Better Feedback, Improved Lessons: A How-To Guide for Principals, Teacher Educators, and Mentors

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Good teaching does not just happen during classroom instruction. The instructional design practices teachers participate in outside of instruction can have impact on potential learning opportunities that take place during class time. Lesson planning is one of those practices that can improve a teachers instruction; however, it needs to be supported. Although there are a plethora of lesson plan models to assist teachers, there are no concrete strategies to help principals, teacher educators and mentors give constructive feedback on lesson plans that can impact teachers content, pedagogy or classroom management. This book addresses it, and provides specific strategies that supervisors can use. The goal is to use lesson plans as an educative tool.

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If you are interested in learning about lesson planning or giving feedback, Better Feedback, Improved Lessons: A How-to Guide for Principals, Teacher Educators, and Mentors should be sitting on your desk. Every principal, every cooperating teacher, every mentor teacher and even every teacher should have this book as the reference guide to lesson planning and feedback. -- James P. Capolupo, Associate Dean, West Chester University
Moving to a trusting and supporting relationship between teacher and principal is an essential place for the improvement of teaching and learning. Whether principals are mentoring a novice or seasoned teacher, owning our strengths and weaknesses is difficult, at best. The scenarios provided in Chapter Five present an authentic teaching and learning experience that can be a springboard for rich and deep discussions and self-reflection. This book is a great tool for getting where you want to go! -- Lisa B. Ruiz, Principal, Falcon Creek Middle School, Cherry Creek School District
I wish Id had this book earlier in my career as a teacher educator!In this text, Dr. Van Schooneveld provides several concrete strategies for delivering meaningful and actionable feedback, showing supervisors how to use lesson plans as educative tools. Dr. Van Schooneveld privileges the intellect and creativity of teachers, and she encourages supervisors to provide feedback that will enable novice teachers to develop original lesson plans that include strong content and effective instructional strategies. -- Kathryn McGinn Luet, Assistant Professor, Rowan University

Author Bio

Dr. Jacqueline Van Schoonevelds research has focused on instructional design practices, teacher practices which take place outside the class that potentially impact teachers classroom instruction and student learning. Her experiences collaborating with teachers, students, administrators, teacher educators and student teachers from diverse school communities have provided her a range of opportunities to support teachers learning through instructional design practices.