Teachers and Instruction
Research has shown that teachers who support and challenge students with ambitious instruction are essential for school improvement. With a portfolio that spans from in-depth studies on the successes and flaws of real-world teacher evaluation systems to a teacher education program with 90 percent of graduates remaining in urban schools after five years—far exceeding the national retention rate of 50 percent—UEI works across its different domains to illuminate, model, and share what schools and educators need to succeed.
Research has shown that teachers who support and challenge students with ambitious instruction are essential for school improvement.
The University of Chicago Urban Teacher Education Program (UChicago UTEP) is featured in the book Inspiring Teaching: Preparing Teachers to Succeed in Mission-Driven Schools as a highly successful program designed to prepare educators for lifelong careers in urban education. The book investigates the "context-specific" approach to teacher education and shows how programs like UChicago UTEP can help teachers develop the understanding, commitment, tools, and strategies they need to teach in specific settings.
- Nationally, just 50 percent of teachers remain in the classroom after five years. In urban contexts like Chicago, a 70 percent attrition rate is not uncommon.
- Over 80 percent of teachers and principals in Chicago Pubic Schools reported that the new REACH teacher evaluation system—based on the Danielson Framework and implemented in 2012-13—is changing practice, improving communication, and encouraging collaboration »
- "Collaborative Teachers" is one of the 5Essentials for school improvement. Past research found that schools strong in at least three of the five Essentials were ten times more like to improve than schools weak in three or more of the Essentials »
Latest from UEI on Teachers & Instruction
Rethinking Teacher Evaluation: Findings from the First Year of the Excellence in Teaching Project in...
This policy brief highlights key findings and policy implications from a CCSR study of the first year of a pilot teacher evaluation program in Chicago Public Schools (CPS). The report’s authors conclude, “In the first year of the Excellence in Teaching Project, CPS leaders took significa
Passing Through Science: The Effects of Raising Graduation Requirements in Science on Course-Taking ...
If you would like to order multiple copies of this report, please visit Amazon for pricing information. This report finds that a Chicago Public Schools (CPS) policy dramatically increasing science requirements for all students did not help them learn more science and actually may have hurt thei
A Study of Chicago New Teacher Center Induction Coaching in Chicago Public Schools: 2009-2010
To support new teachers during the challenging transition to the profession, schools and districts across the country often establish induction supports such as professional development, mentorship, and coaching. This report describes the findings of a research study designed to examine how the Chic
"Double-Dose" Algebra as an Alternative Strategy to Remediation: Effects on Students'...
Expanded instructional time has become increasingly popular as a strategy to improve the academic outcomes of low-skilled students, particularly in ninth grade. We evaluate the efficacy of a double-period algebra policy initiated in the Chicago Public Schools in 2003. This policy required all studen
The Schools Teachers Leave: Teacher Mobility in Chicago Public Schools
This report reveals that about 100 Chicago schools suffer from chronically high rates of teacher turnover, losing a quarter or more of their teaching staff every year, and many of these schools serve predominantly low-income African American children. In the typical Chicago elementary school, 51 per
Trends in Access to Computing Technology and Its Use in Chicago Public Schools, 2001-2005
Five years after CCSR research revealed a “digital divide” among Chicago Public Schools and limited computer usage by staff and students, this new study shows that district schools have overcome many of these obstacles, particularly in terms of technology access and use among teachers an
Keeping New Teachers: A First Look at the Influences of Induction in the Chicago Public Schools
High turnover rates among new teachers are a problem across the country, and in urban districts like Chicago the "revolving door" phenomenon is particularly acute. As many as 40 percent of teachers in Illinois public schools leave within the first five years of teaching, a costly and desta
Principal and Teacher Leadership in Chicago: Continuing Analysis of Three Initiatives
Order printed copy In the spring of 2004, CCSR published a formative evaluation of two leadership development programs—LAUNCH (Leadership and Urban Network for Chicago) for principals and certification from the National Board of Professional Teaching Standards (NBPTS) for teachers. I
Promoting Instructional Improvement: A Strategic Human Resource Management Perspective
Schools have typically sought to accomplish instructional improvement through a variety of practices, some of which are “guidance” practices (which specify how teaching and learning should be carried out and hold teachers and schools accountable for doing those things) and “develop
Professional Communities and Instructional Improvement Practices: A Study of Small High Schools in C...
This qualitative study, which includes interviews with principals and teachers and observations of professional development activities, teacher team meetings, and technical support consultations, concludes that the work of teacher professional communities can be divided into two categories. The supp
Principal and Teacher Leadership in Chicago: Early Evidence on Two Initiatives
This small-scale study provides preliminary evidence about the performance of LAUNCH principals and National Board Certified teachers. The findings were prepared for the Chicago Public Education Fund, which supports both programs. Results are based on data from annual test-score compilations and the
Teacher Professional Development in Chicago: Supporting Effective Practice
This is one of a series of reports of the Chicago Annenberg Research Project that explore ways of supporting the high quality instruction which has been shown to improve student learning. The authors begin by examining the concept of and defining effective teacher professional development. Next, the
The Quality of Intellectual Work in Chicago Schools: A Baseline Report
Based on samples of assignments and student work collected from teachers, this study analyzes the intellectual demands placed on Chicago Public Schools (CPS) elementary students. Rather than relying on the results of standardized, basic skills test scores, this study sought to collect more direct ev
Charting Reform: Chicago Teachers Take Stock
After five years of school reform, 8,800 Chicago teachers offer their opinions on the progress of reform in their schools. Teachers' survey responses are related to three of the five essential supports for student learning: school leadership, parent involvement, and professional community. The c
What's the best way to evaluate teachers?
Sara Stoelinga, UEI senior director, discusses new teacher evaluation systems with Thomas Toch of the Carnegie Institute.
City Year University Partnership
UChicago UTEP is proud to partner with City Year, an education-focused nonprofit organization. The University Partnership Program has been established to offer City Year corps, alums and staff the opportunity to continue to serve their community as Chicago Public School teachers. City Year members w
UChicago UTEP Grad ‘Learns by Doing’ How Plants, and Teachers, Grow
At the University of Chicago Urban Teacher Education Program, Masters of Teaching candidates are guided by John Dewey’s philosophy of “learning by doing.” Jenny Sarna, a UChicago UTEP graduate and second-year Chicago Public Schools teacher, is the embodiment of putting this philoso
Urban Teacher Educators Honored by UChicago Graham School for Excellence in Teaching
Amy Millikan and Bill Kennedy, instructors for the University of Chicago Urban Teacher Education Program (UChicago UTEP), are co-recipients of the 2012 University of Chicago Graham School of Continuing Liberal and Professional Studies Excellence in Teaching Award for Graduate Studies. Kavita Kapadi