Impact of Providing Teachers and Principals with Performance Feedback on Their Practice and Student Achievement: Evidence from a Large-Scale Randomized Experiment

Song, Mengli; Wayne, Andrew J.; Garet, Michael S.; Brown, Seth; Rickles, Jordan

doi:10.1080/19345747.2020.1868030

Cited by 6 publications

(3 citation statements)

References 22 publications

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“…The benchmark RCT for this WSC is a multisite school-level RCT designed to assess the impact of a 2-year intervention implemented during the 2012–2013 and the 2013–2014 school years. It provided teachers and principals with performance feedback intended to improve their own practice and their students’ achievement in mathematics and English language arts (Song et al, 2021). One main intervention component provided math and reading teachers with feedback after each of four classroom observations per year, one made by an administrator from the teacher’s school and the other three by researcher-trained local professionals.…”

Section: Methodsmentioning

confidence: 99%

Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates: How Well Do They Collectively Reduce Bias in Nonequivalent Comparison Group Designs?

Brown¹,

Song

Cook³

et al. 2022

American Educational Research Journal

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This study examined bias reduction in the eight nonequivalent comparison group designs (NECGDs) that result from combining (a) choice of a local versus non-local comparison group, and analytic use or not of (b) a pretest measure of the study outcome and (c) a rich set of other covariates. Bias was estimated as the difference in causal estimate between each NECGD and a carefully appraised randomized experiment with the same intervention, outcome, and estimand. Results indicated that bias generally declined with the number of design elements in an NECGD, that combining all three sufficed to eliminate bias but was not necessary for it, and that this pattern of results was largely replicated across five different replication factors.

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Section: Methodsmentioning

confidence: 99%

Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates: How Well Do They Collectively Reduce Bias in Nonequivalent Comparison Group Designs?

Brown¹,

Song

Cook³

et al. 2022

American Educational Research Journal

Self Cite

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“…Among those was a randomized controlled trial we led — one of the largest such trials we have ever conducted. We published our study findings in a peer-reviewed journal article and two technical reports (Song et al, 2021; Garet et al, 2017; Wayne et al, 2016). As we explain here, what began for us as a study of educator evaluation reform became a study of teacher professional learning.…”

mentioning

confidence: 99%

What a study of educator evaluation taught us about professional learning

Wayne,

Rickles,

Song

et al. 2024

Phi Delta Kappan

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After years evaluating teacher professional learning programs, researchers Andrew J. Wayne, Jordan Rickles, Mengli Song, Seth Brown, and Michael S. Garet describe a study that changed their perspective. The study’s takeaways about the design of teacher professional learning are important for everyone who seeks to create systems to support teaching and learning. The findings call attention to the value of streamlined, high-quality programs for improving performance outcomes for teachers and students.

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“…Those giving feedback often felt the timeliness caused more honesty in the feedback and implications for implementation (Wieczorek et al, 2019). Teachers who received more frequent observation and feedback in various forms improved their pedagogy (Song et al, 2021). School leaders had to arrange systems needed in a school environment that supported the ability for feedback to occur and to acknowledge the need for time for the feedback process to take place.…”

Section: How Process Impacts Educator Application Of Feedbackmentioning

confidence: 99%

The impact of informal teacher-to-teacher feedback on instructional practices in the middle school English classroom

Conley

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Informal feedback on instructional practices in the middle school classroom has potential to positively influence lesson design and pedagogy. The purpose of this action research study was to investigate and advance the use of peer-to-peer (i.e., teacher-to-teacher) informal instructional feedback between middle school English teachers at Apricot Middle School to improve the pedagogical practices of educators by soliciting feedback on their lesson plans and pedagogy from peers. The primary research question was "what impact does the advancement of peer-to-peer (i.e., teacher-to teacher) feedback have on middle school English lesson design and pedagogy?" and focused on the development and use of an informal feedback process for English teachers at Apricot Middle School in an urban school district in the northeastern portion of the United States. The use of informal feedback to improve instruction was defined as ongoing, frequent, nonevaluative informal feedback given by a practicing teacher to another teacher focused on advancing effective instructional practices identified at the school as ensuring high-quality instruction. The study applied a mixed methods theory in which teachers were conveniently sampled. Cycle 1 data collection included interviews, surveys, observations, and artifacts.Cycle 2 executed the development of a common definition of effective teaching practice and the creation of two mechanisms for feedback: one for lesson planning and one for pedagogical observation.Findings included the importance of definitions, understanding social networks, creating space, and commitment to improvement. Recommendations include allowing teachers to develop their vision for effective teaching based on their school context, having staff members be a part of the creation of the feedback mechanism, expanding opportunities for feedback to other instructors in the school, providing time for collaboration, and continuing the use of iterative practice to improve professional learning.

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Impact of Providing Teachers and Principals with Performance Feedback on Their Practice and Student Achievement: Evidence from a Large-Scale Randomized Experiment

Cited by 6 publications

References 22 publications

Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates: How Well Do They Collectively Reduce Bias in Nonequivalent Comparison Group Designs?

Combining a Local Comparison Group, a Pretest Measure, and Rich Covariates: How Well Do They Collectively Reduce Bias in Nonequivalent Comparison Group Designs?

What a study of educator evaluation taught us about professional learning

The impact of informal teacher-to-teacher feedback on instructional practices in the middle school English classroom

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