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ERIC Number: ED556493
Record Type: Non-Journal
Publication Date: 2014
Pages: 18
Abstractor: ERIC
Reference Count: 13
Learning Teaching (LT) Program: Developing an Effective Teacher Feedback System. 90-Day Cycle Report
Park,Sandra; Takahashi, Sola; White, Taylor
Carnegie Foundation for the Advancement of Teaching
Early career teachers make up an increasingly large proportion of the public school teaching force. Often less effective and facing greater challenges than their more experienced counterparts, new teachers tend to leave the profession at high rates and, given that the modal length of teaching experience has now dropped to one year, finding ways to support the growth and development of new teachers has become of paramount importance. One critical way to provide this support is through effective feedback that improves instruction. In this 90-Day Cycle, the authors investigate the factors and processes that contribute to an effective feedback system, paying particular attention to how the system affects early career teachers and how such systems can coexist with extant and emerging teacher evaluation systems. Identified are a set of interconnected drivers at the district, school, and individual levels, that unpack the feedback process into a set of sub-processes that are shaped by individuals, systems, and the larger context in which those systems operate.
Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Bill and Melinda Gates Foundation
Authoring Institution: Carnegie Foundation for the Advancement of Teaching
Identifiers - Location: New York
IES Funded: Yes