Content-Focused Feedback Practices in Teacher Supervision

Session Type: Symposium

Abstract

Principal supervisory feedback to teachers is challenging but more so when providing feedback to academic program and content area teachers. In this symposium, the collection of papers is designed to focus on and discuss researched practices supervisors might engage in when providing feedback to teachers in the various academic and program content areas. The symposium presenters build upon theoretical work on feedback by using evidence of best practice in various content areas and programs illuminating feedback that promises to be more effective in promoting teacher growth. Presenters explore best feedback practices in STEM, CTE, Gifted Education, and Early Childhood Education.

Sub Unit

• SIG-Supervision and Instructional Leadership

Chair

• Mary Lynne Derrington, The University of Tennessee

Papers

• Building Leadership Content Knowledge for Providing Feedback in STEM Disciplines - Sarah Quebec Fuentes, Texas Christian University; Jo Beth Jimerson, Texas Christian University; Mark Bloom, Dallas Baptist University

• Supervision and Observation in the Gifted Education Classroom - Keri M. Guilbault, Johns Hopkins University; Kimberley L. Chandler, Johns Hopkins University; Sarah Caroleo, Johns Hopkins University

• Leadership Content Knowledge for Early Childhood Education - Maria Boeke Mongillo, Central Connecticut State University; Kristine Reed Woleck, New Canaan Public Schools

• Feedback in the Context of Career and Technical Education - Lee Westberry, The Citadel

Discussant

• Alyson Lavigne, Utah State University