The series “Teacher Responses to Principal Feedback” is coming to a close. I hope you have found useful information in the series that encourages you to get out and visit your teachers and engage them in the practice of education. The previous article in the series discussed findings from the study and how beneficial conducting class room walk-throughs and providing feedback to teachers can be. It is only prudent to conclude this series with an article regarding implications of the research from the perspective of teachers, school leaders, and policy makers.
Teachers value their supervisors visiting their rooms and observing their teaching. Teachers also appreciate feedback be provided to them as a result of the walk-through visits. There are several implications for teachers when their supervisors observe their class rooms and become more knowledgeable of their teaching ability. Implications for teachers involve:
- Increased support from their supervisors
- Increased trust among professionals
- More educated administrative staff of their ability
- More effective communication between administration and teacher
- Meaningful professional learning opportunities for teachers.
There are also implications for school leaders from understanding that it is a worthwhile endeavor to create time in their schedule to conduct classroom observations and offer teachers meaningful feedback. School leaders that have a working knowledge of what occurs in the classroom are better equipped to provide support for teachers and ultimately provide support for students. Implications for school leaders involve:
- Opportunities for improving the culture of their school
- Discovering opportunities to praise their teachers
- Opportunities to provide meaningful feedback to teachers
- Identifying the experts in their school
- Providing interventions early to teachers who may experience challenges
Policy makers would also be well served to understand that classroom observations combined with effective feedback from school leaders is beneficial for students, teachers, and the school. Policy makers can support teachers and administrators in their efforts by understanding that an effective observation and feedback program can be transformative for a school. Implications for policy makers regarding an effective class room walk-through program may involve:
- Understanding that the walk-through program supports the school system’s mission and vision statements,
- Providing opportunities to effectively address student achievement and graduation rate,
- The allocation of resources to support teachers and administrators in their efforts,
- The provision of time allotted to the walk-through program,
- Supporting administrators in their efforts to support teachers who are experiencing challenges and the personnel decisions that may result.
A Teacher’s Response to Principal Feedback was examined to provide insight into the “How” and “Why” teachers responded to feedback in various ways. Findings from the study revealed interesting insights into how teachers perceive principal feedback and their resulting actions. Findings from the study also suggest that an effective walkthrough program can be beneficial for students, teachers, and the school. Implications from the study suggest that teachers, school leaders, and policy makers can make full use of this program to improve schools in the district if they will give the program the consideration it deserves.
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