Principals' attitudes toward and framing of the REACH evaluation system shaped teachers' engagement with the evaluation process¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Principals' attitudes toward and framing of REACH teacher evaluation mattered for teacher engagement in the evaluation process, with teachers reporting less engagement under principals who disliked or took a compliance approach to REACH. → 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 · r3

Interview study across 7 CPS schools found that "Principals' attitudes toward and framing of REACH teacher evaluation mattered for teacher engagement in the evaluation process." Teachers in schools led by principals who disliked REACH expressed an "if they don't care why should I?" perspective.

"Principals' attitudes toward and framing of REACH teacher evaluation mattered for teacher engagement in the evaluation process."

Discussion¶

Related Claims¶

• Trusting teacher-evaluator relationships lessened evaluation anxiety and encouraged teachers to welcome and use REACH feedback — related
• Most principals in EPIC sites have positive attitudes toward EPIC and merit pay in general — related
• Most CPS teachers and administrators reported the REACH evaluation process improved classroom instruction and student learning — related
• Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching — related
• Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes — related
• Over half of principals were highly engaged in the new evaluation system, while disengaged principals cited its labor intensity amid simultaneous district initiatives — related
• Principal-teacher conferences were perceived as more reflective and objective than past evaluations, but many principals lacked the instructional coaching skills for deep discussions of practice — related