FEEDBACK Presented by Lisa Walker If the facts dont fit the theory, change the facts ~Albert Einstein

Review Last Meeting Growth Mindset QTE (Quality of Teacher Evaluation) Self-Reflect and score your own QTE TEAM 1 & 3 scored the lowest TEAM 5 scored the highest FeedbackLearning

What we are about

The Ah-ha moment

The educator will: Articulate the importance of feedback in education Make connections between feedback and professionalism Utilize feedback to write evidence statements that incorporate the MT role Objective

What we know Feedback

Feedback percentages

Types of Feedback Student responses Student data TCAP data TVAAS data Evaluation data TRIPOD data Common Formative Assessments Summative Assessments Self-reflection

Master Teacher Requirements Minimum of 60 support hours logged Attend 3-day Coaching Institute 10 observations Reflective Practice contact and manager of integration in building Coordinate a calibration session with administrators and PIT crew once a semester Deliver PD to faculty (Reflective Practice & Teacher Effectiveness Initiative mandatory) 11 best practice captures shared with Monica Jordan Commit to ongoing professional development

SCS Coaching Standards Standard 1 Analyze & Prioritize Accurately diagnose teacher performance using the TEM rubric, prioritize the most important skills for the teacher to develop, and provide small and actionable feedback to the teacher. Analyze trends in caseload or school performance and prioritize actions based on results. Standard 2 Develop Select, design, practice, and execute active interventions that measurably improve a teachers performance on the TEM rubric. Standard 3 Communicate Efficiently share with teachers analyses of their performance and development steps while maintaining the teachers investment and promoting self- reflection. Communicate openly and consistently with colleagues and other coaches. Standard 4 Assess Accurately evaluate teachers proficiency on the TEM rubric and use evaluation tools appropriately. Standard 5 Inspire Motivate teachers with a consistent message of high expectations for teachers and students, promote a culture of rigor, and protect the conditions under which teachers will be able to acquire new skills.

Professionalism Indicators Indicator 1: Professional Growth and Learning Indicator 2: Use of Data Indicator 3: School and Community Involvement Indicator 4: Leadership

Good evidence does not have to be written in paragraph form. Good evidence should be able to answer what youve done and tell the impact it had on your class or school. Good evidence is reflective. Tells what you are doing, why you are doing it, and the impact it had on you, your instruction, your students achievement, and/or your school. What does good evidence look like?

Feedback in Depth

Feedback Article Jigsaw Article Jigsaw, Step 1: At your table, number off 1-3, repeating those numbers if there are more than 3 at your table. Independently read the article that corresponds to your number (see below) Article 1: Giving Effective Feedback Article 2: 7 Keys to Effective Feedback Article 3: The Art of Feedback Article Jigsaw, Step 2: At your table, summarize your article for your tablemates by noting the following: A brief summary of the main point of the article (1 minute) 2 characteristics of effective feedback noted in your article (2 minutes) A key quote from the article that you found meaningful (1 minute) Continue until each of the 3 articles has been reviewed and each person has had a chance to report out.

Feedback as a Master Teacher How do you solicit feedback in your role? How can you utilize the following data as feedback?

How MTs provide feedback Evaluations Post-Conference 3 Rs: Reinforcement, Refinement, Recommendations School-wide data Professional Development Coaching Other Teachers

Some MT data Evaluations MTs have done

How do you get feedback? Verbal feedback from teachers you evaluate Survey s Examine growth in OASYS (Rubric Explorer)

Announced Scores

Unannounced Scores

Apply the Feedback Show the growth Obstacles are those frightful things you see when you take your eyes off your goal. ~ Henry Ford

Filter your Feedback-MT role Classroom Teacher What is effective and not effective? What will give me the biggest bang for my buck? Focus on the goal Master Teacher Post-conference Recommendations QTEs Reflective Practice PD

Professionalism and Master Teacher Role

Activity Directions: Using the MT agreement, the Coaching Standards and your tables assigned professionalism indicator, document examples of evidence you have due to your role as a MT. Questions to consider as you go: What do I do as a Master Teacher? Why do I do this? How has this impacted my students, myself, or my school? On your chart paper document the following: 1.Indicator assigned 2.Examples of evidence for that indicator 3.How it might impact yourself, students and/or school.

Table Swap Swap your paper with a table nearby that has a different indicator. Discus what is written and add anything missing. Swap back. Share whole group.

Professional Growth and Learning Support hours TEM 3.0 certification training Master Teacher trainings QTE self-reflection Reflective Practice captures Ongoing PD Coaching Standard 2: Develop. 3: Communicate

Use of Data Rubric Explorer data Feedback from observations Partners with PIT, PLC Lead Teacher or Coach, LC, and Administration to identify needs in school Coaching Standard 1: Analyze & Prioritize, 2: Develop, 3: Communicate, 4: Assess, 5: Inspire

School and Community Involvement Maintains Confidentiality Fidelity to TEM 3.0 evaluation process Reflective Practice PD Coaching Standards 3: Communicate, 5 Inspire

Leadership Leading PD for faculty on TEM 3.0 rubric You are a Master Teacher Coaching teachers in the building Support provider for teachers on a PLP Coaching Standard 1: Analyze & Prioritize, 2: Develop, 3: Communicate, 4: Assess, 5: Inspire

Evidence Example As a Master Teacher, I conducted 10 formal observations on faculty members. 3 of those teachers were on a track ½, 3 were on a track 3/4, 1 was on a track 5 and 3 were new teachers. Below is a synopsis of the growth they demonstrated from the observation I completed to their final observation: The 3 track ½ teachers: I completed their announced. I recommended 100% from TLAC because their engagement was lacking. Since this observation, these teachers have scored at or above expectations on each of their unannounced observations. The 3 track ¾ teachers: The growth in these teachers has impacted not only the teachers, but their student achievement data on the DEA tests. They have gone from…. To ….!

Questions & Reflection Write a solid evidence statement for your professionalism self- score as it relates to you as a Master Teacher. Get feedback from someone at your table.

Feedback for us Buckets of feedback Choose a bucket topic: Reflective Practice Evaluations Best Practice Captures PLPs Coaching Teachers Todays Training (feedback) Write a piece of feedback regarding your chosen bucket topic for us to consider for next year.

Questions