Date of Award

Spring 5-3-2024

Level of Access Assigned by Author

Open-Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Advisor

Maria Frankland

Second Committee Member

Catharine Biddle

Third Committee Member

Esther A. Enright

Abstract

Educational administrators seek effective strategies to support teachers' professional growth in the pursuit of enhancing student performance. This dissertation investigates the transformative potential of formative feedback from students and peers in fostering teacher development and improving student learning outcomes. The current teacher evaluation system, primarily focused on accountability measures, often overlooks opportunities for professional growth. Furthermore, the unprecedented challenges posed by the COVID-19 pandemic have accentuated the need for adaptive instructional approaches to address students' evolving needs. This pre/post quasi-experimental mixed-method study explores the impact of formative feedback on teacher growth. Through surveys and interviews, educator perspectives on the role and value of feedback are examined, highlighting the challenges and opportunities inherent in its implementation. Findings reveal that formative feedback serves as a vital tool for instructional improvement, with student feedback emerging as particularly effective in promoting teacher growth. Teachers who actively seek feedback from students and peers demonstrate a commitment to responsive instruction, enabling them to effectively address their students' diverse needs. The study underscores the reciprocal nature of feedback, where educators' responsiveness to student input leads to instructional adjustments that enhance student learning outcomes. Moreover, the study elucidates the broader implications of formative feedback beyond

the classroom context. It contributes to teacher career satisfaction and retention, fosters culturally responsive teaching practices, and enriches the teacher-student dynamic, fostering trust and open communication. In the context of teacher evaluation and accountability, integrating student and peer feedback into assessment frameworks enhances the fairness and accuracy of evaluations, thereby strengthening the educational system's accountability mechanisms. As education continues to evolve, the integration of formative feedback into professional development practices emerges as a cornerstone of educational excellence. This dissertation offers insights into the transformative potential of feedback in nurturing a culture of continuous improvement and excellence in education.

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