Increasing the Frequency of Observations and Feedback: A Twist on Traditional Teacher Evaluations

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Perspectives of Teachers of Leadership and Classroom Supports (Table 2)

Abstract

Increasing accountability measures for teachers, alongside heightened levels of stress and anxiety has created a need for school leaders to support the important instructional work of educators. To that end, this qualitative study sought to rethink how school leaders prioritize the teacher evaluation cycle by increasing the number of classrooms observation visits and gauge how teachers respond to more instructional feedback. Eleven high school teachers (nine female and two males) from a suburban, Midwest high school participated in this study. Findings revealed that participants reported a) the value of increased observations on instructional practice, b) a stronger understanding of the importance of the evaluation process, and c) the value of feedback as a mechanism for modification of instructional practices.

Authors

• Kristin S. Robbins, Bexley City Schools
  Presenting Author

• Craig McMillen, Bexley High School
  Presenting Author

• Dustin Wade Miller, The Ohio State University
  Non-Presenting Author