Treatment teachers and principals received substantially more frequent feedback with ratings than control educators (teachers: 3.0 versus 0.7 sessions in Year 1; principals: 1.0 versus 0.4)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Treatment teachers reported more feedback sessions with ratings and a written narrative than control teachers in both years. → Garet 2017 q3 i? Treatment principals received more instances of oral feedback with ratings than control principals in both years. → Garet 2017 (2)

Evidence¶

Garet 2017¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals (NCEE 2018-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r3

Implementation contrast from teacher surveys in the randomized study: treatment teachers reported "3.0 versus 0.7 sessions" in spring of Year 1 and 3.0 versus 0.2 sessions in Year 2, confirming the intended contrast in feedback experience.

"Treatment teachers reported receiving more feedback sessions on their classroom practice with ratings and a written narrative justification than control teachers (3.0 versus 0.7 sessions, based on responses to a teacher survey in the spring of Year 1, and 3.0 versus 0.2 sessions in Year 2)."

Garet 2017 (2)¶

Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals (NCEE 2018-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

q3 · i? · causal · r3

Implementation contrast from principal surveys in the same randomized study, reporting 1.0 versus 0.4 feedback instances in spring of Year 1 and 2.0 versus 1.0 at the end of Year 2.

"Treatment principals received more instances of oral feedback with ratings on their leadership than control principals (1.0 versus 0.4 sessions based on responses to a principal survey in the spring of Year 1, and 2.0 versus 1.0 sessions reported at the end of Year 2)."

Discussion¶

Related Claims¶

• Performance feedback with ratings and written narratives substantially increased the feedback teachers received, with treatment teachers reporting about four times as many rated feedback sessions as control teachers — possibly the same claim (merge candidate)
• Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not — related
• Teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided — related