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
Editorial: California judge rightly strikes down teacher job protection laws
UEI director Tim Knowles comments on the importance of ensuring high-needs schools attract and retain the best teachers in an editorial on the Vergara v. California ruling on teacher tenure laws.
UEI Co-hosts Education Writer's Association (EWA) Teacher Evaluation Seminar 2013
The University of Chicago Urban Education Institute co-hosted the Education Writer's Association (EWA) 2013 seminar on teacher evaluation. UEI director Tim Knowles presented framing remarks on how the changing landscape of teacher evaluations is influencing broader conversations about school imp
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
UChicago Urban Teacher Education Program
The University of Chicago Urban Teacher Education Program The University of Chicago Urban Teacher Education Program (UChicago UTEP) is UEI’s response to national concerns about the adequacy of traditional teacher preparation programs to support the practices needed to accelerate and advance le
UChicago UTEP holds several informational meetings at the University of Chicago during the autumn and winter quarters. Please drop by to meet our instructors and current students and to find out what the program can offer you. We also hold informational meetings in webinar format. Please reference o
Costs & Aid
Students who are committed to full-time teaching in a high-need field, such as mathematics or science, for four years receive an additional $6,000 from the Teacher Education Assistance for College & Higher Education (TEACH) grant. To qualify, an undergraduate grade point aver
Teacher Evaluation in Chicago: Key Findings from Consortium Research
This retrospective highlights key findings and lessons learned from our analyses of both the Excellence in Teaching Project (EITP) and Recognizing Educators Advancing Chicago’s Students (REACH Students). UChicago Consortium’s Teacher Evaluation Research to Date Teacher evaluation sy
Does Better Observation Make Better Teachers?: New Evidence from a Teacher Evaluation Pilot in Chic...
Link to article: Here This article examines the Excellence in Teaching Project (EITP), a teacher evaluation system based on the Danielson framework, that was piloted in Chicago Public Schools beginning in the fall of 2008. Leveraging the random assignment of schools to the EITP intervention, resear
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
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
Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excell...
Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal–teacher dialogue. The pilot began in forty-four elementary schools in 2008–09 (cohort 1)
Analytic Memo: Evaluation Data from the First Year of REACH
This analytic memo presents an analysis of ratings data from the first year of Chicago's new REACH teacher evaluation system. The primary purpose of this memo is to provide implementation support for key stakeholders in Chicago. The data and analysis presented here can also provide context
Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-Tea...
If you would like to order multiple copies of this report, please visit Amazon for pricing information. Teacher evaluation is arguably the hottest issue in education right now. Because of Race to the Top, many states and districts around the country are designing and implementing new teac
Teacher Perspectives on Evaluation Reform: Chicago’s REACH Students
Link to article: Here 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 meas
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
UChicago UTEP's Esther Ohito Chosen for a Fulbright Award
Through a competitive process, the Urban Teacher Education Program’s Esther Ohito, a coach and facilitator for the first-year induction program and 2008 Golden Apple Award winner, has been selected to become a Fulbright Scholar for the summer of 2011. Through the Fulbright-Hays Seminars Abroa
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
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
Designing and Implementing the Next Generation of Teacher Evaluation Systems: Lessons Learned from C...
If you would like to order multiple copies of this report, please visit Amazon for pricing information. Teacher evaluation is a pressing issue for school personnel and district administrators across the country, as an increasing number of states mandate that their districts develop and implemen
"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