Exploring Effective Teacher Observation & Feedback Practices to Promote Teacher Development
dc.contributor.author | Carrington, Justin | |
dc.date.accessioned | 2022-01-14T18:13:47Z | |
dc.date.available | 2022-01-14T18:13:47Z | |
dc.date.issued | 2021-12 | |
dc.identifier.uri | http://hdl.handle.net/1803/17018 | |
dc.description | Leadership and Learning in Organizations capstone project | |
dc.description.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. | |
dc.subject | Teacher observation | |
dc.subject | Feedback | |
dc.subject | Professional development | |
dc.subject | Teacher evaluation | |
dc.title | Exploring Effective Teacher Observation & Feedback Practices to Promote Teacher Development | |
dc.type | thesis |