Title page
Contents
Summary 3
Why this study? 7
What the study examined 9
The study 9
The research questions 10
What the study found 12
Providing the feedback conference checklist had no clear impact on principals' perceptions about the quality of the post- observation feedback conference 12
Provision of the checklist led to teachers reporting less dominance of the conference by the principal 13
Teachers who received the checklist were more likely to follow their principals' professional development recommendations 14
The feedback conference checklist had no clear impact on teachers' subsequent classroom observation rating scores 14
The feedback conference checklist had no clear impact on student achievement outcomes or on school report card grades 15
A little over half the treatment group principals reported using the checklist, and almost one- third of the control group principals reported seeing the checklist 16
Principals and teachers who used the checklist reported that it was useful but believed that it could lead to formulaic conferences 18
Implications of the study findings 20
Limitations of the study 20
Appendix A. Theory of action and literature about feedback 22
Appendix B. Feedback conference checklist 24
Appendix C. Control group guides for principals and teachers 38
Appendix D. Data, sample, and methodology 44
Appendix E. Treatment- on- the- treated analyses 62
References 68
Table 1. Treatment and control conditions for the current study of a feedback conference checklist in New Mexico public schools, 2015/16 10
Table 2. Impact of receipt of the feedback conference checklist on five aspects of the quality of feedback conferences, as reported by principals in sample New Mexico public schools, 2015/16 13
Table 3. Impact of receipt of the feedback conference checklist on six aspects of the quality of feedback conferences, as reported by teachers in sample New Mexico public schools, 2015/16 14
Table 4. Impact of receipt of the feedback conference checklist on teachers following principals' professional development recommendations in sample New Mexico public schools, 2015/16 15
Table 5. Impact of receipt of the feedback conference checklist on subsequent classroom observation scores and on self- reported measures of teacher instructional practice in sample New Mexico public schools, 2015/16 16
Table 6. Impact of receipt of the feedback conference checklist on student achievement test scores in sample New Mexico public schools, 2015/16 17
Table 7. Impact of receipt of feedback conference checklist on school report card grades in sample New Mexico public schools, 2015/16 17
Table 8. Principals' and teachers' self- reported viewing and use of the feedback conference checklist and accompanying testimonial video in sample New Mexico public schools, 2015/16 18
Figure 1. Most principals and teachers in New Mexico who used the feedback conference checklist reported that it was useful but that it could make the conference feel formulaic, 2015/16 19
Boxes
Box 1. Content of the feedback conference checklist 8
Box 2. Data, sample, and methods 11
Table D1. Control variables used in regression analyses in a study on the impact of a feedback conference checklist in sample New Mexico public schools, 2014/15 44
Table D2. Comparison of principal and teacher samples at baseline and of those who responded to both the spring 2015 and spring 2016 surveys, 2014/15 and 2015/16 49
Table D3. Comparison of school, principal, teacher, and student characteristics at baseline, 2014/15 50
Table D4. Baseline summary statistics for principal- reported feedback conference quality, 2014/15 51
Table D5. Baseline summary statistics for teacher- reported feedback conference quality, 2014/15 52
Table D6. Baseline summary statistics for teacher professional development outcomes, 2014/15 52
Table D7. Baseline summary statistics for teacher instructional practice, 2014/15 53
Table D8. Baseline summary statistics for student Partnership for Assessment of Readiness for College and Careers assessment scores, 2014/15 53
Table D9. Principal and teacher indexes on the content, structure, and utility of post- observation feedback conferences, 2014/15 and 2015/16 55
Table E1. Treatment- on- the- treated estimates on principal- reported conference quality, 2015/16 62
Table E2. Treatment- on- the- treated estimates on teacher- reported conference quality, 2015/16 63
Table E3. Treatment- on- the- treated estimates on professional development recommendation and take- up, 2015/16 63
Table E4. Treatment- on- the- treated estimates on teacher instructional practice, 2015/16 64
Table E5. Treatment- on- the- treated estimates on student achievement, 2015/16 65
Figure A1. Theorized ideal teacher evaluation cycle 22
Figure D1. Consolidated standards of reporting trials diagram for a study on the impact of a feedback conference checklist in New Mexico, 2015/16 48