Does Better Observation Make Better Teachers? Chicago Public Schools’ Excellence in Teaching Project (EITP), a teacher evaluation system based on the Danielson framework, led to improved reading performance, according to a study reported in Education Next.
However, the focus on classroom observations and feedback had little or no impact in high-poverty and low-achieving schools. In the second year, when schools had less support from the central office, the gains vanished.
(Under EITP), principals and teachers engaged in a brief (15- to 20-minute) pre-observation conference during which they reviewed the rubric. The conference also gave the teacher an opportunity to share any information about the classroom with the principal, such as issues with individual students or specific areas of practice about which the teacher wanted feedback. During the 30- to 60-minute lesson that followed, the principal was to take detailed notes about what the teacher and students were doing.
After the observation, the principal rated teacher performance, focusing primarily on classroom environment and instruction.
Within a week of the observation, the principal and teacher discussed the observation, focusing on areas of disagreement and how the teacher could improve.