Tuesday, November 15, 2011
University of Chicago Consortium on School Research.
Chicago Teacher Evaluation Pilot Shows Promise for Fairly, Accurately Evaluating Teachers
Rethinking Teacher Evaluation in Chicago found that teachers who received the highest ratings from principals on classroom observations were also the teachers whose students showed the greatest learning gains. This suggests that principals were able to distinguish between strong and weak teaching and that the observation tool used in the Chicago pilot, the Charlotte Danielson Framework for Teaching, captured factors that matter for student learning.
These findings have important policy implications for states and districts across the country working to implement evaluation systems that include classroom observations. Evaluations that rely on classroom observations provide teachers with a common definition of effective teaching and feedback on how they stack up on those criteria. They also can serve as the primary source of information on teacher quality in grade levels and subjects that are not tested.
The study is particularly relevant in states like Illinois, which has selected the Charlotte Danielson Framework as the state model. “This study shows that we’re moving in the right direction with our re-design of educator evaluations in Illinois. It shows the observation methods we’re moving toward are valid and reliable measures of solid teaching practice and that they can be applied consistently,” said State Superintendent of Education Christopher A. Koch. “The state is going to use the lessons learned in the Consortium study as we design the state’s training for principals which will be critical for the successful implementation of our new educator evaluation systems.” Read more
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