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
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
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,
CPS Tests Causing More Anxiety in Teacher Evaluations
The Consortium's recent report on teacher reactions to new evaluations is analyzed.
Chicago Teachers Endorse New Evaluations Even with Extra Stress
The Consortium's release on teacher evaluations is summarized, stating that teachers remain "upbeat" about the new system despite reporting additional stress.
UEI Names Tanika Island Director of Urban Teacher Education Program (UChicago UTEP)
Tanika Island, an exemplary teacher developer and school leader, has been named Director of the University of Chicago’s Urban Teacher Education Program (UChicago UTEP). Island will bring her wide-ranging expertise from almost two decades of teaching and leading to continue developing UChicago
University of Chicago Urban Teacher Education Program gets new DIrector
UEI Names Tanika Island Director of UChicago UTEP.
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
Fourth Year Hopes Fellowship Will Lead to Career Addressing Disparities in Education
Mikaela Betts, a fourth-year undergraduate students at the University of Chicago, has won the Woodrow Wilson Rockefeller Brothers Fund Fellowship for Aspiring Teachers of Color. She will attent UChicago UTEP with the scholarship.
Sara Stoelinga Recieves Quantrell Award for Undergraduate Teaching
UEI's recently appointed Sara Liston Spurlark Director, Sara Stoelinga, has recieved the University of Chicago's most prestigious award for undergraduate teaching - the Quantrell Award.
CPS "High Intensity" Tutoring Highly Successful
Fox 32's Mike Flannery takes a look at the Urban Education Lab's highly successful Match turoting program - speaking with educators, tutors, students, and US Secretary of Education, Arne Duncan.
Cultivating Character: SAEL to Participate in Study that Explores Link between Character and Academi...
The Consortium is studying the link between character and academics to find out which qualities are better associated with student success as part of the Becoming Effective Learners Project.
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)
Op-Ed: UEI director highlights key levers for high school and college success
This op-ed by UEI Director Sara Ray Stoelinga originally appeared in the Tampa Bay Times » I was visiting Clearwater Beach when I picked up the Tampa Bay Times and read Failure Factories, the investigation of five resegregated elementary schools in south St. Petersburg. At home on Chicago'
Teacher Evaluation in Chicago: Differences in Observation and Value-Added Scores by Teacher, Student...
A brief research retrospective, Teacher Evaluation in Chicago: Key Findings from Consortium Research, is availale here. If you would like to order multiple copies of this report, please visit Amazon for pricing information. This report finds teachers with the lowest scores on the REACH Stude
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
Study: Low-scoring teachers tend to work in schools with high poverty rates
The Tribune examines the Consortium's REACH study in this piece on teacher evaluations.
Yorkville Proposal Calls for End to Grades on Homework
The Consortium's Camille Farrington weighs in on the discussion of how to most effectively measure student progress.
What Comes First? Good Teachers or Good Schools? Researchers Say: Yes
Elaine Allensworth and the Consortium's research are quoted in this piece which examines research on whether school context matters more for teacher quality than the teachers' skills.
Unlocking the Keys to Grit, Perseverance, and Student Success
Consortium resesarcher Camille Farrington's "Four Statements" on student success are quoted throughout this pieces examining how to teach students grit and perseverance.
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