Teacher Evaluation in CPS: What Makes Evaluator Feedback Useful? Research Brief

Autor/inn/en	Shyjka, Andria; Gutiérrez, Vanessa; Hinton, Ebony
Institution	University of Chicago Consortium on School Research
Titel	Teacher Evaluation in CPS: What Makes Evaluator Feedback Useful? Research Brief
Quelle	(2020), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-7338412-0-7
Schlagwörter	Teacher Evaluation; Evaluation Methods; Value Added Models; Public Schools; Observation; Feedback (Response); Teacher Influence; Teacher Attitudes; Teacher Competencies; Classroom Observation Techniques; Academic Achievement; Elementary Schools; High Schools; Performance Based Assessment; Barriers; Change Strategies; Conferences (Gatherings); Goal Orientation; Evaluators; Interpersonal Relationship; Collegiality; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Public school; Öffentliche Schule; Beobachtung; Lehrerverhalten; Lehrkunst; Schulleistung; Elementary school; Grundschule; Volksschule; High school; Oberschule; Leistungsermittlung; Lösungsstrategie; Zielorientierung; Zielvorstellung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kollegialität
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 feedback did teachers report as most useful? The data and analysis that answer this question provide insights that may help district leaders, principals, and teacher-evaluators make the most of classroom observations and ultimately drive improved teacher practice, student experiences, and student outcomes. 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: REACH Ratings and Teacher Mobility. Research Brief," see ED608092. For "Teacher Evaluation in CPS: Perceptions of REACH Implementation, Five Years In. Research Brief," see ED608094.] (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