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50 Teacher Feedback Examples With Meaningful Impact

Effective and Meaningful Teacher Feedback

To make the most positive impact, school administrators, instructional coaches, and supervisors should keep the following in mind when providing teacher feedback:

• Acknowledge each teacher’s strengths and areas of improvement instead of using a one-size-fits-all approach.
• Keep discussions centered on ways to improve individual teachers’ classroom-level abilities rather than spotlighting things about their personalities.
• Provide specific feedback, mentioning particular areas needing improvement or instances of effective teaching practices. While generic statements like “Good job” may sound positive, they hardly call the teacher’s attention to maintain or improve any specific teaching practice.
• Encourage two-way communication with teachers, giving room for open discussions where they can seek clarifications, share their views, and participate in their professional growth.
• Give timely feedback to allow teachers to reflect on their practices and make adjustments while the classroom experience is still fresh in their minds

Teacher Feedback Examples for the High Performer

It is important to offer specific recognition for exceptional teaching practices when providing feedback to a high performer.

• Your use of questioning techniques demonstrates a remarkable ability to engage students actively.
• Your commitment to student success is evident in the individualized attention and support you give to each of them.
• The consistently high academic performance among students in your class demonstrates the positive impact of your teaching on their learning outcomes.
• Your classroom management skills create a positive learning environment, fostering a sense of community among students.
• Your use of visual aids enhances students’ understanding and engagement throughout the classes. Keep it up.
• I notice your innovative use of technology in the classroom, which has deepened student understanding of the subject matter.
• Your student-centered approach encourages students to cultivate critical thinking skills.
• Your use of formative assessments to gauge student understanding and adjust instructional strategies is highly impressive.
• The way you hold all students to a high standard is impressive. It shows your belief that everyone in your classroom can become better.
• You have a strong passion for teaching; it is inspiring to both students and fellow teachers.
• Your excellent communication skills with students and their families have built a strong foundation for student achievement.
• Your proactive communication with parents about student progress and challenges shows your dedication to fostering a strong home-school partnership.
• You incorporate real-world examples in classes to help students see the relevance of their education, and that’s highly commendable.
• Your commitment to creating hands-on learning opportunities sparks curiosity and enthusiasm for learning in your students.
• Your willingness to collaborate and share with colleagues promotes a positive influence among teachers in the school.
• It’s commendable how you mentor new teachers. It shows your leadership and commitment to supporting the growth of your colleagues.
• You have a unique way of using constructive feedback and encouragement to motivate students to strive for excellence.
• Your involvement in school events extends learning beyond the classroom and enriches the school community.
• You actively work to create a learning environment that fosters cultural inclusiveness, enriching the educational experience for all students.
• Your ability to adapt and adjust teaching strategies to meet the changing needs of students is impressive.

Teacher Feedback Examples for the Developing Teacher

The focus should be on encouraging existing strengths when providing feedback to a teacher who just needs a nudge. Provide encouraging feedback while gently guiding them towards improvement in specific areas.

• You have established a positive classroom atmosphere. Let’s explore ways to further foster a growth mindset among students.
• Your use of multimedia resources effectively enhances lessons. Can you think of additional ways to integrate technology for interactive learning?
• Your lessons are well-structured. Consider incorporating more opportunities for inquiry-based learning .
• I’ve noticed that students enjoy your class discussions, although not all take part. Consider finding ways to encourage all students to participate actively.
• Your rapport with students is commendable. Do you think you can leverage that connection to motivate their curiosity?
• Your passion for teaching is evident. However, allowing students to ask clarifying questions will make the learning experience more interactive and engaging.
• You have a strong ability to identify struggling students. It will be great to design targeted interventions to support their needs.
• Your communication with parents is consistent. Consider incorporating positive anecdotes about student progress in your updates.
• Your instructional pacing is appropriate, but you can find ways to add more opportunities for enrichment tasks to challenge high-achieving students.
• You incorporate real-world connections effectively. Consider connecting students with guest speakers or field trips to deepen their understanding.
• Your ability to adapt to changes is commendable. Still, you can incorporate new teaching methodologies to enhance learning.
• Your classroom routines are effective, and to further make them even more impactful, consider using transition times to promote student self-assessment.
• You have solid classroom management skills. How can you further empower students to take ownership of their behavior?
• Your assessments are well-designed. Let’s explore formative assessment strategies to provide more immediate feedback to students.
• Your commitment to continuous improvement is admirable. However, setting specific professional development goals to enhance your teaching practices is beneficial.

Teacher Feedback Examples for the Struggling Teacher

When providing feedback to a struggling teacher, it is important to be supportive and constructive, but avoid the sandwich feedback method, as reviews show the method is ineffective.

