This report examines perceptions about Professional Development Units (PDUs), an optional component of the REACH program, as well as the effects of participation on instructional practice and student growth.
This report describes performance for schools, classrooms, and students at REACH schools, compared with that of students at similar comparison schools. Results suggest REACH likely facilitated meaningful improvements over time.
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.
This report summarizes 2012–2013 AISD REACH peer observation scores, the stability of scores over time, teachers’ perceptions of peer observation, the relationship between peer observation and other measures of teaching, and the program cost.
Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school.
In 2012-13, 87% of educators at 38 REACH schools earned a stipend for meeting at least one Student Learning Objective (SLO) designed to address students’ needs. Relationships between SLOs, instructional practices, and student outcomes are described.
This report provides a longitudinal overview of the AISD Reach mentoring program and its relationship to beginning teacher effectiveness and retention.
Austin Independent School District (AISD) Pilot Teacher Appraisal System Update: 2012-2013 Focus Group and Survey Summary
This report summarizes data gathered from focus groups and a survey designed to assess teachers’ experiences with AISD's pilot teacher appraisal system. Additional data are included regarding the timing of administrators’ classroom observations.
Evidence from this Spring 2012 pilot suggests feedback about teachers can be reliably obtained from students at all grade levels, and that such feedback can provide a valid supplemental measure of teacher quality to accompany additional indicators.