Providing Effective Written Feedback

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Co-authored by EDC researchers and staff from the Boston Public Schools (BPS) Office of Human Capital, this article published in Principal Leadership discusses their collaborative work to develop an Evaluative Feedback Rubric to assess the quality of the written feedback that evaluators provide to teachers who have been identified as needing improvement. Across the country, new educator evaluation policies require more rigorous evaluations of teachers. Yet little attention has been paid to developing guidelines for the written feedback that is provided to teachers after they are evaluated. The authors' Rubric seeks to address this gap in educator evaluation systems. (This article is made available here with the permission of the National Association of Secondary School Principals, which publishes Principal Leadership.)



Jacqueline Zweig, Karen Shakman, Jessica Bailey, Leah Levine, Jerome Doherty

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4 pp
Cover of Journal