2012 UCEA Convention

Exploring the Supportive Feedback Infrastructure in an Urban High School from the Teachers’ Perspective. Eric Hougan, University of Washington This paper describes a qualitative case study of teachers’ perceptions of the supportive infrastructure in their urban high school, examining how teachers learn, react, and change from feedback. Employing interviews, observations, and document analysis, this study explores how teachers perceive the meaning, usefulness, and impact of the feedback on their practice, and in what ways the teachers’ experience and level of professional development affects their views.

Teacher Advice Seeking: Relating Centrality and Expertise in Middle School Mathematics Social Networks. Dan Berebitsky, Southern Methodist University; Larson Christine, Vanderbilt University
We explore the centrality of math teachers, coaches, and principals in middle school social networks. We ask two questions: what is the relationship between centrality and formal role? And, what is the relationship between centrality and expertise for each role group? Findings indicate that coaches are the most central. Additionally, a large number of principals are never sought for advice on instruction. For teachers, the quality of instructional practices was positively related to centrality.

Transforming Professional Development in U.S. Independent Schools: Challenges and Opportunities. John Murray, Auburn University
For U.S. independent schools to move towards the standards for effective professional development, an accurate picture of teacher learning opportunities in independent schools is needed. This study addressed this problem by surveying independent schools to assess the extent to which professional development in U.S. independent schools is aligned with principles of effective professional development. Results revealed a significant gap between professional development practices in U.S. independent schools and research-based characteristics of effective professional development.

When Principals and Teachers Mutually Support Each Other with Data: The Teachers’ Perspective. D. Kay Brocato, Mississippi State University; Chris Willis, Mississippi State University; Kristen Dechert, Mississippi State University; John W. Brocato, Mississippi State University
An initiative of the National Strategic Planning and Analysis Research Center (nSPARC) inspired this pilot study. Initial data gathered across 10 sights is presented. Consistent with Daly’s 2009 implications, cross cutting themes from teacher narrative show teachers’ personal connection to data collection and use might provide for their increased trust, empowerment, and involvement in data practices. Implications suggest that policy makers might consider initiatives for teacher-principal data use which build organizational capacity within schools.