by UWCEL on Jan 12, 2016
Think about it: As educators and support professionals, how often do we hear our teachers report that their administrator is often in their classroom, and really knows them and their students? Not often enough. Teachers in general are skeptical that occasional and cursory observations mean that their supervisors are knowledgeable about their skills as an instructor and understands the needs of students as learners.
“Targeted feedback” can change this perception. It’s a powerful approach to teacher feedback that aims to enhance formal observations with ongoing, meaningful feedback that has the potential to improve teacher performance and student learning.
In this blog post, Jean Madden-Cazares, Assistant Superintendent at the San Diego County Office of Education, explains what targeted feedback looks like in practice and how her organization is helping educators in California use it to drive better student learning.
About the author: UWCEL
At the Center for Educational Leadership we partner with courageous leaders in classrooms, schools and the systems that support them to eliminate educational inequities by creating cultures of rigorous teaching, learning and leading. Our vision is transformed schools empowering all students regardless of background to create limitless futures for themselves, their families, their communities, and the world.