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Ohio Resident Educator Mentor Teacher Network November 19, 2013.

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Presentation on theme: "Ohio Resident Educator Mentor Teacher Network November 19, 2013."— Presentation transcript:

1 Ohio Resident Educator Mentor Teacher Network November 19, 2013

2 The Central Ohio Resident Educator Mentor Teacher Network AGENDA November, 19, :30-6:30pm Welcome and Introductions –Speed Dating Connector “Perfectionism Limits our chances to Risk, Learn, Grow and Succeed.” Beginning with the End in Mind –Overview of the RESA Feedback for Growth Announcements Closure Next meeting: March 4, 2014

3 Question to Ponder What does this article say to you about your work with REs?

4 It Is Not a Secret! Overview of the RESA Tasks Directions: 1. As a table, read over your assigned task. 2. Develop a way to report to the group an overview including: purpose; what is to be done; and what the rubric is evaluating. 3. Advice to the group: Knowing this about the RESA I will pay closer attention to ____________ when I work with my REs.

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6 Research has indicated that without useful feedback, a teacher’s performance often plateaus by their fourth year of teaching. New teachers require immediate feedback that both affirms good practices as well as helps the new teacher identify areas of weakness as soon as possible. By doing so, we give new teachers an opportunity to make changes that improve classroom practice.

7 5 Types of Feedback 1.JUDGEMENT Comments that place a value (good or bad) on something The anticipation of judgement )positive or negative) from another person not only works against the development of self-directedness, it also shuts down thinking. From the work of Arthur Costa & Robert Garmston

8 5 Types of Feedback 2.PERSONAL OBSERVATION Statements that provide information from the observer that my not hold true for others (e.g) opinions, advice, suggestions, and/or observations. Recipient tends to become defensive rather than pensive. From the work of Arthur Costa & Robert Garmston

9 5 Types of Feedback 3.INFERENCE Statements that contain vague, unclear, or non- specific language Require the recipient to read between the lines in order to figure out the intended meaning of the observer. Inferences cause the recipient to wonder what is meant by feedback. From the work of Arthur Costa & Robert Garmston

10 5 Types of Feedback 4.DATA Data are specific, observable, measurable, and/or assessable information that allow the recipient to reflect and respond. When the recipient owns the feedback, the chances of it being used in the future are increased. From the work of Arthur Costa & Robert Garmston

11 5 Types of Feedback 5.Mediative Questions Mediative questions put the questioner between the person and his/her thinking; designed to stimulate thinking not action. They are characterized by: An invitation A cognitive focus An Intention From the work of Arthur Costa & Robert Garmston

12 Characteristics of Mediative Questions #1 Invitational 1.Approachable voice 2.Plural Forms 3. Tentative language 4. Positive Presuppositions 5. Open-ended From the work of Arthur Costa & Robert Garmston

13 Characteristics of Mediative Questions (cont.) #2 A Cognitive Focus #3 Are Intentional Explore thinking Specify thinking From the work of Arthur Costa & Robert Garmston

14 THINK ABOUT IT It’s not the answers that enlighten us, but the questions.- Descouvertes

15 We are pleased to announce: RESA Facilitator Support Network DEC. 4 TH 4:30-6:30pm Learn facilitator strategies critical to supporting RE’s success in capturing their teaching performance with accuracy and depth through videos, artifacts and written commentaries.


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