| Summary: | Teachers work countless hours preparing instruction for their students with the best intentions in mind. Each day many students enter into these classrooms to experience the delivery of the prepared instruction, yet their perceptions do not always match those of their teachers. The purpose of this research study is to develop and pilot a student feedback tool and then to determine if the student feedback tool is an appropriate useful instrument to elicit feedback from
students on instructional delivery. Gathering this data will allow teachers to reflect on their practices as interpreted by students and make informed changes to their instructional delivery with the intention of improving student outcomes. In order to incorporate this innovation the teacher must feel safe and must be provided not only with the data but with the opportunity to reflect. Identifying where the teacher falls in relations to Gene Hall's stages of concern, an instrument that
" describes, explains and predicts probable behaviors throughout the change process", (George, 2006, p. 5) will provide administration the information needed for successful implementation of the student feedback tool. The student feedback tool provided the teacher with the data needed for reflection, but will also meet the mandates of the Massachusetts Department of Elementary and Secondary Education Model for Teacher Evaluation. This study serves these purposes in that it pilots the
use of student feedback for reflection with the goal of improving teacher delivery of instruction to improve student learning. The use of the Stages of Concern questionnaire allowed the researcher to reflect on the results from the questionnaire in order to design a plan for a larger pilot or implementation of a student feedback tool in her building in the future.
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