A Qualitative Exploration of Principal Observation of and Feedback for Middle School Mathematics Teachers

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

Abstract

In this qualitative cross-case study, we examine the mechanisms through which principals observe middle school mathematics classrooms and give teachers feedback. While this is a ubiquitous instructional leadership practice, there is little empirical evidence aimed at understanding either what high-quality observation and feedback practices look like, or what support principals need to enact these practices effectively. We shadow eight principals who are part of a larger study set in two large urban school districts. These districts were selected as they are attempting to develop reform-oriented mathematics by implementing new and ambitious curricula. We use Instructional Quality Assessment to code the teachers’ instruction, and a set of inductive and deductive codes to analyze field notes and both informal and formal interviews.

Authors

• Jessica Rigby, University of Washington

• Charlotte Jean Dunlap, Vanderbilt University

• Paul A. Cobb, Vanderbilt University

• Thomas M. Smith, Vanderbilt University