How can principals and teachers best improve student learning gains? What do we know about teacher evaluation in Chicago? How have changes to Illinois principal preparation requirements affected education in the state? Since 1990, Consortium researchers have explored these questions, and many more. Here’s what we’ve learned about teachers & leaders:
Teacher Evaluation and its Role in Instructional Improvement
What We Know, What We Need to Know
Experiences of CPS Teachers and Administrators Preparing for the New Standards
A Developmental Framework
The Role of Noncognitive Factors in Shaping School Performance
| Title | Type | Date Sort ascending |
|---|---|---|
Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project |
Article | Oct 2015 |
Restructuring Principal Preparation in IllinoisPerspectives on Implementation Successes, Challenges, and Future Outlook |
Report | Sep 2015 |
A First Look at the 5Essentials in Illinois Schools |
Report | Jun 2015 |
Teacher Perspectives on Evaluation ReformChicago's REACH Students |
Article | Mar 2015 |
Teacher Evaluation in PracticeYear 2 Teacher and Administrator Perceptions of REACH |
Brief | Nov 2014 |
Analytic MemoEvaluation Data from the First Year of REACH |
Working Paper | Nov 2014 |
Does Better Observation Make Better Teachers?New Evidence from a Teacher Evaluation Pilot in Chicago |
Article | Nov 2014 |
Looking Forward to High School and CollegeMiddle Grade Indicators of Readiness in Chicago Public Schools |
Report | Nov 2014 |
Measuring Up |
Article | May 2014 |
The Influence of School Leadership on Classroom ParticipationExamining Configurations of Organizational Supports |
Article | May 2014 |
This study examines the trends in teacher retention in Chicago Public Schools before, during and post-pandemic years. This work will also explore what teacher, students and school characteristics are related to teacher retention.
To address the teacher shortage, CPS developed Teach Chicago, a collection of targeted strategies to develop, recruit, and retain teachers in high-need schools. The Consortium is leading a two-year, mixed method study of these strategies, their efficacy, and the conditions that support successful implementation.
This study examines differences across teachers in the course grades they assign to students, discerning the degree to which there are short- and long-term effects of teacher grading practices on student outcomes, and whether teachers’ grading practices become more consistent with others in their school over time.