Exploring Effective Teacher Observation & Feedback Practices to Promote Teacher Development

Abstract

This quality-improvement study sought to examine perceptions of high-impact feedback as provided through teacher observation and evaluation practices within a large public school district, and how high school administrators, in particular, could better support teacher growth and development through said practices. Utilizing a mixed-methods design, the researcher arrived at four central findings relating to collective vision framing/alignment, operational barriers, the need for ongoing professional development, and stakeholder-centered design.