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Actionable Feedback to PK-12 Teachers provides practical applications for those who conduct teacher classroom observations and provide feedback for growth. Leaders will learn strategies to support content and program area teachers with effective feedback practices. The book supplements effective instructional practices and includes strategies for useful modifications of mandated uniform observation instruments. The collection of thirteen chapters in this edited text includes:Supervisory theories
Developmental and differentiated feedback
Applying human resource orientation to supervision
Using classroom video for supervision
Feedback for equitable change
Feedback for culturally responsive instruction
Teacher supervision in: STEM, literacy, early childhood education, gifted education, career and technical education, and virtual schools
After reading Actionable Feedback to PK-12 Teachers, readers will be equipped with foundational knowledge as well as specific feedback strategies for supervising programs and content areas. Readers will develop skills in providing effective feedback that promotes teacher growth leading to instructional strategies that increases student learning.
List of contents
Acknowledgments
Series Editor's Introduction
Editors' Introduction
Section 1. The Big Picture of Supervision & Feedback
Chapter 1. Promising Supervisory Theories and Strategies for Instructional Improvement
Chapter 2. Feedback: Theory, Research, and Process
Chapter 3. Developmental and Differentiated Feedback for Educators
Chapter 4. A Strategic Human Resource Orientation to Teacher Supervision
Chapter 5. The Use of Video Analysis in Supervision
Chapter 6. Culturally Responsive Instructional Supervision: (Re)Envisioning Feedback for Equitable Change
Chapter 7. Feedback to Improve Culturally Responsive Instruction
Section 2. Specific Applications of Feedback
Chapter 8. Building Leadership Content Knowledge to Supervise Teachers in STEM Disciplines
Chapter 9. Research-based Supervision and Feedback Practices in Literacy Instruction
Chapter 10. Leadership Content Knowledge for Early Childhood: Making Feedback Meaningful
Chapter 11. Supervision and Observation in the Gifted Education Classroom
Chapter 12. The Value and Necessity of Differentiation in Observation and Feedback for Career
and Technical Education Teachers
Chapter 13. Supervising in a Virtual School Context
Themes and Future Directions
About the Contributors
Index
About the author
Alyson L. Lavigne is an Associate Professor of Instructional Leadership at Utah State University. Using her training in educational psychology and classroom research, Lavigne conducts research on teacher retention, teachers' beliefs, teacher supervision and evaluation, and culturally and linguistically minoritized students' experiences.
Mary Lynne Derrington is an Associate Professor at the University of Tennessee in the Educational Leadership and Policy Studies Department. She teaches courses in teacher supervision and advance leadership. Derrington conducts K-12 school leadership research with focus on teacher supervision and evaluation.
Summary
This text offers feedback strategies to teacher supervisors. Readers will acquire knowledge, resources, and activities leading to feedback that is specific, sensitive to context and content, and informed by best practice.
