Teacher perceptions about observation conferences: what do teachers think about their formative supervision in one US school district?

Abstract

This study measured teachers' perceptions about the important elements of the pre- and post-observation conferences within one school district in a US state. Overall, respondents valued the post-observation conference more than the pre-observation conference and identified trusting relationships, constructive feedback, reflection and areas of improvement as important principal responsibilities. Teachers valued discussions about how students would be assessed in the pre-observation conference. In the post-observation conference, respondents perceived constructive feedback delivered by principals as most important. Initial contract teachers believed seven variables influenced their reflection on practice. Yet tenured teachers perceived two variables as influential on their reflection on practice.

Keywords:

• supervision
• formative supervision
• teacher supervision
• principal supervision
• teacher attitudes