MERC Publications
Document Type
Research Report
Original Publication Date
2016
Date of Submission
June 2016
Abstract
Many studies have examined teacher evaluation but few address the discipline expertise of evaluators and the type of post-observation feedback provided to teachers. With the current focus in mathematics education on processes and justification, the type of post-observation feedback teachers receive is critical to improving instruction. This qualitative study examined the type of feedback and use of observation protocols by evaluators with different mathematical backgrounds. Findings reveal the difference in the nature of discipline specific feedback between observers as well as the difference in the way the teacher evaluation system was employed among observers. The evaluative nature of observer's roles also influenced the form of feedback.
Is Part Of
VCU MERC Publications