Teachers are persistently caught up in the disconnect between formal effectiveness evaluations geared toward accountability and the everyday, informal feedback they value the most—feedback in the moment between teachers and students and teachers and peers. Working in this gap between the formal and informal, teachers are unable to both meaningfully translate their performance assessment feedback into their everyday practice or to contribute the knowledge they gain from their relationships with students back into the formal system. In this scenario, teachers’ tacit knowledge—the expert know-how constructed from actual practice—remains untapped by schools, and teacher training remains largely irrelevant.
Professional expertise matters. Teachers need to feel that they are capable of improving themselves and their profession and not merely implementing rubrics creating by others.
Helping teachers to capture what they’re learning about student achievement everyday in the classroom and using this knowledge to improve teaching methods keeps teacher-student relationships at the center of developing and growing successful teachers.
Orchestrating a feedback system that connects the formal and informal allows classroom teachers to shift their role from that of implementer to invested owner.