2Think-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?
3The Coaching Cycle Identify Groups to Observe: Follow Up • 5-Minute Observations• Review of Written DataFollow UpConduct ObservationsProvide Feedback /Identify and Apply Remedies
4The Feedback/Follow-up Loop Provide Feedback:3 Student-Focused “Keepers”Identify Remedies:1 Student-Focused “Polisher”Apply Remedies:Provide Support (Apply remedies)Desired Student BehaviorTeacher behavior that will elicit student behaviorModel teachingFollow UpFollow-up with Observations and Provide Feedback stepsProvide Feedback /Identify and Apply Remedies
5Methods for Providing Feedback Written FeedbackVerbal Feedback (immediate)Verbal Feedback (delayed)
6General Format for Providing Feedback Thank you3 “Keepers” (Student Focused)The students ______ because you _______1 “Polisher” (Student Focused)It’s important that students__________;in order to do that, try ________
7Providing 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
8Providing Feedback: 3 Keepers What: 3 Keepers (Student Focused)The students ______ because you _______Why:3:1 ratio is critical to promoting positive and responsive school cultureIncreases the likelihood that teachers will sustain effective practicesBuilds rapportIncreases likelihood teacher will hear and respond to “polisher”
9Partner sharePartner A: why are “Thank-yous” and “Keepers” important in providing feedback?Partner B:add to partner A’s response andHow have you/do you plan to use “Thank yous” and “Keepers” when providing feedback?Partner A: add to partner B’s response
10Providing 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 tasksProvides clear teacher practice to improve instructionProvides rationale for implementing recommendationLinks rationale to student outcomes (keeps focus on students)We want to limit the number of polishers to a manageable number. One isn’t the magic number, but it should be no more than 3. The more a teacher needs support, the fewer polishers she should receive.It’s critical to keep the polishers student focused to reduce the likelihood that the teacher feels singled out, and to ensure that the polisher really is set to improve student performance (and isn’t just the preference of the observer)
11PracticeObserve this lesson, selecting one or more of the 9 general features of instruction to provide feedbackIdentify your “thank you” statementIdentify 3 keepers on which to provide feedbackIdentify 1 polisher
12Practice Give feedback to your partner Partner B – provide feedback to partner A as if partner A was the teacher who had taught the lessonPartner A – tell partner B what elements of giving effective feedback were incorporated (keepers). Give partner B a polisher for providing more effective feedback
13Providing Feedback: Special Considerations When providing feedback in writing:May limit written feedback to only “Keepers”Try to provide feedback as immediately as possibleOnly provide polishers in writing after they have been discussed verballyWhy:Immediate feedback reduces anxietyWriting is a more permanent record of feedback; ensures that the teacher can reflect on a positive coaching interactionLimiting Feedback to only keepers in writing reduces the likelihood that a “polisher” will be misinterpreted or that a teacher will be offended by the suggestion. Writing is less personal than a conversation, and so it may be more appropriate to only deliver positive messages when providing feedback in writing only.Providing positive feedback in writing helps build moral and lets people know their efforts are being noticed.It’s a great idea to provide clear “polishers” in writing ONLY after discussing the polisher verbally. This way, the verbally described polisher can be reinforced and is more likely to be put in place, but is less likely to be misinterpreted or create defensiveness.
14Providing Feedback: Special Considerations When providing feedback Verbally (Immediately):This option is helpful when doing coach & principal walk-throughsCheck for understanding: ask teacher to repeat back positive feedback before giving growth statementMake 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 teachingEnsures the teacher “hears” positive feedbackIncreases the likelihood that the teacher clearly understands how to implement the more effective teaching practice.Describe the Principal-Coach Walk-through paradigm where the principal may give feedback while the coach takes the teachers class and models the new teaching strategy.A check for understanding will increase the likelihood that the teacher hears and remembers the positive feedback instead of focusing only on the “polisher” and feeling like she’s being criticizedIt is critical to give a “teacher friendly explanation” of the effective teaching practice. Example for monitoring:Walk, Look, Correct;Example for an attention signal: Give signal once and only once; Give: the look; the walk; the touchAND model the behavior so the teacher is clear about what the polisher looks like.
15Providing Feedback: Special Considerations When providing feedback Verbally (Delayed):Give feedback as soon after the observation as possibleCheck for understanding: ask teacher to repeat back positive feedback before giving growth statementMake sure to describe the desired behavior and offer to model itMay create a checklist or key features for teacher to observe so they attend to the relevant features of the modelWhy:Still provides a model of effective teachingEnsures the teacher “hears” positive feedbackIncreases the likelihood that the teacher clearly understands how to implement the more effective teaching practice.
16Providing Feedback: Special Considerations When providing feedback Verbally (Delayed):May have teacher first reflect on her “keepers” and “polishers”Why:Promotes self reflectionMay open the door to coaching without you providing any feedbackBuilds rapport and demonstrates respect for the teachers appraisal of his/her own teaching
17Providing 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”
18PracticeObserve this lesson, selecting one or more of the 9 general features of instruction to provide feedbackIdentify your “thank you” statementIdentify 3 keepers on which to provide feedbackIdentify 1 polisher
19Practice 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.
20Providing Feedback: Principal Specifics What: ExpectationSet instructional target: “I want to see…”“On my next observation I’ll be looking for…”Why:Sets clear expectation that staff will implement best practiceLets staff know it is important that recommendation is implemented
21Providing Feedback: Principal Specifics What: Offer supportYou can talk to the coach to help you… or I’d like you to talk with the coach to help youWhy:Opens door for coachingIncreases support and likelihood teacher will be successful in improving instruction
22Providing Feedback: Principal Specifics What: Follow-upComplete next observation andProvide keeper and polisher focusing on previously set targetWhy:Increases the likelihood that good instructional practice will be implementedProvides opportunity to provide positive feedback to teacher for implementationIncreases rapport and positive school climate
23Your goals for feedback Write the critical elements for giving effective feedbackCheck the items you already doCircle one item you would like to try or like to do more when providing feedback