Principals’ Instructional Feedback Practices During Race to the Top

Douglas Wieczorek, Brandon Clark, George Theoharis

Research output: Contribution to journalArticle

Abstract

We investigated how 12 K–12 public school principals in a Northeastern U.S. state perceived their role to provide teachers with instructional feedback during Race to the Top (RTTT). Guided by the use of evidence gathered from standardized teaching-practice rubrics, principals reported they provided more honest and frank instructional feedback to teachers regarding their performance. The principals described how the standardized indicators honed their focus on students’ levels of engagement during classroom observations. This study demonstrates how standardized teaching-practice protocols can assist principals’ instructional supervision and evaluation practices, but may not support principals’ or teachers’ pedagogical content-area needs.

Original languageEnglish (US)
Pages (from-to)1-25
Number of pages25
JournalLeadership and Policy in Schools
DOIs
StateAccepted/In press - Jan 24 2018

Fingerprint

teaching practice
teacher
supervision
principal
classroom
evaluation
performance
evidence
student
Supervision
Evaluation practice
U.S. States
School principals
Public schools

ASJC Scopus subject areas

  • Education
  • Strategy and Management

Cite this

Principals’ Instructional Feedback Practices During Race to the Top. / Wieczorek, Douglas; Clark, Brandon; Theoharis, George.

In: Leadership and Policy in Schools, 24.01.2018, p. 1-25.

Research output: Contribution to journalArticle

@article{4f88bd03d6394e8fba540517730085a0,
title = "Principals’ Instructional Feedback Practices During Race to the Top",
abstract = "We investigated how 12 K–12 public school principals in a Northeastern U.S. state perceived their role to provide teachers with instructional feedback during Race to the Top (RTTT). Guided by the use of evidence gathered from standardized teaching-practice rubrics, principals reported they provided more honest and frank instructional feedback to teachers regarding their performance. The principals described how the standardized indicators honed their focus on students’ levels of engagement during classroom observations. This study demonstrates how standardized teaching-practice protocols can assist principals’ instructional supervision and evaluation practices, but may not support principals’ or teachers’ pedagogical content-area needs.",
author = "Douglas Wieczorek and Brandon Clark and George Theoharis",
year = "2018",
month = "1",
day = "24",
doi = "10.1080/15700763.2017.1398336",
language = "English (US)",
pages = "1--25",
journal = "Leadership and Policy in Schools",
issn = "1570-0763",
publisher = "Swets & Zeitlinger",

}

TY - JOUR

T1 - Principals’ Instructional Feedback Practices During Race to the Top

AU - Wieczorek, Douglas

AU - Clark, Brandon

AU - Theoharis, George

PY - 2018/1/24

Y1 - 2018/1/24

N2 - We investigated how 12 K–12 public school principals in a Northeastern U.S. state perceived their role to provide teachers with instructional feedback during Race to the Top (RTTT). Guided by the use of evidence gathered from standardized teaching-practice rubrics, principals reported they provided more honest and frank instructional feedback to teachers regarding their performance. The principals described how the standardized indicators honed their focus on students’ levels of engagement during classroom observations. This study demonstrates how standardized teaching-practice protocols can assist principals’ instructional supervision and evaluation practices, but may not support principals’ or teachers’ pedagogical content-area needs.

AB - We investigated how 12 K–12 public school principals in a Northeastern U.S. state perceived their role to provide teachers with instructional feedback during Race to the Top (RTTT). Guided by the use of evidence gathered from standardized teaching-practice rubrics, principals reported they provided more honest and frank instructional feedback to teachers regarding their performance. The principals described how the standardized indicators honed their focus on students’ levels of engagement during classroom observations. This study demonstrates how standardized teaching-practice protocols can assist principals’ instructional supervision and evaluation practices, but may not support principals’ or teachers’ pedagogical content-area needs.

UR - http://www.scopus.com/inward/record.url?scp=85040968445&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85040968445&partnerID=8YFLogxK

U2 - 10.1080/15700763.2017.1398336

DO - 10.1080/15700763.2017.1398336

M3 - Article

AN - SCOPUS:85040968445

SP - 1

EP - 25

JO - Leadership and Policy in Schools

JF - Leadership and Policy in Schools

SN - 1570-0763

ER -