An Examination of the Nature of Postobservation Feedback Provided to Middle School Mathematics Teachers

• In Event: Effectiveness and Accountability: Measuring School and Teacher Performance

Abstract

Teacher evaluation is a national priority; many studies have examined teacher evaluation but few pertain to the content knowledge of evaluators and the type of post-observation feedback provided to teachers. With the current focus in mathematics education on processes and justification, the type of post-observation feedback teachers receive is critical to improving instruction. This qualitative study examined the type of feedback and use of observation protocols by evaluators with differing mathematical backgrounds. Findings indicate that the nature of discipline specific feedback between observers differs and the teacher evaluation system was employed differently in the level of content focus. The way in which the system is used influences teachers’ perceptions of the goals of the observation/feedback cycle.

Authors

• Christine Patricia Trinter, Virginia Commonwealth University

• Heather Carlson-Jaquez, Virginia Commonwealth University