Guest post by Melissa D. Hensley
Throughout my tenure as a middle and high school principal, the consistent request from teachers has been for ongoing, non-evaluative feedback about their pedagogical practices. Early in my career, this meant completing classroom walkthroughs, collecting data about instructional strategies, and offering recommendations. Providing this general feedback took a lot of time and often failed to improve instruction. I wondered, how could I help teachers get the ongoing feedback they wanted in a more efficient and effective way? (more…)