At a Glance
REACH Students (Recognizing Educators Advancing Chicago Students) launched in the 2012–13 School Year. REACH uses a common language to define high-quality teaching. It also supports ongoing conversations between school leaders and teachers to encourage growth and improvement.
In 2010, the State of Illinois passed the Performance Evaluation Reform Act (PERA). It requires that all school districts use evaluation systems with student growth measurements. PERA also requires teacher evaluations use evidence of professional practice and several forms of student growth data for most educators. The Illinois State Board of Education (ISBE) calls for all evaluators to be trained and certified before observing and rating teaching practice.
No single approach will tell us everything we want to know about how to strengthen teaching. REACH Students uses a variety of ways to provide fair, reliable and accurate feedback about professional practice and student growth.
For classroom teachers, there are two components: Professional Practice and Student Growth.
Professional Practice means performing roles and responsibilities as an educator. It is measured using a CPS Framework aligned with what we expect educators to be doing both inside and outside the classroom.
Student Growth means a change we can measure in a student's or a group of students' knowledge or skills between two points in time.
We believe, and the research supports, that these measures are important to school, teacher and student success. CPS is committed to a fair system for teachers, our students, their parents and the Chicago community.