Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Most administrators report their teachers incorporated evaluation feedback into teaching and made noticeable improvements. → Sporte 2016
Evidence¶
Sporte 2016¶
Sporte, S.E., & Jiang, J.Y. (2016). Teacher Evaluation in Practice: Year 3 Teacher and Administrator Perceptions of REACH. Chicago, IL: University of Chicago Consortium on School Research. http://consortium.uchicago.edu/page/teacher-evaluation
q2 · i? · associational · r1
Year 3 (2015) UChicago Consortium Administrator Survey of CPS principals and assistant principals, reported in the Findings section on administrator perceptions of teacher feedback use.
"Seventy-seven percent of administrators report most or all of their teachers have incorporated the feedback into their teaching and 61 percent of administrators report most or all of their teachers have made noticeable improvements over the year"
Discussion¶
Related Claims¶
- Teachers and principals report REACH is changing teaching practice and improving communication and collaboration — related
- Trusting teacher-evaluator relationships lessened evaluation anxiety and encouraged teachers to welcome and use REACH feedback — related
- Principals' attitudes toward and framing of the REACH evaluation system shaped teachers' engagement with the evaluation process — related
- Teacher and administrator perceptions of REACH changed little between Year 2 and Year 3 of implementation — related
- Most teachers and administrators report that the REACH observation process supports teacher professional growth and improved instructional conversations — a broader claim this one bears on
- Most CPS teachers and administrators reported the REACH evaluation process improved classroom instruction and student learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reach-observation-process-reflection-and-feedback-use |
title |
Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching |
description |
Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sporte-2016 |
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