To what extent does the district’s approach to teacher supervision and evaluation through frequent, unannounced mini-observations with oral and written feedback support teacher growth and student learning?
To what extent do frequent, unannounced mini-observations with reflecting conferences and written feedback lead teachers to change their practice? What do teachers do differently as a result of the feedback?
What impact do mini-observations have on teachers’ trust of and respect for administrators?
When administrators offer professional resources (e.g., readings, web sites), to what extend to teachers seek them out, and with what impact?
Do mini-observations, conferences, and written feedback affect the following groups of teachers differently? Beginning teachers; non-tenured but experienced teachers; tenured teachers, veteran teachers… If so, what are the implications of these differences?
Beyond mini-observations, what actions taken by administrators (e.g., coaching, planning, co-teaching, inter-visitation) most engage, guide, and inspire teachers to become more effective