WEERP Brief Nov 2019 – Race, Relational Trust, and Teacher Retention
In this report we explore relational trust as a possible explanation for: 1) why most Wisconsin schools do not have have any teachers of color and 2) the schools with the most students of color have the most difficulty retaining teachers.
We found African American teachers have lower trust with other teachers and are considerably more likely to transfer or leave public education than White teachers. This contributes to the shortage of African American teachers in schools across the state.
We also found White teachers reported less trust with African American or Latinx principals and between teachers, when fewer teachers were White. White teachers were more likely to transfer out of these types of schools, which generally have more students of color. This helps explain the teacher retention challenges experienced in schools comprised almost entirely of students of color.
The Impact of the Wisconsin Educator Effectiveness Process on New Teacher Turnover
In this report, we found the effective implementation of the teacher performance feedback process promotes the retention of new teachers. Providing new teachers accurate performance feedback led to improved trust with their principal, more school commitment and greater retention.
WEERP – Wisconsin Urban Leadership Institute Brief – September 2019
The five largest school districts began working with the Urban League of Greater Madison and the Wisconsin Department of Public Instruction three years ago to develop strategies for promoting equitable education opportunities for students of color. Their efforts resulted in the Wisconsin Urban Leadership Institute. This report presents the results from the first year of this important initiative.
The Impact of the Wisconsin Educator Effectiveness Process on Student Achievement
In this report, we found schools that improved aspects of the teacher performance feedback process also demonstrated improved student achievement results. Schools that increased the opportunities teachers have to use feedback and the amount that teachers used feedback improved their reading and math achievement results.
The Associations between How Schools use the Results of Teacher Evaluations, Principal Preparedness for Completing Teacher Evaluations, and Principal Perceptions of the Process
This report presents the results of a statewide survey of Wisconsin school administrators about their role in the evaluation of teachers.
SREed Brief July 2018 – EE and Job Satisfaction for Novice Teachers
In this brief we examine novice teacher perceptions of their principal and their job and a function of the implementation of their school’s Educator Effectiveness Process.
How are District Differences in the Implementation of Teacher Evaluations associated with Teacher Perceptions of School Leadership and Teacher Job Satisfaction?
We report on the results of a statewide survey of 24,000 teachers—44% of all Wisconsin classroom teachers—about their experiences with teacher evaluations and the feedback process, perceptions of principal effectiveness, and their satisfaction with their job. The results demonstrate a close connection between how school districts implement teacher evaluations and the perceptions of their teachers across a number of school social factors, including the usefulness of performance feedback, principal effectiveness and job satisfaction. Teachers in districts that provide adequate time and support to teachers to complete their evaluation process, along with useful and accurate performance feedback, perceive their principals to be effective leaders and are more satisfied with their job.
Measuring the Effectiveness of Wisconsin Principals: A Study of Wisconsin Framework for Principal Leadership Ratings
This study uses the results of teacher surveys to validate effectiveness ratings assigned to principals as part of the Wisconsin Educator Effectiveness (EE) process. These results suggest ratings reflect important aspects of principal effectiveness and leadership as experienced by teachers and that DPI has developed a process for measuring school leadership that accurately captures the experiences of educators in schools.
Measuring the Principal Effectiveness Equity Gap within Wisconsin School Districts
In this study, we explore the extent that effective principals are equitably distributed across Wisconsin. Within school districts, low-income and diverse schools disproportionally face challenges attracting and retaining effective principals. This results in less effective leadership in these schools. Any efforts to address equity gaps in access to effective teachers must also address equity gaps in access to effective principals. The effectiveness of teachers in diverse and low-income schools is largely determined by the effectiveness of leadership.
Exploring the Perspectives of Milwaukee Opportunity Youth through Photovoice
SREed worked in partnership with the Westlawn Re-engagement Center to conduct a Photovoice evaluation that engaged the voices of Milwaukee Opportunity Youth, young adults ages 16 to 24 who are disconnected from school and work, in developing and refining a pilot program to meet their needs.
Predicting AP Success in the Milwaukee Public Schools
SREed has been working with the Milwaukee Public Schools for a number of years to promote more equitable participation in advanced placement courses. As part of this work, this report summarizes the results of predictive analytics used to identify students with the potential to succeed in AP but who are not participating.
Teacher Job Satisfaction in the Context of the Wisconsin Educator Effectiveness System
This report shows schools that implement EE well have teachers who are more satisfied with their jobs.
Spark i3 Evaluation Study 2
The results of a two-year randomized control trial evaluation of the SPARK literacy model in the Milwaukee Public Schools, funded by an Investing in Innovations (i3) grant, found that it had a positive impact on student literacy, achievement and school attendance.
SPARK i3 Evaluation Study
The results of a two-year randomized control trial evaluation of the SPARK literacy model in the Milwaukee Public Schools, funded by an Investing in Innovations (i3) grant, found that it had a positive impact on reading achievement.