in prior years was shared through the AEA exchange.
We encourage educators concerned about the calendar to engage with the Calendar Committee and those with DPLC-related feedback to connect with their curriculum coordinator. We are grateful for your continued dedication and partnership in doing what’s best for all children.