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ERIC Number: ED568433
Record Type: Non-Journal
Publication Date: 2016-Aug
Pages: 16
Abstractor: ERIC
Reference Count: N/A
ISBN: 978-0-9975073-1-7
Teacher Evaluation in Practice: Year 3 Teacher and Administrator Perceptions of REACH. Research Brief
Sporte, Susan E.; Jiang, Jennie Y.
University of Chicago Consortium on School Research
Three years after the launch of Chicago's redesigned teacher evaluation system, Recognizing Educators Advancing Chicago Students (REACH) Students, most teachers and administrators continue to report they believe REACH has the potential to improve instruction and student learning, and they remain negative about the use of student growth in evaluations. Using survey data from 2014-15, the report finds that 61 percent of teachers agreed or strongly agreed they were satisfied with the evaluation system. In addition, over 60 percent of teachers and over 80 percent of administrators agreed or strongly agreed REACH will lead to better instruction and improved student learning. A majority of teachers continue to favor observations over student growth as measures of performance. Seventy-six percent of teachers perceive classroom observations as a fair way to evaluate their performance. Meanwhile, 72 percent disagree or strongly disagree that value-added measures are a fair way to evaluate performance. Key findings from the report include: (1) Most teachers feel their evaluators are fair and able to accurately assess their practice; (2) Teachers and administrators feel the observation process encourages reflection and improvements in practice; and (3) Teachers and administrators continue to report the evaluation system increases stress. Two appendices are included: (1) 2014-15 REACH Scores and Ratings; and (2) Survey Data.
University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site:
Publication Type: Reports - Research; Reports - Research-practitioner Partnerships
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Joyce Foundation; Spencer Foundation; Lewis-Sebring Family Foundation
Authoring Institution: University of Chicago Consortium on School Research
Identifiers - Location: Illinois (Chicago)