Teacher Evaluation in Practice: Implementing Chicago's Reach Students
- ISBN-10
- 9856819822
- ISBN-13
- 9789856819820
- Category
- Teachers
- Pages
- 44
- Language
- English
- Published
- 2013-10-24
- Authors
- Susan E. Sporte, W David Stevens, Kaleen Healey
Description
This report finds that the overwhelming majority of teachers and principals in Chicago Public Schools (CPS) believe the overhaul of the district's teacher evaluation system has promoted teacher growth and instructional improvement; however, teachers also voiced concerns about some elements of the evaluation system, particularly the use of student test scores as a factor in teacher ratings. "Challenges clearly remain for CPS, which must improve communication and training around teacher evaluation and also grapple with teacher's concerns around the fairness of their ratings," said Sue Sporte, the lead author of the report. "Nevertheless, it is promising that teachers and administrators believe the system has the potential to improve instruction, particularly considering that the 2012-13 school year began with the first teacher strike in CPS in over 25 years, and teacher evaluation was a major point of contention." The report is part of a joint study by UChicago CCSR in collaboration with CPS and the Chicago Teachers Union of REACH (Recognizing Educators Advancing CHicago) Students - CPS's teacher evaluation system implemented during the 2012-2013 school year. Chicago, the largest district in the nation to put in place a rigorous new system for measuring teacher effectiveness, has become a national test case for revamping teacher evaluation. More than 40 states, including Illinois, have passed legislation in the last few years mandating the evaluation of teachers based on a combination of student performance and the close examination of teacher practice. States and districts have adopted these new systems in response to a number of factors, including a growing body of research on the importance of teacher quality and incentives from the U.S. Department of Education. This report, the first in a series of reports about REACH, uses survey data and interviews to focus on the perceptions and experiences of teachers and administrators during the first year of REACH implementation. These experiences can be helpful to CPS and to other districts across the country as they work to restructure and transform teacher evaluation. The study of REACH was generously funded by the Joyce Foundation, which supports the development of policies that both improve the quality of life for people in the Great Lakes region and serve as models for the rest of the country.
Get the book
Other editions
-
- 2016-08-23
- - pages
- Paperback
- -
-
- 2013-09-16
- - pages
- Paperback
- -
Similar books
-
Teacher Evaluation as Cultural Practice: A Framework for Equity and Excellence
By María del Carmen Salazar, Jessica LernerPlacing the needs of CLD learners at the center, this book explores the intersection of teacher evaluation and culture, and addresses critical questions about the role of teacher evaluation in disrupting or reproducing inequity.
-
Teacher Evaluation that Makes a Difference: A New Model for Teacher Growth and Student Achievement
By Robert J. Marzano, Michael D. TothMcLaughlin, M., 8: Talbert, J. (2002). Reforming districts. In A. M. Hightower, M. S. Knapp, ... Newton, X., Darling-Hammond, L., Haertel, E., 8: Thomas, E. (2010). Value-added modeling of teacher effectiveness: An exploration of ...
-
Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement
By Linda Darling-HammondIn the end, students are the losers. In her new book, Linda Darling-Hammond makes a compelling case for a research-based approach to teacher evaluation that supports collaborative models of teacher planning and learning.
-
Improving Teacher Evaluation Systems: Making the Most of Multiple Measures
By Jason A. Grissom, Peter YoungsThis is the first book to pull together what we have learned about the impacts and challenges of data-intensive teacher evaluation systemsa defining characteristic of the current education policy landscape.
-
Knowing What Students Know: The Science and Design of Educational Assessment
By Division of Behavioral and Social Sciences and Education, National Research Council, Board on Testing and AssessmentKnowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment.
-
A Guide to Impactful Teacher Evaluations: Let's Finally Get It Right!
By Joseph O. RodgersMaking teamwork meaningful: Leading progress-driven collaboration in a PLC at work. Bloomington, IN: Solution Tree. Fleisch, B. (2011). Mona Mourshed, Chinezi Chijioke and Michael Barber: How the world's most improved school systems ...
-
Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement
By Linda Darling-HammondThis groundbreaking book: Presents a comprehensive teacher evaluation system based on research and best practices.
-
Teacher Evaluation in Music: A Guide for Music Teachers in the U.S.
By Cara Faith Bernard, Joseph Michael AbramoFor students who learn the material quickly, “curriculum compacting” (Reis, Burns, & Renzulli, 1993) is an option. This is a form of differentiation in which the teacher finds places where more advanced students already know the ...
-
Evaluating Teaching: A Guide to Current Thinking and Best Practice
By James H. StrongeThis guide presents current research and thinking about teacher evaluation and combines that research with practice. Chapters contain illustrations and examples to make a research-practice connection and present a comprehensive...
-
Making Evaluation Meaningful: Transforming the Conversation to Transform Schools
By PJ CaposeyThe recent intensive focus and research dedicated to teacher evaluation has created little meaningful change in our schools. In fact, many teachers would argue that the implementation of rigorous evaluation frameworks after years of lax ...