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Condizione: New. &Uumlber den AutorJENNIE JIANG is a Research Analyst at UChicago CCSR. She previously worked as a researcher at Chapin Hall and as a teacher, both in Chicago Public Schools and in Shenzen, China. She earned an MPP in public policy at th.

Condizione: New. &Uumlber den AutorSUSAN E. SPORTE is Director for Research Operations at UChicago CCSR. She serves as the main point of contact with Chicago Public Schools regarding data sharing and research priorities she also oversees UChicago CCSR .

Condizione: New. &Uumlber den AutorJENNIE Y. JIANG is a Research Analyst at UChicago Consortium. She previously worked as a researcher at Chapin Hall and as a teacher, both in Chicago Public Schools and in Shenzen, China. She earned an MPP in public pol.

Taschenbuch. Condizione: Neu. Neuware - As part of UChicago CCSR's ongoing study of Chicago Public Schools' new teacher evaluation system, this report looks at teacher and principal perceptions in the second year of implementation. It finds teachers and principals remain positive about the new evaluation system, though less so than in Year 1. This brief, a continuation of the work that began in Teacher Evaluation in Practice: Implementing Chicago's REACH Students, draws on survey data from more than 19,000 teachers and nearly 800 principals and assistant principals to measure their views of REACH (Recognizing Educators Advancing Chicago's Students). REACH replaced the previous checklist system, which rated nearly all teachers as excellent or superior and failed to provide much useful feedback for improving teacher practice.

Taschenbuch. Condizione: Neu. Neuware - 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.

Taschenbuch. Condizione: Neu. Neuware - This report finds teachers with the lowest scores on the REACH Students teacher evaluation system are overrepresented in schools serving the most disadvantaged students, while teachers with the highest observation scores are underrepresented in these schools. The study uses data from the 2013-14 school year, which represents the first comprehensive snapshot of evaluation scores for Chicago Public School teachers under the new REACH Students teacher evaluation system. This includes value-added scores based on students' gains on tests, as well as scores from observations of teaching practices in classrooms. It finds 26 percent of teachers with the lowest value-added scores are in schools with the highest concentrations of poverty, while 13 percent are in schools with the lowest concentrations of poverty. The differences in observation scores are more pronounced: 30 percent of the lowest-scoring teachers are found in the highest-poverty schools, while only 9 percent are in schools with the lowest poverty. In other words, observation scores have a stronger relationship with school characteristics, such as poverty, than value-added scores. While more research needs to be done in Chicago to understand why these differences exist, other research suggests these differences could arise because it is more difficult to recruit and retain high-scoring teachers in high-poverty schools, or because it is more difficult to get a high observation score if teaching in a high-poverty school. The report also finds teachers in schools with better organizational and learning climates tend to have higher value-added and observation scores, and these differences remain significant when comparing schools with similar student characteristics, including poverty level. REACH and other teacher evaluation systems employ multiple measures to capture different aspects of teacher performance. Value-added scores are intended to capture student growth on test scores, and explicitly control for measures of student disadvantage, such as poverty and previous achievement. Observation ratings are intended to capture a teacher's level of instructional practice, and do not control for any student or school characteristics, such as poverty. The study also finds that, on average, African American, Latino, and other minority (i.e. Asian, Hawaiian/Pacific Islander, Native American, and multi-racial), teachers' observation scores are lower than white teachers' observation scores. However, for African American teachers, who are overrepresented in the highest-poverty schools, most of this difference seems to be due to the relationship between observation scores and school characteristics, such as school-level poverty. There were no significant differences by teacher race/ethnicity on either reading or math value-added scores.

Taschenbuch. Condizione: Neu. Neuware - Teacher evaluation is arguably the hottest issue in education right now. Because of Race to the Top, many states and districts around the country are designing and implementing new teacher evaluation systems that--for the first time ever--evaluate teachers based on how much their students learn. However, there is limited research on how to build an evaluation system centered on classroom observations that can distinguish between effective and ineffective teaching. This report from the University of Chicago Consortium on School Research focuses on Chicago, but the lessons learned have significant applicability to districts across the country. The report is one of the first to provide research-based evidence showing that new teacher observation tools, when accompanied by thoughtful evaluation systems and professional development, can effectively measure teacher effectiveness and provide teachers with feedback on the factors that matter for improving student learning. This is especially relevant for those districts that are implementing the Charlotte Danielson Framework for Teaching, including Arkansas, Delaware, Florida, Idaho, Illinois, New Jersey, New York, South Dakota, Washington, Los Angeles, and Pittsburgh.