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
UChicago Urban Teacher Education Program Celebrates Ten-Year Anniversary in the Tradition of Inquiry
This autumn the University of Chicago Urban Teacher Education Program celebrated its tenth anniversary, inviting experts, future educators, and local media to join in an open house and panel asking hard questions and developing answers for the toughest issues facing urban education today. With on-t
Designing and Implementing the Next Generation of Teacher Evaluation Systems: Lessons Learned from C...
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North Kenwood Oakland Campus Director Honored for Exceptional Leadership
When Tim Knowles, director of the Urban Education Institute, identified Tanika Island as a leader—asking her to become a campus director at the University of Chicago Charter School—she resisted. At the time, Island was the literacy coordinator at the North Kenwood Oakland Campus (NKO). S
As part of its ongoing research on teacher evaluation, the University of Chicago Consortium on School Research (UChicago Consortium) is conducting a three-year study of Chicago Public Schools' (CPS) new teacher evaluation system, REACH. This study began in the 2016-17 school year and will contin
Want to Improve Teaching? Create Collaborative, Supportive Schools
Schools that show the largest improvements are those where teachers work collectively on improving instruction, and where school leadership is inclusive and focused on instruction. The final, definitive version of this paper has been published in American Educator, 36(3), October 2012 by the Americ
The Messy Debate of Teacher Evaluations
UChicago Charter School Builds Upon Early Lessons
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
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
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
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.
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
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
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
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
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
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
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
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