Most CPS teachers and administrators reported the REACH evaluation process improved classroom instruction and student learning¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: local conditions change quickly

Subclaims¶

q2 i? 83 percent of teachers and 93 percent of administrators said the teacher evaluation process helped them improve classroom instruction, and about 70 percent agreed it improved student learning. → Sartain 2020

Evidence¶

Sartain 2020¶

Sartain, L., Zou, A., Gutiérrez, V., Shyjka, A., Hinton, E., Brown, E.R., & Easton, J.Q. (2020). Teacher Evaluation in CPS: Perceptions of REACH Implementation, Five Years In. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu

q2 · i? · associational · r?

Districtwide survey of approximately 12,000 CPS teachers plus administrators after five years of REACH implementation. Respondents reported perceived improvements: "About 70 percent of CPS teachers and administrators agreed that the teacher evaluation system improved student learning." Perceptions are self-reported, not measured outcomes.

"83 percent of teachers and 93 percent of administrators in Chicago Public Schools (CPS) said the teacher evaluation process has helped them improve classroom instruction. About 70 percent of CPS teachers and administrators agreed that the teacher evaluation system improved student learning."

Discussion¶

Related Claims¶

• Teachers and administrators diverged on using evaluation ratings for personnel decisions, with 85 percent of administrators supportive — related
• Teacher satisfaction with REACH was moderate overall but varied widely across schools — related
• Principals' attitudes toward and framing of the REACH evaluation system shaped teachers' engagement with the evaluation process — related
• Beginning teachers are more positive about REACH than teachers with more years of experience — related
• Teachers and principals report REACH is changing teaching practice and improving communication and collaboration — possibly the same claim (merge candidate)
• Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes — related
• Most teachers and administrators report that the REACH observation process supports teacher professional growth and improved instructional conversations — related
• Teachers and principals remain optimistic about REACH in year two, but teacher satisfaction with the evaluation process declined from year one — related
• Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching — related