Actionable Feedback to PK-12 Teachers

Leading and Learning for Effective Feedback in K-12 Classrooms provides practical applications for those who conduct teacher classroom observations and provide feedback for growth. Leaders will learn strategies to support content and program area teachers with effective feedback practices. The book supplements effective instructional practices and includes strategies for useful modifications of mandated uniform observation instruments. The collection of thirteen chapters in this edited text includes:Supervisory theoriesDevelopmental and differentiated feedbackApplying human resource orientation to supervisionUsing classroom video for supervisionFeedback for equitable changeFeedback for culturally responsive instructionTeacher supervision in: STEM, literacy, early childhood education, gifted education, career and technical education, and virtual schoolsAfter reading Leading and Learning for Effective Feedback in K-12 Classrooms, readers will be equipped with foundational knowledge as well as specific feedback strategies for supervising programs and content areas. Readers will develop skills in providing effective feedback that promotes teacher growth leading to instructional strategies that increases student learning.

Effective, differentiated educator feedback is one of the most important tools a principal can provide in supporting a teacher to reach their full potential. Actionable Feedback to PK-12 Teachers provides excellent strategies and examples of how to encourage the best possible outcomes when providing feedback. I highly recommend this book as a support for you as you are refining and growing educators in your buildings.--Brandon Pratt, principal, Knoxville, TN, A new mindset about feedback to improve educators learning and professional growth. A broad brush and telescopic view, firmly based on the nuances of feedback research, and powerful messages and tools for practice. Feedback is powerful, and this book is so powerful to make it heard, understood, and actioned.--John Hattie, PhD, emeritus laureate professor, Melbourne Graduate School of Education, University of Melbourne, Australia; chair of the board of the Australian Institute for Teaching and School Leadership, This comprehensive application of research to the practice of feedback will expand and enrich principals' and teacher leaders' feedback repertoire. The deep well of engaging concepts fuels educators' thinking about feedback in new ways. Those who apply the lessons from this volume will cultivate pedagogical content knowledge among teachers that fosters effective teaching and learning for students and educators alike.--S. David Brazer, PhD, Brazer Education Consulting LLC

Alyson L. Lavigne is an Associate Professor of Instructional Leadership at Utah State University. Using her training in educational psychology and classroom research, Lavigne conducts research on teacher retention, teachers’ beliefs, teacher supervision and evaluation, and culturally and linguistically minoritized students’ experiences.Mary Lynne Derrington is an Associate Professor at the University of Tennessee in the Educational Leadership and Policy Studies Department. She teaches courses in teacher supervision and advance leadership. Derrington conducts K-12 school leadership research with focus on teacher supervision and evaluation.