The purpose of this study was to analyze teachers' perceptions of classroom walkthrough observations to determine if teachers perceived walkthrough feedback to be beneficial in increasing their effectiveness. Walkthroughs are one of the multiple measures used in the teacher appraisal process to help give a complete picture of a teacher's effectiveness. Further, this study sought to ascertain if teachers utilize walkthrough feedback to help inform their professional development decisions and or improve their classroom instruction. Teachers' perceptions were analyzed through survey questions as part of a larger survey project that sought to study many aspects of walkthrough practices and walkthrough feedback.
This study included a sample of 397 elementary, middle, and high school teachers across the state of Texas who participated in the walkthrough survey underlying this study. The survey collected individual demographic data on the teachers themselves, walkthrough demographic data for the campus to which the teacher was assigned, as well as feedback demographic data.
Analysis of the responses revealed that beginning teachers who have 1 - 4 years of teaching experience found walkthrough feedback to be helpful in increasing their effectiveness as a teacher. The number of walkthroughs that teachers received during the school year was not perceived as being helpful in increasing their teacher effectiveness. Teachers perceived feedback from classroom walkthroughs to be somewhat helpful in providing input for professional development and in improving their classroom instruction.
The results of this study are intended to be beneficial in assisting districts, administrators, and policymakers in deciding on classroom walkthrough protocols and procedures in order to impact teacher effectiveness to improve overall instruction.
|School||TARLETON STATE UNIVERSITY|
|Subjects||Educational evaluation; Educational administration; Educational psychology; Teacher education; Curriculum development|
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