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Feedback Equals Feed Forward: Issues in Teacher Progression and Development Among Primary Teachers in Jamaica

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Article Critique of “Feedback Equals Feed forward: Issues in Teacher Progression and Development among Primary Teachers in Jamaica.”
Miller, P. (2013). "Feedback Equals Feed forward: Issues in Teacher Progression and
Development among Primary Teachers in Jamaica."
Problem
First, to observe, the ‘hidden factor of not receiving feedback on applications submitted or on performance after interviews can be considered equally problematic for teacher development and progression. Second, the needs of rewarded system can encourage productivity. And lastly, is the reason of being promoted. Comment From the journal, it shows that no teacher interview received post-interview feedback is problematic in several ways. First, this is simply not good HR practice. Second, the opportunity to help candidates develop and see their ‘blind spots’ is missed. Teachers teach because of their ethic of care (Smith 2011) towards students; they should be rewarded for their dedication, commitment, skill, experience and expertise by providing continuous professional development (CPD) as their ladder to be more productive. The tendencies in promoting and/or appointing must give way to inclusive practices based around merit, equal opportunities and ‘fitness for purpose’. It can no longer acceptable that persons are promoted or appointed because of who they know or who knows them. In addition, creative ways should be found to appropriately reward well-qualified and experienced.
Main Points * Importance of feedback * Emergence of continuous professional development (CPD) * System of promoting

Reference
Miller, P. (2013). "Feedback Equals Feed forward: Issues in Teacher Progression and Development among Primary Teachers in Jamaica." International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)) 41(3): 19-28.
Perceptions about teacher progression among Jamaica's primary school teachers point to several factors, most notably political affiliation, religious affiliation and social connections (Miller 2013). However, there is a hidden factor than can help or hinder development and progression if received by teachers and if used properly. Feedback is vital factors in professional development that can help individuals see their 'blind spots' (Largent & Associates 2010). The findings reported in this paper come from a larger study on 'Perceived Barriers to Primary teacher progression in Jamaica'. In addition to the main findings, the 'hidden' factor of not receiving feedback on applications submitted or on performance after interviews can be considered equally problematic for teacher development and progression. This paper summarizes and presents the application and interview experiences of 11 Jamaican teachers and calls for urgent action by school and ministry level officials to address their professional development needs. [ABSTRACT FROM AUTHOR]

Syahidah Nurashikin binti Samshool
2012973989
April 8, 2014…...

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