<p> Volunteer teachers have been a significant factor in the success of the Seminary and Institute of Religion program (S&I) within The Church of Jesus Christ of Latter-day Saints. With over 40,000 teachers and 600,000 students world-wide, the educational program of S&I relies on the effectiveness of its volunteer teachers. The volunteer teachers are trained and supported by S&I coordinators. S&I coordinators are expected to visit, in-service and provide feedback to the volunteer teachers. </p><p> The question of this study is: what are the impacts of implementing a structured feedback program on volunteer teachers and their administrative coordinator in a church-based education program? </p><p> This is a qualitative study that first gives volunteer teachers and their supervising coordinator the opportunity to describe their experience in giving and receiving feedback. Second, this study determines if the methodology of using a standards-based rubric with volunteer teachers can improve the feedback communication process. </p><p> This study finds that using a standardized rubric with an accompanying training program is a benefit for both teachers and supervisors. First, it increases volunteer teachers’ self-reported feelings of support, and teachers’ openness to receiving and using the feedback provided in their instruction. Second, for coordinating supervisors a rubric provided a non-subjective, standardized approach for teacher feedback. Communication was enhanced, and specific example could be provided for teacher improvement. </p><p> This study confirmed and elaborating on the fact that volunteers teachers want support; want feedback on how they are doing and want suggestions for improvement. A rubric can provide a systematic, concrete, and unbiased tool for volunteer teachers to self-reflect on their teaching as well as received practical suggestions for their teaching. </p><p> Based on the findings of this study, it is recommended that the Seminary and Institute of Religion program consider the use of a rubric to detail classroom pedagogy expectations and the varying degrees of proficiency. Further research could be undertaken to determine other areas of teaching or classroom management that can be placed in the framework of a rubric and used as a systematic method of providing volunteer teacher feedback.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10789337 |
| Date | 25 August 2018 |
| Creators | Reynolds, Morgan |
| Publisher | University of California, Davis |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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