For nearly four decades prior to the introduction of the EITP, CPS teachers were observed and evaluated based on a checklist of 19 classroom practices.
Dissatisfaction with the evaluation system led CPS leadership under then CEO Arne Duncan to develop the EITP in partnership with the Chicago Teachers Union (CTU), beginning in 2006.
While maintaining this schedule, the EITP changed the process significantly.
The Danielson framework delineates four levels of performance (Unsatisfactory, Basic, Proficient, and Distinguished) across four domains, of which the EITP focused on two: Classroom Environment and Instruction.
The EITP represented a dramatic shift in the way teacher evaluation had occurred in CPS, and central-office staff sought to develop principals' capacity to conduct these classroom observations and conferences.
During this first year of implementation, central-office administrators responsible for EITP engaged with principals through weekly e-mails, providing consistent reminders to principals about observation deadlines and other EITP requirements.
Forty-four schools participated in EITP in the first year.
Although Cohort 2 principals could request technical assistance from EITP central-office staff, these principals did not have access to the ongoing technical support and oversight that Cohort 1 principals received.
EITP reported that the total value of imports from the US between January and August recorded $4.5bn, representing an increase of 24% compared to $ 3.6bn last year.
EITP attributed the cause of the decline in the value of exports to the low value of some commodities, notably oil and raw materials from iron and steel, corn, and plastic products.