This study measured teachers' perceptions about the important elements of the pre-and post-observation conferences within one school district in a US state. Overall, respondents valued the post-observation conference more than the pre-observation conference and identified trusting relationships, constructive feedback, reflection and areas of improvement as important principal responsibilities. Teachers valued discussions about how students would be assessed in the pre-observation conference. In the post-observation conference, respondents perceived constructive feedback delivered by principals as most important. Initial contract teachers believed seven variables influenced their reflection on practice. Yet tenured teachers perceived two variables as influential on their reflection on practice.
This descriptive study used an online survey to determine how principals in two states viewed the supervision of marginal teachers. Principals ranked their own evaluation of the teacher as the most important factor when identifying marginal teachers and relied on informal methods to diagnose marginal teaching. Female principals rated a majority of supervisory methods and data sources as being more useful and the importance of formative assessments and teachers' self-reflection as significantly more important than did male principals. Female principals adopted a procedural style, while males identified with the situational style when working with marginal teachers..
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