Performance feedback is a practice used to improve performance. Principals give feedback to teachers to clarify expectations and to provide information for increasing administrative, instructional, behavior management, and personal competency skills. More than seven meta-analyses conducted since 1980 support feedback as one of the most powerful tools for improving performance. To deliver useful feedback, principals need current and accurate information on student performance and a teacher’s instructional skills. Research finds that principals depend on unreliable sources of data such as “walk-throughs,” brief informal observations that provide snapshots of classroom activities but are not designed for performance improvement. Principals should replace traditional walk-throughs with more effective feedback practices, such as coaching, that are better suited to improving specific teaching skills. For the best results, feedback must meet these four conditions: (1) It is objective, reliable, measurable, and specific; (2) it provides information about what was done well, what needs improvement, and how to improve; (3) it is delivered frequently and immediately following performance; and (4) it is about performance rather than personal characteristics.
Citation: Cleaver, S., Detrich, R. & States, J. (2019). Overview of Performance Feedback. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-feedback.