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56 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators

Implications for Future Research
School district leaders should contemplate the findings of this study of SOAP-
formatted post-observation conversations and their influence on teacher self-reflection and
strengthening of practice and, accordingly, consider implementation of the SOAP model
in their teacher-evaluation processes. Many teachers are not receiving effective feedback,
and many principals and other evaluators lack training in how to provide such feedback.
The challenge is to make the SOAP format an acceptable part of the school culture.
The teacher-evaluation process is perceived by many as an exercise that is ineffective in
improving instruction (Despain & Juarez-Torres, 2012; Maher & Strobert, 2010), and
leaders must see the SOAP model as a step in the right direction toward making teacher
evaluation meaningful.
Participants in this study indicated the effectiveness of SOAP-formatted post-
observation conversations. The challenge to school leaders is to shift teachers’ perceptions
of this process by making post-observation conversations a consistent priority, engaging in
them frequently, and providing feedback at the correct level that the teacher needs. Ajzen’s
(2012) theory of planned behavior provided the researcher with organization in relation to
teacher behavior and implications for further research. School leaders must also be aware
of the behaviors, norms, and attitudes that support teachers through self-reflection that
leads to strengthening practices. Leaders must promote a strong perceived behavior control
in teachers by guiding them to perceive teacher self-reflection and evaluator feedback as
manageable changes.
Leaders must engage teachers in professional conversations that improve teacher
behavior, intentions, and attitudes and convince teachers to change their perceptions of the
process from evaluative to supportive. At a district level, the SOAP format must be written
into teacher-evaluation plans to begin to create consistency regarding observer feedback.
The SOAP format acts as a structure to ensure fidelity and consistency of implementation
of post-observation conversations and the feedback provided within these professional
conversations.
One specific area of education in which SOAP-formatted post-observation
conversations would be effectively utilized would be peer coaching. The nature of the
SOAP model lends itself to use in this area because it can be viewed by teachers as non
judgmental, positive, and encouraging relative to risk taking. The SOAP model would
give structure to peer coaching debriefing conversations, allow peers to link subsequent
observations, and bring consistency to peer-coaching models. If the SOAP model were
used school- or district-wide, peer coaching and teacher evaluation could be connected,
allowing teachers as well as principals to have a common language and thus promoting
more consistency across initiatives.
The researcher plans to continue exploring this topic moving forward as a school leader
through use of SOAP-formatted post-observation conversations in real time. The researcher’s
goal is to be a school leader who supports teacher self-reflection and changes to practice.

Dr. Carla Caturia Hozebin is Assistant Principal of Cooper City High School in Cooper City,
Florida, and an associate professor at Florida International University in Miami, Florida. She is
a member of Gamma Beta Chapter in Florida State Organization. carlahozebin@yahoo.com