Across 78 observed classrooms, 46% of teacher ratings were at the unsatisfactory or basic level, with AMPS teachers earning generally higher ratings than IDS and Renaissance 2010 teachers¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2012: local conditions change quickly

Subclaims¶

q2 i? Amalgamated ratings from all observations indicate 46% of ratings were at the unsatisfactory or basic level. → Daniel C. Humphrey 2009 q2 i? AMPS teachers earned generally higher ratings than teachers in IDS and Renaissance 2010 schools, with more proficient and distinguished practice observed in AMPS classrooms. → Daniel C. Humphrey 2009 (2)

Evidence¶

Daniel C. Humphrey 2009¶

Daniel C. Humphrey, Patrick M. Shields. (2009). High School Reform in Chicago Public Schools: An Overview. SRI International / Consortium on Chicago School Research. https://eric.ed.gov/?q=High+School+Reform+in+Chicago+Public+Schools+An+Overview

q2 · i? · design · r2

Exploratory classroom observation study of 78 teachers using a modified Danielson Framework, each observation lasting one class period. Ratings were distributed as: Unsatisfactory 10%, Basic 36%, Proficient 49%, Distinguished 5% (Exhibit 5); no effect size was printed.

"Amalgamated ratings from all of the observations indicate that 46% of the ratings were at the unsatisfactory or basic level."

Daniel C. Humphrey 2009 (2)¶

Daniel C. Humphrey, Patrick M. Shields. (2009). High School Reform in Chicago Public Schools: An Overview. SRI International / Consortium on Chicago School Research. https://eric.ed.gov/?q=High+School+Reform+in+Chicago+Public+Schools+An+Overview

q2 · i? · design · r2

Cross-initiative comparison of observation ratings (Exhibit 6): AMPS 3% unsatisfactory/22% basic/60% proficient/15% distinguished versus IDS 12%/42%/43%/3% and Renaissance 2010 10%/39%/49%/2%. The authors caution ratings should not lead to conclusions about teacher quality across schools; no effect size was printed.

"However, among the classrooms we observed, we did find more examples of proficient and distinguished instructional practice in AMPS than in IDS and Renaissance 2010 schools (see Exhibit 6)."

Discussion¶

Related Claims¶

• Teachers rated basic or unsatisfactory in classroom management were unlikely to achieve high ratings on instructional practices, especially instructional demand — related
• The Danielson Framework identified far more teachers as low-performing than the prior CPS checklist (8 percent vs 0.3 percent) — related
• Most IDS and Renaissance 2010 teachers fell below proficient on communication skills, and a majority of teachers including AMPS teachers ranked basic or unsatisfactory on quality of questions — related
• Principals rated teaching practice reliably at the low and middle ends of the rating scale, and most principals' severity matched trained observers — related
• Principals inflated ratings at the high end of the scale, more often identifying instruction as distinguished than observers — related