Most teachers and administrators report that the REACH observation process supports teacher professional growth and improved instructional conversations¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In first-year REACH implementation, 76 percent of teachers said the evaluation process encouraged their professional growth and 76 percent of administrators believed the observation process would result in instructional improvement. → Susan E. Sporte 2013

Evidence¶

Susan E. Sporte 2013¶

Susan E. Sporte, W. David Stevens, Kaleen Healey, Jennie Jiang, and Holly Hart. (2013). Teacher Evaluation in Practice: Implementing Chicago's REACH Students. UChicago CCSR Research Report. https://consortium.uchicago.edu/publications/teacher-evaluation-practice-implementing-chicagos-reach-students

q2 · i? · design · r2

District-wide surveys of Chicago principals and teachers during the first year of REACH implementation. The survey found "76 percent of teachers said the evaluation process at their school encourages their professional growth," with an identical percentage of administrators expecting instructional improvement.

"On the survey, 76 percent of teachers said the evaluation process at their school encourages their professional growth. Similarly, 76 percent of administrators reported believing that the observation process would result in instructional improvement at their school"

Discussion¶

Related Claims¶

• Administrators' dual role as evaluator and coach can undermine the observation process's professional learning benefits — reports the opposite
• Teachers and principals report REACH is changing teaching practice and improving communication and collaboration — related
• Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching — a narrower finding that bears on this claim
• Most CPS teachers and administrators reported the REACH evaluation process improved classroom instruction and student learning — related
• Teachers report very high self-perceived competence and efficacy that are virtually unrelated to their schools' prior achievement levels — related