Building Leadership Content Knowledge for Providing Feedback in STEM Disciplines

• In Event: Content-Focused Feedback Practices in Teacher Supervision

Abstract

The presenters discuss instructional leaders’ support for STEM teacher development through building Leadership Content Knowledge (LCK). Specific content or teaching approaches may be limited in effectiveness when providing teachers with relevant, credible, and actionable feedback. This paper describes LCK’s role in enabling effective feedback to STEM teachers grounded in research-based evidence. The authors present a process for building LCK in STEM through intentional individual practices and by taking advantage of existing district professional learning structures.

Authors

• Sarah Quebec Fuentes, Texas Christian University
  Presenting Author

• Jo Beth Jimerson, Texas Christian University
  Presenting Author

• Mark Bloom, Dallas Baptist University
  Presenting Author