Teachers and principals report REACH is changing teaching practice and improving communication and collaboration¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Eighty-six percent of teachers agreed or strongly agreed the observation process changed their teaching, and over 80 percent of principals said teachers changed instruction to do better on REACH. → Jiang 2014

Evidence¶

Jiang 2014¶

Jiang, J. (2014). Teacher Evaluation in Practice: Year Two Teacher and Administrator Perceptions of REACH. University of Chicago Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teacher-evaluation-practice-year-2-teacher-and-administrator-perceptions-reach

q2 · i? · associational · r2

Teacher and administrator survey data from the year-two REACH brief. "Eighty-six percent of teachers" reported the observation process changed their teaching; almost all principals reported at least half their teachers made noticeable classroom improvements.

"Eighty-six percent of teachers agreed or strongly agreed that the observation process has changed their teaching. Principals also noted changes in teachers' practice. Over 80 percent said their teachers had changed their instruction to do better on REACH"

Discussion¶

Related Claims¶

• Teachers and principals remain optimistic about REACH in year two, but teacher satisfaction with the evaluation process declined from year one — related
• Most CPS teachers and administrators reported the REACH evaluation process improved classroom instruction and student learning — possibly the same claim (merge candidate)
• Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching — related
• Teacher and administrator perceptions of REACH changed little between Year 2 and Year 3 of implementation — 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
• REACH observations consumed substantial administrator time—about six hours per observation cycle and roughly two to three full weeks per year — related
• Most teachers and administrators report that the REACH observation process supports teacher professional growth and improved instructional conversations — related
• Teachers in the lowest achieving schools are more likely to report that reform has changed and will change their classroom practices, though differences are modest — related
• Most coaches rate their professional development as effective, and administrators describe it as tailored, timely, and multi-year — related
• Principals and teachers report needing more support in areas such as analyzing student data and using assessments to measure growth — related
• Trusting teacher-evaluator relationships lessened evaluation anxiety and encouraged teachers to welcome and use REACH feedback — related
• Majorities of teachers and evaluators question the effort required by REACH, saying it takes more effort than the results are worth — related