1. Feedback conversations with colleagues

2. Goals: To further develop knowledge andskills for giving feedback to colleagues Specifically, to feel confident toprovide feedback on ‘self/peerassessment’.

3. Process: Assessment time Introduce tools to further supportyou Plan and practice having a feedbackconversation on self/peerassessment.

4. Test 1. Why should you bother developing skills inhaving feedback conversations with colleagues?What’s the rationale for its importance, asleaders in the school? (5 marks) 2. Concern for the ‘task’ is one of two aspectswhich impacts on how you act when havingfeedback conversations with others. What isthe other concern? (1 mark. Bonus 5 marks if you can explainhow they impact on behaviour)

5. Test 3. What are the three key values that underpin our‘theory’ for feedback conversations withcolleagues? (1 mark per value) 4. Describe 3-5 criteria which can help you whenhaving feedback conversations with others.(e.g. say what you think) (1 mark per criterion)

6. Test 5. Most of you have now gone through theprocess of providing feedback to colleagues.Name two successes and one or two ‘tricky bits’about the process. (2 marks for each success. Subtract 3 marksfor each tricky bit!)

7. Sacrifice the issue Progress the issue and relationship Achieve nothing Sacrifice the person Concern for the issue Low High Concern for relationship Low High

8. How to give feedback Model II Theory Argyris & Schon 1974 Open to Learning Conversations: Vivianne Robinson Helen Timperley Clarity about the learning

9. Underpinning Values: Respect for self and others Valid information (clarity, transparency and openness) Shared ownership (internal commitment to outcomes)

10. In layman’s terms Be open, honest and respectful: Say what you think Say why you think it See what the other personthinks (check in) Advocacy Inquiry

11. Effective Feedback Establish a clear purpose Say what you think Say why you think it Check in/ inquire into other’s views Make a plan/set goals Openness, Honesty, Respect

12. Establish the purpose Be clear about the purpose, from yourperspective. Check others’ understanding of the purpose.Check if there is anything they want to add tothe ‘agenda’. Disclose your view of how the process will bestproceed. Perhaps agree together how to proceed.

13. Say what you think Address the issues that will most help theteacher (those valid to you as observer – butremember it may not be valid to the teacher). Spirit of inquiry: – Treat it as your own view to be tested – Talk about your doubts if your viewpoint is a bit‘woolly’ or difficult to justify. Don’t ask questions if you already know theanswer or it’s not genuine inquiry. If you can’t say it, don’t think it!

14. Say why you think it Give reasons or evidence for whatyou say (Data, observations, previousdiscussions, video, student voice). State some theory/rationale. Give whatever rationale you havethat you want to test out (doesn’talways have to be ‘hard’ evidence).

15. Check it out Ask for teacher’s reactions to what you have said. Invite people to express their doubts ordisagreements. Ask them why they think what they think. State in your own words what you think othershave said. Ask others to tell you what they think you’vesaid.

16. Check it out Summarise large chunks of conversation andcheck if you both agree. Ask the person for critique of your ownthinking. Give equal value to talking and listening.

17. Co-construct with teachers what their next learning step could be Set goals or a plan for further action. Check if support is needed and, if so,what level of support. Discuss how he/she could monitorthe goals set.