• I’ve noticed that some students seem disengaged during your lessons. Perhaps you could explore strategies to increase student engagement and participation.
• It appears that classroom management is a challenge for you. In our next meeting, let’s work together to develop a positive behavior management plan.
• Your lesson plans could benefit from clearer learning objectives and more explicit connections to students’ prior knowledge.
• Incorporating more opportunities for student collaboration and group work could enhance the overall classroom experience.
• You could improve your use of instructional technology. Perhaps you could explore options to enhance your digital teaching skills.
• Consider providing more timely feedback to students , as it helps them better understand their strengths and areas for improvement.
• Your communication with parents is essential. What concerns do you have about establishing teacher-family communication?
• I notice a lack of positive and respectful classroom culture. Are there ways you could encourage a supportive learning environment?
• You can create a more organized classroom by developing more structured transitions.
• Consider incorporating more visual aids and hands-on activities to make complex concepts accessible to students.
• I noticed some inconsistencies in grading and assessment . Let’s review our assessment practices and align them with learning goals.
• I encourage you to take advantage of professional development opportunities to further enhance your teaching strategies.
• Let’s review and align your teaching practices with the school’s curriculum goals to ensure consistency.
• Seeking feedback from colleagues and observing experienced teachers in action can provide valuable insights and new ideas for improvement.
• Your PowerPoint presentation is great. However, adding timers to your slides can help improve pacing.

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Teacher Performance Evaluation

Table of Contents

Introduction 

Teachers play a very great role in society. They shape it through nurturing students into adulthood. Frank Musgrove and Philip H. Taylor, in their research, found that what different English teachers guide their students into believing when it comes to being Englishmen, is carried through by the lot into their daily lives after school, hence the varying perceptions of traits associated with Englishmen (Musgrove & Taylor, 2012). Therefore, as a supervisor looking into the performance of a teacher, it is very important to make a deep analysis in order that they are able to give nothing but the best as they culture the future generation. Such are the steps I shall take in this analytical essay to inform whether or not the principal should terminate or renew the tenure of the teacher in question.

Looking into the teacher’s performance over their previous tenure, some changes are evident. To begin with, the student achievement growth rate experienced for year one and two of the teacher’s employment show an overall improvement in all subjects except language which registered a 10.5% drop in year two when compared to year one.

Looking at the time on task results, one is able to notice a great degree of fluctuations and inconsistencies. With scores registering at as high as 100% to as low as 0%. This indicates the teacher’s ability to perform, however, it is also an indication of their commitment level to their work. This suggests the need for direction warranting a directive informational supervisory approach, as suggested by Carl D. Glickman, Stephen P. Gordon, and Jovita M. Ross-Gordon (Glickman, Gordon, & Ross-Gordon, 2017). 

From the provided data on the pedagogical relations associated with the teacher, the performance is wanting. Especially in terms of student-teacher interaction which is at an extreme low of 5%. An interactive relationship between teachers and students is essential in providing a conducive learning space and building discipline in the students. This is according to Mark and Christine Boynton (Boynton & Boynton, 2005). Part of the interaction between teachers and students is through Q and A sessions. Judging from the statistics provided, the teacher in question does not engage the students much in answering questions. With the highest percentage of questioning levels being at 48% and the lowest at 3%. However, in the teacher’s teaching approach, 92% of the teacher’s teaching strategy involves a stimulation of only the auditory sense. Students barely made any movement in class. Eric Jensen states and includes the importance of physical engagement of students in relation to learning, not only in the classroom, but also out in the field (Jensen, 2005). The teacher’s class barely registered any form of movement.

From the chart displaying the teacher’s verbal directionality and the analytical table displayed, at no point in the class lessons was the teacher audible to all students at the same time. This indicates their need to improve on their vocal projections in class. However, that they are able to move around the class during lessons is an advantage since it helps keep the students focused in accordance to Neil Bright’s findings (Bright, 2013).

Final Decision and Justification

Paying reference to the case studies provided by Glickman and company, a supervisory approach would be recommended before the termination of tenure for the teacher in question. Alluding to Martha’s approach in case study one of chapter 11, a directive control approach may be necessitated seeing as the statistics displayed in regard to the teacher’s performance indicate low sense of commitment and maturity. Over time the supervisory approaches may take a turn.

Supervision would be the preferred option instead of tenure termination because the issue could be solved and a valuable asset handed back to the school and register even better student performance, bearing in mind that the average growth gain registered in the teacher’s class over the past recorded two years, the improvement shows a willingness in the teacher to dedicate their energy to the student improvement.  

Conclusion 

In conclusion, before a final decision on terminating any teacher’s tenure, a supervisory approach ought to be taken to establish whether or not the teacher in question is beyond improvement, or is simply not up to the teaching task.

• Boynton, M., & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. Alexandria: Association for Supervision and Curriculum Development, cop. 2005.
• Bright, N. (2013). Those who can : why master teachers do what they do. Lanham: Rowman & Littlefield Publishers, [2013] ©2013.
• Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). Supervision and instructional leadership : a developmental approach. New York: New York : Pearson, [2017].
• Jensen, E. (2005). Teaching With the Brain in Mind. Alexandria: Association for Supervision and Curriculum Development, ©2005.
• Musgrove, F., & Taylor, P. H. (2012). Society and the Teacher’s Role. Routledge, 2012.
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