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Beyond Barriers: Encouraging Teacher Use of Feedback Resources. A Report from the Teacher Feedback Resources Project

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Title: Beyond Barriers: Encouraging Teacher Use of Feedback Resources. A Report from the Teacher Feedback Resources Project
Language: English
Authors: Morgan, Nicholas, Killion, Joellen, Learning Forward
Source: Learning Forward. 2018.
Availability: Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: http://www.learningforward.org
Peer Reviewed: N
Page Count: 26
Publication Date: 2018
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Feedback (Response), Barriers, Educational Resources, Technology Uses in Education, Technical Support, Motivation, Usability, Relevance (Education), Organizational Change, Participative Decision Making, Teacher Participation, Change Strategies, Case Studies, Qualitative Research, Focus Groups, School Surveys, Program Implementation, Educational Improvement, Educational Practices, Elementary Secondary Education, Observation, Online Courses, Database Management Systems
Geographic Terms: New Hampshire, Colorado, Florida, Oklahoma (Tulsa)
Abstract: This report investigates factors that drive teachers to embrace or challenge the use of products and services designed to support improvements in practice. Key elements of the study include: (1) Technology-based resources studied include those designed for video observations, peer feedback and collaboration, online professional learning, and learning management platforms; (2) Though such resources offer teachers access to real-time data to support improvement, the use of such resources falls below expectations; (3) There were three phases to the study, from qualitative focus groups, to a survey, to case studies; and (4) Three case studies are included with the report to showcase district examples of resource implementation. Findings: Perceived barriers have minimal effect on use. Through the focus groups, researchers identified issues anticipated to affect implementation and use of technology-based resources: training and support, technical capacity issues, and motivation. The survey data indicated that those issues do not impede use for educators. Utility really does matter. Educators indicated that when a resource is useful, they use it. If it is not customizable, beneficial, or if it takes too much time, its use will not be sustained. While this finding may seem obvious, it is a reminder that the core value of the resource must remain the focus for both vendors and users. Change management and teacher engagement in decision making matter. District leaders take several approaches to implementing an innovation, and their approach makes a difference. They may mandate use, provide choice to use, allow use to grow organically, or design an approach that combines these variations. Implications: Based on the results of this study, researchers make the following four recommendations for increasing the use, scale, and impact of these products and services: (1) Create a clear vision and compelling purpose for full-scale adoption, including a well-articulated theory of change; (2) Approach adoption and use of the new product and service through a robust change management process; (3) Engage teachers in the decision-making process in authentic ways; and (4) Allocate adequate resources for capacity building including time, training, ongoing support, and technical assistance.
Abstractor: ERIC
Number of References: 8
Entry Date: 2018
Access URL: https://learningforward.org/wp-content/uploads/2018/02/beyond-barriers.pdf
Accession Number: ED582890
Database: ERIC
FullText Text:
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  Data: Beyond Barriers: Encouraging Teacher Use of Feedback Resources. A Report from the Teacher Feedback Resources Project
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  Data: <searchLink fieldCode="AR" term="%22Morgan%2C+Nicholas%22">Morgan, Nicholas</searchLink><br /><searchLink fieldCode="AR" term="%22Killion%2C+Joellen%22">Killion, Joellen</searchLink><br /><searchLink fieldCode="AR" term="%22Learning+Forward%22">Learning Forward</searchLink>
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  Data: Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: http://www.learningforward.org
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  Data: 26
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  Data: 2018
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  Data: Bill and Melinda Gates Foundation
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Support%22">Technical Support</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink><br /><searchLink fieldCode="DE" term="%22Relevance+%28Education%29%22">Relevance (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Change%22">Organizational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22School+Surveys%22">School Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Database+Management+Systems%22">Database Management Systems</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+Hampshire%22">New Hampshire</searchLink><br /><searchLink fieldCode="DE" term="%22Colorado%22">Colorado</searchLink><br /><searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink><br /><searchLink fieldCode="DE" term="%22Oklahoma+%28Tulsa%29%22">Oklahoma (Tulsa)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This report investigates factors that drive teachers to embrace or challenge the use of products and services designed to support improvements in practice. Key elements of the study include: (1) Technology-based resources studied include those designed for video observations, peer feedback and collaboration, online professional learning, and learning management platforms; (2) Though such resources offer teachers access to real-time data to support improvement, the use of such resources falls below expectations; (3) There were three phases to the study, from qualitative focus groups, to a survey, to case studies; and (4) Three case studies are included with the report to showcase district examples of resource implementation. Findings: Perceived barriers have minimal effect on use. Through the focus groups, researchers identified issues anticipated to affect implementation and use of technology-based resources: training and support, technical capacity issues, and motivation. The survey data indicated that those issues do not impede use for educators. Utility really does matter. Educators indicated that when a resource is useful, they use it. If it is not customizable, beneficial, or if it takes too much time, its use will not be sustained. While this finding may seem obvious, it is a reminder that the core value of the resource must remain the focus for both vendors and users. Change management and teacher engagement in decision making matter. District leaders take several approaches to implementing an innovation, and their approach makes a difference. They may mandate use, provide choice to use, allow use to grow organically, or design an approach that combines these variations. Implications: Based on the results of this study, researchers make the following four recommendations for increasing the use, scale, and impact of these products and services: (1) Create a clear vision and compelling purpose for full-scale adoption, including a well-articulated theory of change; (2) Approach adoption and use of the new product and service through a robust change management process; (3) Engage teachers in the decision-making process in authentic ways; and (4) Allocate adequate resources for capacity building including time, training, ongoing support, and technical assistance.
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  Label: Abstractor
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  Data: ERIC
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  Data: 8
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  Data: 2018
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  Data: ED582890
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Technical Support
        Type: general
      – SubjectFull: Motivation
        Type: general
      – SubjectFull: Usability
        Type: general
      – SubjectFull: Relevance (Education)
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      – SubjectFull: Organizational Change
        Type: general
      – SubjectFull: Participative Decision Making
        Type: general
      – SubjectFull: Teacher Participation
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      – SubjectFull: Change Strategies
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      – SubjectFull: Case Studies
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Focus Groups
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      – SubjectFull: School Surveys
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      – SubjectFull: Program Implementation
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Educational Practices
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      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Observation
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      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Database Management Systems
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      – SubjectFull: New Hampshire
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      – SubjectFull: Colorado
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      – SubjectFull: Florida
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      – SubjectFull: Oklahoma (Tulsa)
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      – TitleFull: Beyond Barriers: Encouraging Teacher Use of Feedback Resources. A Report from the Teacher Feedback Resources Project
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