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 theories Developmental and differentiated feedback Applying human resource orientation to supervision Using classroom video for supervision Feedback for equitable change Feedback for culturally responsive instruction Teacher supervision in: STEM, literacy, early childhood education, gifted education, career and technical education, and virtual schools After 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.
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.
Acknowledgments Series Editor's Introduction Editors' Introduction Section 1. The Big Picture of Supervision & Feedback Chapter 1. Promising Supervisory Theories and Strategies for Instructional Improvement Chapter 2. Feedback: Theory, Research, and Process Chapter 3. Developmental and Differentiated Feedback for Educators Chapter 4. A Strategic Human Resource Orientation to Teacher Supervision Chapter 5. The Use of Video Analysis in Supervision Chapter 6. Culturally Responsive Instructional Supervision: (Re)Envisioning Feedback for Equitable Change Chapter 7. Feedback to Improve Culturally Responsive Instruction Section 2. Specific Applications of Feedback Chapter 8. Building Leadership Content Knowledge to Supervise Teachers in STEM Disciplines Chapter 9. Research-based Supervision and Feedback Practices in Literacy Instruction Chapter 10. Leadership Content Knowledge for Early Childhood: Making Feedback Meaningful Chapter 11. Supervision and Observation in the Gifted Education Classroom Chapter 12. The Value and Necessity of Differentiation in Observation and Feedback for Career and Technical Education Teachers Chapter 13. Supervising in a Virtual School Context Themes and Future Directions About the Contributors Index
