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
The Predictive Power of Ninth-Grade GPA
As parents and teachers know, and research has demonstrated, ninth grade is a critical year for students. It is when students’ high school habits and mindsets are formed and their ninth- through twelfth-grade trajectory begins to take shape. This study provides evidence that students' cour
Getting Ready for the Common Core State Standards: Experiences of CPS Teachers and Administrators Pr...
If you would like to order multiple copies of this report, please visit Amazon for pricing information. As schools across the country begin implementing the Common Core State Standards (CCSS), this study shows that teachers in Chicago Public Schools (CPS) with high levels of organizational capa
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
The Urban Teacher Education Program is a five-year experience that integrates rigorous academic and methods coursework with ongoing teaching experiences that broaden in scope as candidates progress through the two-year MAT program. Learning continues for alumni working in Chicago Public Schools with
UChicago UTEP is a highly selective, two-year MAT program. Applicants must have college transcripts that reflect coursework in the humanities, social sciences, mathematics, and science, and show evidence of strong reading, thinking, and writing skills; typically applicants have a GPA of 3.0 or highe
Teacher Evaluation in Practice: Year 3 Teacher and Administrator Perceptions of REACH
Three years after the launch of Chicago’s redesigned teacher evaluation system, REACH Students, most teachers and administrators continue to report they believe REACH has the potential to improve instruction and student learning, and they remain negative about the use of student growth in eval
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
UChicago UTEP Featured in New Book
The University of Chicago Urban Teacher Education Program (UTEP) is featured in the new 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. Editors Sharon Feiman-Nemser,
UEI Director's Vision for Developing Excellent Teachers
Article by Tim Knowles originally published by the American Enterprise Institute » If we are serious about significantly improving academic outcomes for children in America, teaching must focus on student learning, and schools must offer teachers opportunities to teach, lead, and innovate thr
Teacher Evaluation in Practice: Implementing Chicago's REACH Students
If you would like to order multiple copies of this report, please visit Amazon for pricing information. This report finds that the overwhelming majority of teachers and principals in Chicago Public Schools (CPS) believe the overhaul of the district’s teacher evaluation system has promoted
Examining Effective Teacher Leadership: A Case Study Approach
Harvard Educational Review on Examining Effective Teacher Leadership UEI Senior Director Sara Ray Stoelinga, who maintains a research portfolio with our Consortium on Chicago School Research and teaches within our Urban Teacher Education Program, has co-authored a new book titled Examining
UChicago CCSR Report: Chicago educators see potential in new teacher evaluation system
The overwhelming majority of teachers and principals in Chicago Public Schools (CPS) believe the overhaul of the district’s teacher evaluation system has promoted teacher growth and instructional improvement, finds a new report from the University of Chicago Consortium on Chicago School Resear
UChicago UTEP in the News
News UChicago UTEP is often featured in the news. Read recent examples. Editorial: Contract should help new teachers become great teachers Ivy McDaniels, an Urban Teacher Education Program teacher candidate, reflects on the CTU strike and the help teachers need to help their students. Catal
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
UChicago UTEP Graduate Honored with Golden Apple Award for Excellence in Teaching
Chosen from over 600 nominees, Eliza Ramirez, a graduate of the University of Chicago Urban Teacher Education Program (UChicago UTEP), has been awarded a prestigious Golden Apple Award for Excellence in Teaching. The Golden Apple Award for Excellence in Teaching recognizes and honors outstanding te
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
What is STEP™? STEP™, or Strategic Teaching and Evaluation of Progress, is an acclaimed system designed to help students from PreK to third grade learn to read. The system provides tools to help teachers assess students' literacy levels, onsite training to support educators
Urban Sociologist and Author Pedro Noguera Inspires UChicago UTEP Students at Book Club Event
On Wednesday, February 9, 2011, urban sociologist and author Pedro Noguera joined University of Chicago Urban Teacher Education Program (UChicago UTEP) students, past and present, to discuss the work of teaching in urban classrooms. Noguera was invited by UChicago UTEP to be the speaker at its annu
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
New Study Examines How REACH Students Teacher Evaluation Scores Relate to School, Teacher Characteri...
A new research report from the University of Chicago Consortium on School Research (Consortium) finds teachers with the lowest scores on the REACH Students teacher evaluation system are overrepresented in schools serving the most disadvantaged students, while teachers with the highest observation sc