Teacher and administrator perceptions of REACH changed little between Year 2 and Year 3 of implementation¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: local conditions change quickly

Subclaims¶

q2 i? Year 3 survey findings were very similar to Year 2 findings, indicating little change in perceptions of fairness and usefulness with more experience. → Sporte 2016 q2 i? Majorities of teachers and administrators remained optimistic REACH will improve instruction and student learning. → Sporte 2016 (2)

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 · r2

Summary section comparing Year 3 (2014-15) survey results with the prior year's reports on teacher and administrator perceptions of REACH.

"Our survey findings from Year 3 of REACH are very similar to our findings from Year 2, indicating there was little change in perceptions about REACH's fairness and usefulness as participants gained more direct experience with the system."

Sporte 2016 (2)¶

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 · r2

Year 3 MVMS teacher survey and Consortium Administrator Survey items on expected benefits of REACH (Figure 2), reported in the Findings section.

"over 60 percent of teachers and over 80 percent of administrators agreed or strongly agreed REACH will lead to better instruction and improved student learning"

Discussion¶

Related Claims¶

• Majorities of teachers and evaluators question the effort required by REACH, saying it takes more effort than the results are worth — related
• Teachers view classroom observations as a fair way to evaluate their performance but largely reject student growth measures as unfair — related
• Most teachers believe their REACH evaluation relies too heavily on student growth and question the fairness of the growth assessments — related
• Teachers and principals report REACH is changing teaching practice and improving communication and collaboration — related
• Teachers and principals report increased teacher stress and anxiety under REACH — related
• Beginning teachers are more positive about REACH than teachers with more years of experience — related
• Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching — related
• Teachers and principals remain optimistic about REACH in year two, but teacher satisfaction with the evaluation process declined from year one — related
• REACH observations consumed substantial administrator time—about six hours per observation cycle and roughly two to three full weeks per year — related
• Teacher satisfaction with REACH was moderate overall but varied widely across schools — related
• Most teachers judged their REACH evaluators fair and able to assess instruction accurately — related