When Great Obscures the Not-so-Good: How Feedback on Feedback Led to Curricular and Structural Change at VOICE Charter School
Franklin Headley • Cahn Fellow 2018
We initially focused our project on multi-directional feedback after assessing feedback given to teachers and listening to their feedback to supervisors. However, we shifted gears when we heard our teachers’ concerns about our performance gap with our third graders, specifically in English Language Arts. As a result, this year (2018-2019), we made several major changes to help close student performance gaps including a new ELA curriculum, changing our level reading assessments, enhancing our implementation of guided reading, and improving our supervisory ratios and structure. As a result of these changes, we received positive feedback on our feedback to teachers and experienced some improvements in third-grade performance. Our steps for 2019-2020 include focusing on our English Language Learner students and other factors in our continuous journey to enhance staff performance and close student performance gaps.
