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
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
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
UChicago CCSR Report Finds "Digital Divide" in Technology Use Across Chicago Public School...
At a time when technological proficiency is a prerequisite for most careers, about half of sixth- through twelfth-graders in Chicago Public Schools report using technology for school less than once a week, according to a new report from the University of Chicago Consortium on Chicago School Research
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.
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'
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.