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
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
"Double-Dose" Algebra as an Alternative Strategy to Remediation: Effects on Students'...
Link to article: Here Expanded instructional time has become increasingly popular as a strategy to improve the academic outcomes of low-skilled students, particularly in the 9th grade. We evaluate the efficacy of a double-period algebra policy initiated in the Chicago Public Schools in 2003. Th
Foundations for Success: Young People Learn Best Through Active and Reflective Experiences
Read the article online (Login Required) Succeeding at learning, and at life, takes more than academic ability. This article draws on our 2015 report, Foundations for Young Adult Success, which synthesized decades of research, theory, and practice from the fields of youth development, psychology, s
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
PreK Programs Valuable, Deserve More State Support
The Consortium's Foundations for Young Adult Success report is referenced in this editorial on the importance of early childhood schooling.
What You Need to Know about Illinois' Replacement for No Child Left Behind Law
Impact's 5Essentials survey is mentioned as part of how schools will be evaluated on the new ESSA plan.
What do Educators Want to Get Out of Professional Learning
The Consortium is cited as a model for the partnership between the Tennessee Department of Education and Vanderbilt University in this piece on the development of professional learning.
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