Published Online: December 5, 2011
Published in Print: December 7, 2011, as Teacher Evaluation

Report Roundup

Teacher Evaluation

"Rethinking Teacher Evaluation in Chicago"

Both a value-added method and principals' observations tied to a teaching framework identified the same teachers as particularly high- or low-performing under Chicago's teacher-evaluation pilot, a study has found.

But principals struggled to provide high-quality "coaching" and support to teachers based on the results, says the report from the Consortium for Chicago School Research.

The study is the second-year analysis of Chicago's pilot teacher-evaluation system. It looks at the performance of teachers in selected elementary schools in which the system was piloted from 2008-09 to 2009-10.

The authors compared ratings given by principals with those of external evaluators. They also analyzed the relationship between principals' observations and value-added estimates for the teachers, where available. Value-added estimates use test scores to measure how much growth an average student makes in a year and then compare that to students' actual performance. Case studies were also conducted in eight of the pilot schools.

Vol. 31, Issue 13, Page 5

Related Stories
You must be logged in to leave a comment. Login | Register
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented