Principal Observation and Feedback: Leading Toward Improvement in Ambitious Mathematics Instruction

• In Event: Roundtable Session 30
  In Roundtable Session: Teacher Observation, Evaluation, and Performance

Abstract

This mixed-methods analysis investigates when and under what conditions administrators in four large urban school districts give high quality feedback that can support instructional improvement to teachers. Our sample consists of 246 pairs of principals/teachers in the same school over a two-year time period. They worked in districts selected as a part of a larger study as they had the aim of implementing ambitious mathematics curricula. Using statistical regressions, we examined the relationship between frequency of administrator feedback and teacher quality. Using qualitative analysis of interview data, we coded administrator feedback for “appropriateness,” that is that it matched the need of individual teachers. Our initial findings suggest no statistically significant relationship between frequency of feedback and change in teacher quality.

Authors

• Jessica Rigby, University of Washington

• Adrian Mohamed Larbi-Cherif, Vanderbilt University

• Brooks A. Rosenquist, Vanderbilt University

• Charlotte Jean Dunlap, Vanderbilt University

• Paul A. Cobb, Vanderbilt University

• Thomas M. Smith, Vanderbilt University