Five Illinois case study districts implementing PERA teacher evaluation systems¶

Element · All elements
Evidence · 4 claims (4 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

A set of five case study districts located in north, central, and southern Illinois, representing a variety of evaluation approaches and each at different stages of planning and implementation of new teacher evaluation systems required by the Performance Evaluation Reform Act (PERA). The brief studied these districts through qualitative interviews with members of each district's evaluation committee to capture challenges, strategies, and lessons learned.

Design Implications¶

Context¶

Requirements¶

• Qualitative interviews with members of each district's evaluation committee

Constraints¶

• Districts are early adopters within Illinois under PERA, which required new systems addressing both teacher performance and student growth by 2016-17

Target Learners¶

• district administrators
• school personnel

Target Learning Goals¶

• designing and implementing new teacher evaluation systems

Claims¶

• Illinois districts implementing PERA-era teacher evaluation systems experienced challenges cultivating buy-in and understanding among school personnel [+W]
• Incorporating measures of student growth into teacher evaluation systems remained an ongoing challenge for early adopter districts [+W]
• Districts implementing new teacher evaluation systems faced challenges using evaluations for instructional improvement [+W]
• Districts implementing new teacher evaluation systems faced challenges reducing the burden on principals [+W]

Related Elements¶

Examples¶

• Learn from early adopter districts' challenge-response strategies and lessons learned when designing and implementing new teacher evaluation systems

Key Sources¶

• Designing and Implementing the Next Generation of Teacher Evaluation Systems. (2017). https://consortium.uchicago.edu