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In the 2012–13 school year, Chicago Public Schools unveiled its new teacher evaluation system in all of its almost 600 schools. This study draws on 32 interviews from a random sample of teachers and two years of survey data from more than 12,000 teachers per year to measure their perceptions of the clarity, practicality, and cost of the new system. Relationships between these measures and teacher characteristics and indicators of leadership and school community are also explored. We find teachers are positive about the new system—especially the observation process. However, they have concerns about the inclusion of student growth in their evaluation. We find teacher perceptions about evaluation are positively correlated with their perceptions of leadership and professional community.
The final, definitive version of this article has been published in Educational Researcher, 44(2), 105-116 by SAGE Publications Ltd./SAGE Publications, Inc., All rights reserved. © 2015