Presentation on theme: "Developing Feedback That Improves Teaching Practices CFN 207 February 2014."— Presentation transcript:
Developing Feedback That Improves Teaching Practices CFN 207 February 2014
Benefits of delivering clear and actionable feedback Advance allows administrators to focus on the areas that they think are important for the teachers development and allows teachers to reflect on their practice. Strengthens the collaboration between administrator and teacher, helping to clarify expectations for teaching and learning High leverage areas such as 3b, 3c, 3d can impact more than just those components. These components can also be traced back to Domains 1 & 2, in turn improving many teacher practices and improving student outcomes. This can clear up misconceptions within the common language of Danielson. Succinct feedback allows teachers to focus on strengthening the most impactful area(s), while not becoming overwhelmed. Student outcomes improve when teacher practices improve!
Clear, Actionable, & Time Bound Clarity: This is the why part of the feedback. It sets a purpose for the teacher to develop this practice. It connects the feedback to a broader principle.
Clear, Actionable, & Time Bound Actionable: This is the what part of the feedback. In this part specific actions or suggested strategies are offered. This adds to the clarity, and provides teachers with an opportunity to learn and apply the principle.
Clear, Actionable, & Time Bound Time Bound: This is the part that describes when the action should be embedded into the teachers practice or followed through on. This eliminates the ambiguity around whether on not the feedback is optional or mandated. This will also hold teachers accountable for growing professionally (4e) and professionalism (4f).
Group Work: Group 1 In order to build a genuine discussion amongst students… Group 2 In order to use open-ended questions that invite your students to think… Group 3 In order to intellectually engage your students in rigorous activities… Group 4 In order to make students aware of the assessment criteria …. Group 5 In order to provide differentiation for different groups of students…
Conversation Continuum 1.What style do you typically use during your feedback conversations? 2.How do you strategically use these styles for different types of teachers? (Boyles Matrix) 3.How might you revise your style for the teachers that need differentiated support?
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