Actionable Feedback to PK-12 Teachers

Alyson L. Lavigne is an Associate Professor of Instructional Leadership at Utah State University. Using her training in educational psychology and classroom research, Lavigne conducts research on teacher retention, teachers’ beliefs, teacher supervision and evaluation, and culturally and linguistically minoritized students’ experiences.Mary Lynne Derrington is an Associate Professor at the University of Tennessee in the Educational Leadership and Policy Studies Department. She teaches courses in teacher supervision and advance leadership. Derrington conducts K-12 school leadership research with focus on teacher supervision and evaluation.

• AcknowledgmentsSeries Editor’s IntroductionEditors’ IntroductionSection 1. The Big Picture of Supervision & FeedbackChapter 1. Promising Supervisory Theories and Strategies for Instructional ImprovementChapter 2. Feedback: Theory, Research, and ProcessChapter 3. Developmental and Differentiated Feedback for EducatorsChapter 4. A Strategic Human Resource Orientation to Teacher SupervisionChapter 5. The Use of Video Analysis in SupervisionChapter 6. Culturally Responsive Instructional Supervision: (Re)Envisioning Feedback for Equitable ChangeChapter 7. Feedback to Improve Culturally Responsive InstructionSection 2. Specific Applications of FeedbackChapter 8. Building Leadership Content Knowledge to Supervise Teachers in STEM DisciplinesChapter 9. Research-based Supervision and Feedback Practices in Literacy InstructionChapter 10. Leadership Content Knowledge for Early Childhood: Making Feedback MeaningfulChapter 11. Supervision and Observation in the Gifted Education ClassroomChapter 12. The Value and Necessity of Differentiation in Observation and Feedback for Careerand Technical Education Teachers Chapter 13. Supervising in a Virtual School ContextThemes and Future DirectionsAbout the ContributorsIndex

A new mindset about feedback to improve educators learning and professional growth. A broad brush and telescopic view, firmly based on the nuances of feedback research, and powerful messages and tools for practice. Feedback is powerful, and this book is so powerful to make it heard, understood, and actioned.