Use multiple classroom observations with rubric-based ratings and evidence as the evaluation component teachers perceive as fair¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The REACH design observes teachers on multiple occasions rather than once, rates observations against a detailed rubric requiring evaluators to provide evidence for each rating, and pairs this with pre- and post-observation conferences. Teachers consistently perceived this observation component as fair and reported using the resulting feedback, in contrast to their negative perceptions of student growth measures.

Design Implications¶

Context¶

Requirements¶

• Evaluators must be certified (in CPS, only principals and assistant principals) and must provide evidence for each rating assigned.

Constraints¶

• The observation process was also reported to increase teacher stress and to demand substantial administrator time.

Target Learners¶

• K-12 classroom teachers

Target Learning Goals¶

• Improving teaching practice through observation feedback and reflection

Related Strategies¶

Examples¶

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Key Sources¶

• 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