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

Abstract

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.