Student achievement, observations correlated in Chicago pilot

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

But principals struggled to provide high-quality "coaching" and support to teachers based on the results, the report says—a finding that gives a sense of just how difficult it will be to use the new teacher evaluation systems springing up across the nation to improve teaching and learning...