Cargando…

Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation

To support teachers’ evaluation and professional development valid assessments that measure teachers’ classroom practices and capture teachers’ strengths and areas in need of improvement are needed. The current study examined school administrators’ and teachers’ experiences of Professional Developme...

Descripción completa

Detalles Bibliográficos
Autores principales: Poulou, Maria S., Reddy, Linda A., Dudek, Christopher M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9995377/
https://www.ncbi.nlm.nih.gov/pubmed/36910749
http://dx.doi.org/10.3389/fpsyg.2023.1074278
_version_ 1784902809742737408
author Poulou, Maria S.
Reddy, Linda A.
Dudek, Christopher M.
author_facet Poulou, Maria S.
Reddy, Linda A.
Dudek, Christopher M.
author_sort Poulou, Maria S.
collection PubMed
description To support teachers’ evaluation and professional development valid assessments that measure teachers’ classroom practices and capture teachers’ strengths and areas in need of improvement are needed. The current study examined school administrators’ and teachers’ experiences of Professional Development (PD), with the use of the Classroom Strategies Assessment System (CSAS), a classroom observational assessment that measures universal classroom instructional and behavioral practices, and their perceptions of the usability of CSAS for supporting PD. The study also examined school administrators’ ratings of elementary school teachers’ use of evidence-based instructional and behavior management practices, as an illustrative example of how performance feedback was implemented. Three school administrators observed 31 elementary school teachers three times each using the CSAS Greek version. Following each observation, teachers received brief performance feedback based on CSAS scores from their school administrator. School administrators and teachers completed the System Usability Scale to assess the usability of the CSAS administration. Semi-structured interviews with 19 of the participating teachers were conducted to further explore teachers’ professional development experiences. Overall, teacher interviews expressed their need for professional development in the areas of instructional and behavior management practices and perceived CSAS feedback helpful for instructional improvement. Findings also suggest some improvements in the frequency and quality of teacher instructional and behavior management practices as measured by the CSAS. Implications for practices and research are discussed.
format Online
Article
Text
id pubmed-9995377
institution National Center for Biotechnology Information
language English
publishDate 2023
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-99953772023-03-10 Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation Poulou, Maria S. Reddy, Linda A. Dudek, Christopher M. Front Psychol Psychology To support teachers’ evaluation and professional development valid assessments that measure teachers’ classroom practices and capture teachers’ strengths and areas in need of improvement are needed. The current study examined school administrators’ and teachers’ experiences of Professional Development (PD), with the use of the Classroom Strategies Assessment System (CSAS), a classroom observational assessment that measures universal classroom instructional and behavioral practices, and their perceptions of the usability of CSAS for supporting PD. The study also examined school administrators’ ratings of elementary school teachers’ use of evidence-based instructional and behavior management practices, as an illustrative example of how performance feedback was implemented. Three school administrators observed 31 elementary school teachers three times each using the CSAS Greek version. Following each observation, teachers received brief performance feedback based on CSAS scores from their school administrator. School administrators and teachers completed the System Usability Scale to assess the usability of the CSAS administration. Semi-structured interviews with 19 of the participating teachers were conducted to further explore teachers’ professional development experiences. Overall, teacher interviews expressed their need for professional development in the areas of instructional and behavior management practices and perceived CSAS feedback helpful for instructional improvement. Findings also suggest some improvements in the frequency and quality of teacher instructional and behavior management practices as measured by the CSAS. Implications for practices and research are discussed. Frontiers Media S.A. 2023-02-23 /pmc/articles/PMC9995377/ /pubmed/36910749 http://dx.doi.org/10.3389/fpsyg.2023.1074278 Text en Copyright © 2023 Poulou, Reddy and Dudek. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Poulou, Maria S.
Reddy, Linda A.
Dudek, Christopher M.
Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation
title Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation
title_full Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation
title_fullStr Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation
title_full_unstemmed Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation
title_short Teachers and school administrators’ experiences with professional development feedback: The classroom strategies assessment system implementation
title_sort teachers and school administrators’ experiences with professional development feedback: the classroom strategies assessment system implementation
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9995377/
https://www.ncbi.nlm.nih.gov/pubmed/36910749
http://dx.doi.org/10.3389/fpsyg.2023.1074278
work_keys_str_mv AT pouloumarias teachersandschooladministratorsexperienceswithprofessionaldevelopmentfeedbacktheclassroomstrategiesassessmentsystemimplementation
AT reddylindaa teachersandschooladministratorsexperienceswithprofessionaldevelopmentfeedbacktheclassroomstrategiesassessmentsystemimplementation
AT dudekchristopherm teachersandschooladministratorsexperienceswithprofessionaldevelopmentfeedbacktheclassroomstrategiesassessmentsystemimplementation