Personalized, practice-focused collaboration around classroom observations was particularly impactful for teachers' practice improvement efforts¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Structures facilitating personalized, practice-focused collaboration around classroom observations were particularly impactful to teachers' practice improvement efforts, including peer observation paired with debriefing. → Shyjka 2022

Evidence¶

Shyjka 2022¶

Shyjka, A. (2022). Reaching for improvement: Teacher evaluation and its role in instructional improvement. Chicago, IL: University of Chicago Consortium on School Research. https://www.cps.edu/about/departments/talent/

q2 · i? · qualitative · r2

Across 7 CPS schools, teachers reported that "Structures that facilitated personalized, practice-focused opportunities for teacher collaboration around classroom observations were particularly impactful to teachers' practice improvement efforts." Observations paired with debriefing increased perceived benefit.

"Structures that facilitated personalized, practice-focused opportunities for teacher collaboration around classroom observations were particularly impactful to teachers' practice improvement efforts."

Discussion¶

Related Claims¶

• Colleagues were the most cited influential resource supporting instructional improvement efforts across seven Chicago schools — related
• Educator grantees in the District-Charter Collaboration Grants cited collaborative work on classroom observation, operations alignment, and curriculum development as particularly helpful to their professional development — related
• Changes traced to historical and activity factors, but the authors conclude the IDEAS academy itself may not be the major factor in observed changes — related
• Chicago's professional development spending was not integrated into a comprehensive strategy for improving instruction — related
• Collaboration with colleagues around instruction has consistently positive relationships with math and science instructional practices — a broader claim this one bears on