As principals seek to strengthen their impact on teaching and learning, it is critical to understand how principals provide feedback to teachers about their instruction and the focus of those conversations. This study examined the content and quality of principals’ (N = 4) verbal feedback to teachers (N = 11) during post-observation conferences (N = 11) and teachers’ perceptions of that feedback. In post-observation conferences, principals emphasized students’ opportunities to learn and supportive classroom environment, but rarely provided feedback on curriculum sequencing, the balance of procedural and conceptual knowledge, and teachers’ review and feedback to students. The quality of post-observations conferences was rated relatively high by the research team and teachers, with 100% of teachers indicating they were likely or very likely to change their practice based on the feedback they received. Concrete examples from teachers of effective and ineffective feedback are provided. Implications of study findings are discussed.





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