Throughout my life, I have been fortunate to travel around the world and visit a range of school communities. I have seen one-room school~houses full of students singing and dancing in the townships of Cape Town, South Africa. I have witnessed students in dirt-floor classrooms in rural Costa Rica get excited to demonstrate their ability to...

This book is intended to be used by supervisors (principal, co~operative teacher, mentor teacher, teacher educator, etc.). Supervisors will learn different strategies for providing written and oral feedback to teachers regarding their lesson plans. Chapters 2, 3, and 4 provide the rationale for each strategy, a description for each strategy,...

The head chef of an elite restaurant has familiarity and expertise in creating a superior dining experience—from the ambiance to the finely constructed dishes. The chef might have worked countless hours to develop a perfect dish. Once the chef has polished the dish, he/she passes the recipe to the sous chefs to practice and reconstruct that specific dish over and over again.

Regardless of your position (principal, colleague, supervisor, or cooperative teacher), you might be required to provide written feedback on a lesson plan. There are different rationales for when to provide the feedback and strategies for how to provide the feedback. In this chapter, you’ll learn the rationale, strategies, benefits, drawbacks, and tips for providing written feedback...

Student teachers, novice teachers, and experienced teachers being evaluated are all required to write lesson plans. For those lesson plans, they need constructive feedback. Chapter 2 discussed ways to provide written feedback before instruction, but supervisors also need strategies for providing oral feedback. Unlike written feedback, which is provided pre-instruction, oral...

Teacher candidates and teachers, both novice and experienced, will be evaluated and given feedback throughout their professional career. Performance evaluations (testing) linking student performance to instruction has become more common. Instructional evaluation usually has three components: pre-conferences, observation, and post-conference. Performance evaluations are not designed to be learning...

Before a supervisor starts providing oral or written feedback on lesson plans, the supervisor (principal, administrator, cooperating teacher, host teacher, teacher educator, etc.) and mentee (teacher, novice teacher, student teacher, field student, etc.) should engage in an experience to develop a common understanding of how each person thinks about giving and receiving feedback. What works and...

Jacqueline G. Van Schoonev~eld, EdD, is currently assistant professor in the Department of Early and Middle Grades Education at West Chester University. Her research has focused on instructional design practices and teacher practices that take place outside the class and potentially impact teachers’ classroom instruction and student...