[Federal Register Volume 79, Number 200 (Thursday, October 16, 2014)]
[Notices]
[Pages 62125-62126]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2014-24536]


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DEPARTMENT OF EDUCATION

[Docket No. ED-2014-ICCD-0142]


Agency Information Collection Activities; Comment Request; 
Impacts of a Detailed Checklist on Formative Feedback to Teachers

AGENCY: Institute of Education Sciences/National Center for Education 
Statistics (IES), Department of Education (ED).

ACTION: Notice.

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SUMMARY: In accordance with the Paperwork Reduction Act of 1995 (44 
U.S.C. chapter 3501 et seq.), ED is proposing a new information 
collection.

DATES: Interested persons are invited to submit comments on or before 
December 15, 2014.

ADDRESSES: Comments submitted in response to this notice should be 
submitted electronically through the Federal eRulemaking Portal at 
http://www.regulations.gov by selecting Docket ID number ED-2014-ICCD-
0142 or via postal mail, commercial delivery, or hand delivery. If the 
regulations.gov site is not available to the public for any reason, ED 
will temporarily accept comments at [email protected]. Please note 
that comments submitted by fax or email and those submitted after the 
comment period will not be accepted; ED will ONLY accept comments 
during the comment period in this mailbox when the regulations.gov site 
is not available. Written requests for information or comments 
submitted by postal mail or delivery should be addressed to the 
Director of the Information Collection Clearance Division, U.S. 
Department of Education, 400 Maryland Avenue SW, LBJ, Mailstop L-OM-2-
2E319, Room 2E115, Washington, DC 20202.

FOR FURTHER INFORMATION CONTACT: For specific questions related to 
collection activities, please contact Christopher Boccanfuso, 202-219-
1674.

SUPPLEMENTARY INFORMATION: The Department of Education (ED), in 
accordance with the Paperwork Reduction Act of 1995 (PRA) (44 U.S.C. 
3506(c)(2)(A)), provides the general public and Federal agencies with 
an opportunity to comment on proposed, revised, and continuing 
collections of information. This helps the Department assess the impact 
of its information collection requirements and minimize the public's 
reporting burden. It also helps the public understand the Department's 
information collection requirements and provide the requested data in 
the desired format. ED is soliciting comments on the proposed 
information collection request (ICR) that is described below. The 
Department of Education is especially interested in public comment 
addressing the following issues: (1) Is this collection necessary to 
the proper functions of the Department; (2) will this information be 
processed and used in a timely manner; (3) is the estimate of burden 
accurate; (4) how might the Department enhance the quality, utility, 
and clarity of the information to be collected; and (5) how might the 
Department minimize the burden of this collection on the

[[Page 62126]]

respondents, including through the use of information technology. 
Please note that written comments received in response to this notice 
will be considered public records.

    Title of Collection: Impacts of a Detailed Checklist on Formative 
Feedback to Teachers.
    OMB Control Number: 1850--NEW.
    Type of Review: A new information collection.
    Respondents/Affected Public: Individuals or Households.
    Total Estimated Number of Annual Responses: 10,800.
    Total Estimated Number of Annual Burden Hours: 1784.
    Abstract: The Department of Education, in consultation with SEDL, 
is planning a clustered randomized evaluation in New Mexico to test the 
effectiveness of materials intended to improve the feedback that 
principals provide in one-on-one conferences to their teachers about 
their classroom instruction. New Mexico Public Education Department (NM 
PED) staff has identified the topic of principal feedback to teachers 
as an area where New Mexico needs assistance. It has limited resources 
and time to focus on the post-observation conference step in the 
teacher evaluation cycle. This impact study will examine whether an 
enhanced feedback guide relative to business-as-usual guidance to 
principals and teachers improves the structure and content of the 
principal-teacher feedback conversation, improves quality of teacher 
instruction as measured by subsequent formal observation ratings, and 
increases student achievement and state standardized tests.

    Dated: October 9, 2014.
Tomakie Washington,
Acting Director, Information Collection Clearance Division, Privacy, 
Information and Records Management Services, Office of Management.
[FR Doc. 2014-24536 Filed 10-15-14; 8:45 am]
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