Given the sensitivity and political significance of the teacher evaluation process, it has been important for the district to gather feedback from teachers and administrators about the impact of mini-observations, reflecting conferences, and written feedback. Most recently, we administered an extensive survey to all 450+ teachers and a separate survey to the administrative team. The results of both surveys were very encouraging.

94% of teachers report that mini-observation feedback is “very clear” or “somewhat clear.” 82% of teachers report that feedback is “very objective and grounded in evidence” or “somewhat objective and grounded in evidence.” 82% of teachers report that feedback is “very focused and salient” or “somewhat focused and salient.” The teacher survey did provide food for thought on the topic of resources; a significant number of teachers did not report receiving resources often from administrators in the context of mini-observations. Also, it’s apparent that we need to work on anchoring feedback in the tenets of the Skillful Teacher model (Saphier et al) and the Marshall Teacher Evaluation Rubric.

Encouragingly, 19 out of 20 administrators (95%) report that they see teachers acting on the feedback they’ve provided either “greatly” or “somewhat.” Administrators unanimously report that coaching sessions with Research for Better Teaching consultant Ken Chapman are helpful. A slight majority of administrators report having to curtail their own professional development and networking with regional colleagues either greatly or somewhat as a result of the time spent on the mini-observation process.