Enhancing Teacher Practice Through Tailored Feedback

Following each observation, school administrators conducted 3 follow-up feedback sessions with each teacher during school hours. Each session lasted from 15 to 30 min. After each observation, school administrators provided observed teachers with individual visual graphs depicting performance rates in terms of the frequency and the quality of instructional and behavior management strategies (as indicated by CSAS frequency and discrepancy scores) as points of reference for each feedback session. Sessions focused on reviewing and discussing the (1) CSAS score report that included visual performance feedback, (2) areas of practice strengths and areas for considering improvement, (3) contextualized examples of evidence-based practices which could be alternatively used by teachers in the specific classroom observed, and (4) mutual agreement between teachers and school administrators about the way the teacher intended to employ the classroom practices.

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Poulou M.S., Reddy L.A, & Dudek C.M. (2023). Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation. Frontiers in Psychology, 14, 1074278.

Publication 2023

Administrators Instructional Visual feedback

Corresponding Organization : University of Patras

Other organizations : Rutgers, The State University of New Jersey

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Variable analysis

independent variables

Number of follow-up feedback sessions (3)
Duration of each feedback session (15-30 minutes)

dependent variables

Frequency of instructional and behavior management strategies
Quality of instructional and behavior management strategies (as indicated by CSAS frequency and discrepancy scores)

control variables

Feedback sessions conducted during school hours
Visual graphs depicting performance rates provided to teachers after each observation

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