ABSTRACT
The parameter causes a prioritizing that many leaders do practice the discipline to organically implement. An assumption the speaker of this barrier may hold is that teachers in his school are not reflective about their classrooms. A teacher quite new to the profession may hungrily receive descriptive feedback, anxious to compare an observer's view of her classroom with her own. Ellie Drago-Severson and Jessica Blum-DeStefano have considered Kegan's theory in posing a developmental approach to giving feedback to teachers. Conversely, teacher evaluation narratives solidly grounded in description create the conditions for educators, for professionals, to think. Teachers are unique because observation is a driving force in their performance management system. Teachers live frenetic lives, and impromptu conversations about practice may further exacerbate their feelings of not being in control. Marshall's method may have a different goal than the High-Quality Feedback Innovation Configuration Map, which systematically builds more reflective practitioners who can autosupervise and demonstrate Conscious Competence.
