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
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
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
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
"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
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
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
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
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
UChicago UTEP Awarded $11.6 Million Grant from U.S. Department of Education to Support Exceptional T...
In March 2010, it was announced that the Urban Teacher Education Program at the University of Chicago Urban Education Institute was awarded nearly $11.6 million from the U.S. Department of Education. The news brought with it great celebration; the program is now able to refine and expand upon its su
New Secondary Certification Program in Mathematics and Science Focuses on Classroom Experience, Urba...
In the fall of 2009, individuals of diverse backgrounds joined together to become the first cohort of students trained by the University of Chicago Urban Teacher Education Program (UChicago UTEP) to teach high school math and science. Participants in UChicago UTEP's new Secondary Mathematics and
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
Developing a Middle School Model: Video Showcase and Instructional Rubrics
What if schools were truly designed around the needs of children? At the Carter G. Woodson Middle School Campus of the University of Chicago Charter School, we have built curriculum, programs, practices and classrooms that are developmentally appropriate for urban middle school students. In nearly
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
At UEI's Summer Accelerated Math and Science Camp, CPS Students Learn Deeper Math from Chicago ...
Instead of spending the summer morning sleeping, a group of high school students inspected, tested and traded a hodgepodge of items during an experiment at the Summer Accelerated Math [and science] Camp (SAMC), sponsored by the University of Chicago Urban Education Institute (UEI). As part of the mo
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
Frequently Asked Questions
About the Program How long is the UChicago UTEP master’s degree program? What teaching certification do I receive through UChicago UTEP? Can I receive certification to teach in a particular subject? Why should I enroll in a two-year masters degree program instead o
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
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