Increasing Trust and Teacher Voice in Order to Improve Teacher Evaluation in Chicago

<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>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2020

Author dc:creator

• Riff, Tim

Contributors dc:contributor

• Dr. Gloria McDaniel-Hall
• Dr. Harrington Gibson
• Dr. Elizabeth Minor

• teacher evaluation
• value-added model
• chicago public schools
• student growth
• trust
• professional development
• Educational Leadership
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/433

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1464