This report describes outcomes for the first year of the REACH strategic compensation program.
This report addresses the extent to which assessment characteristics related to teachers’ success with SLOs in 2013-14. Student performance on preapproved and teacher-made tests did not differ, but the format of assessment was related to SLO success.
A total of 620 staff from all 38 REACH schools responded to the Spring survey and 149 staff at the 18 newest REACH schools attended focus groups to provide their thoughts about specific aspects of AISD REACH. Results are summarized in this report.
Research from 6 years of AISD REACH suggested the program likely influenced student performance, teacher practices, and novice teacher retention. However, little evidence showed schoolwide growth or retention stipends facilitated desired results.
AISD REACH supports educators with mentoring and professional development opportunities, and rewards teaching in high needs schools, achieving student learning objectives, and schoolwide growth. This report highlights program successes since 2007-08.
The present report documents the pilot’s influence on teachers’ job satisfaction; attachment to the teaching profession, their school, and the district; data use practices; teaching efficacy; collegial experiences; and requests for transfer.
This report contains results from focus groups conducted with teachers in the first year of the AISD REACH strategic compensation program pilot.
This report describes findings from the principal focus group conducted the first year of the AISD REACH program.
Results from the 2011-12 pilot teacher appraisal system suggest peer, administrator, and student feedback are valuable tools that can be used with Student Learning Objectives and value-added data to provide a holistic evaluation of teachers in AISD.
Teachers, principals, and observers had favorable attitudes toward the peer observation program in 2011-2012. Announced and unannounced observation ratings were moderately consistent, but were only slightly related to administrator ratings on PDAS.