Teachers and school administrators' experiences with professional development feedback: The classroom strategies...

Area of Science:

• Educational Psychology
• Classroom Assessment
• Teacher Professional Development

Background:

• Effective teacher evaluation and professional development require valid assessments of classroom practices.
• The Classroom Strategies Assessment System (CSAS) measures instructional and behavioral practices for identifying teacher strengths and areas for improvement.

Purpose of the Study:

• To examine administrators' and teachers' experiences with the CSAS for professional development (PD).
• To assess the usability of CSAS for supporting PD.
• To evaluate administrators' ratings of teachers' use of evidence-based practices and the implementation of performance feedback.

Main Methods:

• School administrators (3) observed elementary teachers (31) three times each using the CSAS Greek version.
• Teachers received performance feedback post-observation.
• System Usability Scale and semi-structured interviews explored usability and PD experiences.

Main Results:

• Teachers perceived CSAS feedback as helpful for instructional improvement and expressed needs for PD in instructional and behavior management.
• CSAS measurements indicated improvements in teacher instructional and behavior management practices.
• The usability of CSAS for supporting PD was assessed by administrators and teachers.

Conclusions:

• The CSAS is a potentially valuable tool for supporting teacher professional development and improving classroom practices.
• Targeted professional development informed by observational assessments like CSAS can enhance teacher effectiveness.
• Further research should explore optimizing feedback delivery and PD integration with observational tools.