Taking the Threat Out of Classroom Observation and Feedback

Supervision, staff development, and evaluation connections

“…Participation in staff development and supervision promotes ownership, commitment, and trust in schools, all of which are key elements in efforts to improve instruction (McQuarrie, in press; Sly, Everett, McQuarrie, & Wood, 1990;Withall & Wood, 1979;Wood, McQuarrie, & Thompson, 1982). If these affective outcomes are not addressed in all stages of staff development, the effects of staff development programs will be minimal; the same is true for supervision.…”

“…If these affective outcomes are not addressed in all stages of staff development, the effects of staff development programs will be minimal; the same is true for supervision. Those affected by and involved in supervision and staff development programs must feel ownership, commitment, and trust before they will participate fully (Withall & Wood, 1979).…”

The impact on teachers of designing and implementing a Health at Every Size curriculum unit

“…It has long been recognised that teachers have some apprehension and resistance to having their practice scrutinised (Withall & Wood, 1979). Freeman (1982) outlines three different approaches to observing teachers teach, with the "non-directive" (p. 24) approach being the most collaborative, where the power and control rests with the teachers.…”

A Teacher Development Approach to Bridging the Practice‐Research Gap

“…15 Coupled with these findings are a number of facts that are beginning to become selfevident about the way adults learn. Withall and Wood, 16 and Wood and Thompson, 17 argue that effective staff development for teachers will only occur where the goais and objectives are interpreted as being 'reaiistic' and of immediate importance to the job of teaching. They argue, furthermore, that 'adults need to see the results of their efforts and have accurate feedback about progress towards their goals' (Wood and Thompson, 17 p. 377).…”