Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 19

Journal of K-12 Educational Research 17 Implications The findings of this study support previous research that dis - cusses reflection as a process that enhances instructional practice (Goldhammer, 1969; Knight, 2011; Downey & Frase, 2001; Danielson, 2012; and Hall and Simeral, 2015). Although the level of agreement between campus administrators and classroom teachers was often significantly different, there was an over - whelming agreement that reflective conversations are beneficial to improving instructional practice. This finding is consistent with comments from Marzano, et al. (2011) who stated, “Although op - portunities to observe and discuss expertise are not currently very common in K-12 schools, they are desired by teachers” (p. 7). The study found that campus administrators and classroom teachers perceive the reflective conversation process as a way to provide individualized specific feedback that provides opportu - nities to recognize individual improvement areas, set personal professional goals, prioritize action steps, and identify profession - al development. Researchers identified communication between the evaluator and the classroom teacher as a barrier to improving instruction (Danielson and McGreal, 2000; Darling-Hammond, 2013; Toch and Rothman, 2008; Varlas, 2012). Danielson and McGreal (2000) identified practices that provide top-down inter - action and feedback as an issue with current evaluation systems. The study confirmed that campus administrators and class - room teachers believe reflective conversations should provide op - portunities to identify areas for improvement. Many researchers have identified that evaluation systems often have poor measure - ments that are frequently too broad for the teacher and admin- istrator to identify improvement areas (Danielson and McGre - al, 2000; Gabriel and Allington, 2012; Glickman, Glickman, Table 2. Total Population: Affirmative Response Rates