Chicago Public Schools’ teacher evaluation program includes cycles of observation and feedback as well as student test scores to determine teacher evaluation scores. Teachers have expressed support for and trust in this teacher evaluation program, yet they have misgivings about the inclusion of standardized student test scores. An examination of best practices in teacher evaluation and its implementation in Chicago, through the voices of the teachers and evaluators, identifies opportunities for improvement. By supporting teachers and administrators to engage in professional conversations, offering teachers a voice in how teacher evaluation is implemented, and eliminating the use of standardized student test scores, specifically the Value Added Model, CPS could increase trust and validity in the REACH Students teacher evaluation program and support teachers to engage in a process of continuous improvement.
","abstract_html":"<p>Chicago Public Schools’ teacher evaluation program includes cycles of observation and feedback as well as student test scores to determine teacher evaluation scores. Teachers have expressed support for and trust in this teacher evaluation program, yet they have misgivings about the inclusion of standardized student test scores. An examination of best practices in teacher evaluation and its implementation in Chicago, through the voices of the teachers and evaluators, identifies opportunities for improvement. By supporting teachers and administrators to engage in professional conversations, offering teachers a voice in how teacher evaluation is implemented, and eliminating the use of standardized student test scores, specifically the Value Added Model, CPS could increase trust and validity in the REACH Students teacher evaluation program and support teachers to engage in a process of continuous improvement.</p>","abstract_has_math":false,"creators":["Riff, Tim"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Gloria McDaniel-Hall","Dr. Harrington Gibson","Dr. Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-04-01T07:00:00Z","date_published":"2020-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["teacher evaluation","value-added model","chicago public schools","student growth","trust","professional development","Educational Leadership","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/433","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Gloria McDaniel-Hall","Dr. Harrington Gibson","Dr. Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Riff, Tim"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-02-24T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher evaluation","value-added model","chicago public schools","student growth","trust","professional development","Educational Leadership","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/433"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Chicago Public Schools’ teacher evaluation program includes cycles of observation and feedback as well as student test scores to determine teacher evaluation scores. Teachers have expressed support for and trust in this teacher evaluation program, yet they have misgivings about the inclusion of standardized student test scores. An examination of best practices in teacher evaluation and its implementation in Chicago, through the voices of the teachers and evaluators, identifies opportunities for improvement. By supporting teachers and administrators to engage in professional conversations, offering teachers a voice in how teacher evaluation is implemented, and eliminating the use of standardized student test scores, specifically the Value Added Model, CPS could increase trust and validity in the REACH Students teacher evaluation program and support teachers to engage in a process of continuous improvement.
"]},{"key":"dc:title","label":"Title","values":["Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago"]}]}],"canonical_facts":{"dc:contributor":["Dr. Gloria McDaniel-Hall","Dr. Harrington Gibson","Dr. Elizabeth Minor"],"dc:creator":["Riff, Tim"],"dc:date.available":["2020-02-24T08:00:00Z"],"dc:description.abstract":["Chicago Public Schools’ teacher evaluation program includes cycles of observation and feedback as well as student test scores to determine teacher evaluation scores. Teachers have expressed support for and trust in this teacher evaluation program, yet they have misgivings about the inclusion of standardized student test scores. An examination of best practices in teacher evaluation and its implementation in Chicago, through the voices of the teachers and evaluators, identifies opportunities for improvement. By supporting teachers and administrators to engage in professional conversations, offering teachers a voice in how teacher evaluation is implemented, and eliminating the use of standardized student test scores, specifically the Value Added Model, CPS could increase trust and validity in the REACH Students teacher evaluation program and support teachers to engage in a process of continuous improvement.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/433"],"dc:subject":["teacher evaluation","value-added model","chicago public schools","student growth","trust","professional development","Educational Leadership","Teacher Education and Professional Development"],"dc:title":["Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}