Provide administrators training and support in coaching and delivering useful feedback¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Because principals must both evaluate and develop teachers, the report identifies coaching and feedback skills as administrators' top professional development need. "Most administrators list coaching and providing useful feedback as high priorities for their own professional development." The report also notes communication with teachers about the system varied widely and left teachers confused about score calculations, so clear, frequent communication about how ratings are calculated and used is part of implementation support.

Design Implications¶

Context¶

Requirements¶

• Time and capacity for administrator professional development on coaching
• Clear district communication about score calculations and personnel use

Constraints¶

• Frequency and quality of training and communication received by teachers varied widely across schools in the first year

Target Learners¶

• School principals and assistant principals
• Classroom teachers

Target Learning Goals¶

• Delivering useful, practice-oriented feedback
• Conducting meaningful post-observation instructional conversations

Related Strategies¶

• Differentiate coaching support to meet teachers where they are, establish clear DLS expectations, and provide coaches additional training for consistent messaging
• Support school leaders in low-satisfaction schools to develop coaching skills and implement evaluations in ways that encourage instructional improvement

Examples¶

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Key Sources¶

• Susan E. Sporte, W. David Stevens, Kaleen Healey, Jennie Jiang, and Holly Hart. (2013). Teacher Evaluation in Practice: Implementing Chicago's REACH Students. UChicago CCSR Research Report. https://consortium.uchicago.edu/publications/teacher-evaluation-practice-implementing-chicagos-reach-students