Providing Effective Feedback Coaches Principals 1 Think Pair Share How do you provide feedback to teachers after an observation • How do you de by hcr20499

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									Providing Effective
    Feedback
 Coaches & Principals




                        1
       Think-Pair-Share:
How do you provide feedback to
 teachers after an observation?
 • How do you debrief with
   teachers?
 • What strategies have been
   particularly effective?
 • What are some challenges
   you’ve had with providing
   feedback?

                                  2
        The Coaching Cycle

             Identify Groups to Observe:
                 • 5-Minute Observations
                • Review of Written Data




Follow Up                                  Conduct Observations




                 Provide Feedback /
             Identify and Apply Remedies


                                                                  3
    The Feedback/Follow-up Loop
                                   Provide Feedback:
                                   • 3 Student-Focused
                                      “Keepers”
          Follow Up                Identify Remedies:
                                   • 1 Student-Focused
                                      “Polisher”
                                   Apply Remedies:
•   Follow-up with                 • Provide Support (Apply
    Observations                      remedies)
    and Provide                        – Desired Student
    Feedback steps                       Behavior
                                       – Teacher behavior
                                         that will elicit student
                                         behavior
                                       – Model teaching




                            Provide Feedback /
                          Identify and Apply Remedies

                                                           4
Methods for Providing Feedback
• Written Feedback
• Verbal Feedback (immediate)
• Verbal Feedback (delayed)




                                5
  General Format for Providing
           Feedback
• Thank you
• 3 “Keepers” (Student Focused)
  – The students ______ because you _______
• 1 “Polisher” (Student Focused)
  – It’s important that students
  __________;
  in order to do that, try ________


                                         6
Providing Feedback: Thank You
• What: Thank teacher for opportunity to
  observe, welcoming you in their
  classroom, etc.
• Why: Ensures teacher feels honored,
  builds rapport leaving teacher
  more open to receive
  and respond to feedback



                                           7
Providing Feedback: 3 Keepers
• What: 3 Keepers (Student Focused)
  – The students ______ because you _______
• Why:
  – 3:1 ratio is critical to promoting positive and
    responsive school culture
  – Increases the likelihood that teachers
    will sustain effective practices
  – Builds rapport
  – Increases likelihood teacher
    will hear and respond to “polisher”

                                                      8
            Partner share
• Partner A: why are “Thank-yous” and
  “Keepers” important in providing
  feedback?
• Partner B:
  – add to partner A’s response and
  – How have you/do you plan to use
    “Thank yous” and “Keepers”
    when providing feedback?
• Partner A: add to partner B’s
  response                              9
Providing Feedback: 1 Polisher
• What: 1 Polisher (Student Focused)
  – It’s important that students __________;
  in order to do that, try ________
• Why:
  – Limits focus for growth to manageable
    number of tasks
  – Provides clear teacher practice to
    improve instruction
  – Provides rationale for implementing
    recommendation
  – Links rationale to student outcomes
    (keeps focus on students)


                                               10
                  Practice
• Observe this lesson, selecting one or more
  of the 9 general features of instruction to
  provide feedback
  – Identify your “thank you” statement
  – Identify 3 keepers on which to provide
    feedback
  – Identify 1 polisher



                                             11
                 Practice
• Give feedback to your partner
  – Partner B – provide feedback to partner A as
    if partner A was the teacher who had taught
    the lesson
  – Partner A – tell partner B what elements of
    giving effective feedback were incorporated
    (keepers). Give partner B a polisher for
    providing more effective feedback


                                               12
     Providing Feedback: Special
            Considerations
• When providing feedback in writing:
  – May limit written feedback to only “Keepers”
  – Try to provide feedback as immediately as possible
  – Only provide polishers in writing after they have been
    discussed verbally
• Why:
  – Immediate feedback reduces anxiety
  – Writing is a more permanent record of
     feedback; ensures that the teacher
     can reflect on a positive coaching
     interaction

                                                        13
       Providing Feedback: Special
              Considerations
• When providing feedback Verbally (Immediately):
   – This option is helpful when doing coach & principal walk-
     throughs
   – Check for understanding: ask teacher to repeat back positive
     feedback before giving growth statement
   – Make sure to describe the desired behavior and have coach or
     principal model it (while other person
       provides whisper coaching)
• Why:
   – Gives an immediate model of effective teaching
   – Ensures the teacher “hears” positive feedback
   – Increases the likelihood that the teacher clearly
     understands how to implement the more
       effective teaching practice.
                                                               14
       Providing Feedback: Special
              Considerations
• When providing feedback Verbally (Delayed):
   – Give feedback as soon after the observation as possible
   – Check for understanding: ask teacher to repeat back positive
     feedback before giving growth statement
   – Make sure to describe the desired behavior and offer to
     model it
   – May create a checklist or key features for teacher
     to observe so they attend to the relevant features
     of the model
• Why:
   – Still provides a model of effective teaching
   – Ensures the teacher “hears” positive feedback
   – Increases the likelihood that the teacher clearly
     understands how to implement the more
       effective teaching practice.

                                                                    15
     Providing Feedback: Special
            Considerations
• When providing feedback Verbally (Delayed):
  – May have teacher first reflect on her “keepers” and
    “polishers”
• Why:
  – Promotes self reflection
  – May open the door to coaching without
     you providing any feedback
  – Builds rapport and demonstrates respect
     for the teachers appraisal of his/her
     own teaching

                                                          16
    Providing Feedback: Special
           Considerations
• When providing feedback Verbally
  (Delayed):
  – Coaches may not provide polisher (must be
    done by principals if coaches don’t
     identify polishers)
• Why:
  – Ensures that coach maintains a
     “helper” role instead of
     “evaluator”
                                                17
                  Practice
• Observe this lesson, selecting one or more
  of the 9 general features of instruction to
  provide feedback
  – Identify your “thank you” statement
  – Identify 3 keepers on which to provide
    feedback
  – Identify 1 polisher



                                             18
                  Practice
• Give feedback to your partner
  – Partner A – provide feedback to partner A as
    if partner A was the teacher who had taught
    the lesson (may incorporate a “special
    consideration” like having the teacher debrief
    first).
  – Partner B – tell partner A what elements of
    giving effective feedback were incorporated
    (keepers). Give partner A a polisher for
    providing more effective feedback.

                                                 19
    Providing Feedback: Principal
              Specifics
• What: Expectation
  – Set instructional target: “I want to see…”
  – “On my next observation I’ll be looking for…”
• Why:
  – Sets clear expectation that staff
    will implement best practice
  – Lets staff know it is important that
    recommendation is implemented

                                                20
    Providing Feedback: Principal
              Specifics
• What: Offer support
  – You can talk to the coach to help you… or I’d
    like you to talk with the coach to help you
• Why:
  – Opens door for coaching
  – Increases support and likelihood
     teacher will be successful in
     improving instruction

                                               21
    Providing Feedback: Principal
              Specifics
• What: Follow-up
  – Complete next observation and
  – Provide keeper and polisher focusing on previously
    set target
• Why:
  – Increases the likelihood that good
      instructional practice will be
      implemented
  – Provides opportunity to provide
      positive feedback to teacher for
      implementation
  – Increases rapport and positive school
      climate
                                                         22
      Your goals for feedback
• Write the critical elements for giving
  effective feedback
• Check the items you already do
• Circle one item you would like to try or like
  to do more when providing feedback




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