Teacher Evaluation in CPS: Perceptions of REACH Implementation, Five Years In. Research Brief

Autor/inn/en	Sartain, Lauren; Zou, Andrew; Gutiérrez, Vanessa; Shyjka, Andria; Hinton, Ebony; Brown, Eric R.; Easton, John Q.
Institution	University of Chicago Consortium on School Research
Titel	Teacher Evaluation in CPS: Perceptions of REACH Implementation, Five Years In. Research Brief
Quelle	(2020), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9995509-8-4
Schlagwörter	Public Schools; Teacher Evaluation; Teacher Competencies; Teacher Attitudes; Administrator Attitudes; Academic Achievement; Teacher Influence; Program Effectiveness; Teacher Effectiveness; Value Added Models; Educational History; Evaluation Methods; Observation; Feedback (Response); Scores; Performance Based Assessment; Faculty Development; Personnel Management; Satisfaction; Conferences (Gatherings); Illinois (Chicago) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Teacher appraisal; Lehrerbeurteilung; Lehrkunst; Lehrerverhalten; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; History of education; Bildungsgeschichte; Beobachtung; Leistungsermittlung; Personalmanagement; Zufriedenheit
Abstract	Responding to an Illinois law that took effect in 2010, the Performance Evaluation Reform Act (PERA), Chicago Public Schools (CPS) created and implemented the REACH (Recognizing Educators Advancing Chicago's Students) educator evaluation and support system. REACH was piloted in 2012-13. It is still being implemented as of the 2019-20 school year and will continue to be implemented through June 2024, per the teachers' contract agreed upon in fall 2019. The evaluation system includes classroom observation ratings of teacher practice, as well as up to two student growth measures. This brief addresses the research question: What are teachers' and administrators' perceptions and opinions of REACH after five years of implementation? It draws from teacher and administrator survey reports of whether REACH influenced instructional change and student learning, the intended end goals of the policy. This brief is part of a series of three to extend previous research from the University of Chicago Consortium on School Research (UChicago Consortium) on early REACH implementation and the REACH evaluation system five years after the 2012-13 rollout. [For "Teacher Evaluation in CPS: What Makes Evaluator Feedback Useful? Research Brief," see ED608091. For "Teacher Evaluation in CPS: REACH Ratings and Teacher Mobility. Research Brief," see ED608092.] (ERIC).
Anmerkungen	University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://consortium.uchicago.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01