Providing Effective Feedback

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Providing Effective Feedback

• Coaches Principals

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Think-Pair-ShareHow 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 youve had with
  providing feedback?

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The Coaching Cycle
Identify Groups to Observe 5-Minute
Observations Review of Written Data
Follow Up
Conduct Observations
Provide Feedback / Identify and Apply Remedies
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The Feedback/Follow-up Loop

• Provide Feedback
• 3 Student-Focused Keepers
• Identify Remedies
• 1 Student-Focused Polisher
• Apply Remedies
• Provide Support (Apply remedies)
• Desired Student Behavior
• Teacher behavior that will elicit student
  behavior
• Model teaching

Follow Up

• Follow-up with Observations and Provide Feedback
  steps

Provide Feedback / Identify and Apply Remedies
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Methods for Providing Feedback

• Written Feedback
• Verbal Feedback (immediate)
• Verbal Feedback (delayed)

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General Format for Providing Feedback

• Thank you
• 3 Keepers (Student Focused)
• The students ______ because you _______
• 1 Polisher (Student Focused)
• Its important that students
• __________
• in order to do that, try ________

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Providing 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

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Providing Feedback 3 Keepers

• What 3 Keepers (Student Focused)
• The students ______ because you _______
• Why
• 31 ratio is critical to promoting positive and
  responsive school culture
• Increases the likelihood that teachers will
  sustain effective practices
• Builds rapport
• Increases likelihood teacher will hear and
  respond to polisher

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Partner share

• Partner A why are Thank-yous and Keepers
  important in providing feedback?
• Partner B
• add to partner As response and
• How have you/do you plan to use Thank
  yous and Keepers when
  providing feedback?
• Partner A add to partner Bs response

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Providing Feedback 1 Polisher

• What 1 Polisher (Student Focused)
• Its important that students __________
• in order to do that, try ________
• Why
• Limits focus for growth to manageable number of
  tasks
• Provides clear teacher practice to improve
  instruction
• Provides rationale for implementing
  recommendation
• Links rationale to student outcomes (keeps focus
  on students)

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Practice

• Observe this lesson, selecting one or more of the
  9 general features of instruction to provide
  feedback
• Identify your thank you statement
• Identify 3 keepers on which to provide feedback
• Identify 1 polisher

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Practice

• Give feedback to your partner
• Partner B provide feedback to partner A as if
  partner A was the teacher who had taught the
  lesson
• Partner A tell partner B what elements of
  giving effective feedback were incorporated
  (keepers). Give partner B a polisher for
  providing more effective feedback

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Providing Feedback Special Considerations

• When providing feedback in writing
• May limit written feedback to only Keepers
• Try to provide feedback as immediately as
  possible
• Only provide polishers in writing after they have
  been discussed verbally
• Why
• Immediate feedback reduces anxiety
• Writing is a more permanent record of feedback
  ensures that the teacher can reflect on a
  positive coaching interaction

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Providing Feedback Special Considerations

• When providing feedback Verbally (Immediately)
• This option is helpful when doing coach
  principal walk-throughs
• Check for understanding ask teacher to repeat
  back positive feedback before giving growth
  statement
• Make 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 teaching
• Ensures the teacher hears positive feedback
• Increases the likelihood that the teacher
  clearly understands how to implement the more
  effective teaching practice.

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Providing Feedback Special Considerations

• When providing feedback Verbally (Delayed)
• Give feedback as soon after the observation as
  possible
• Check for understanding ask teacher to repeat
  back positive feedback before giving growth
  statement
• Make sure to describe the desired behavior and
  offer to model it
• May create a checklist or key features for
  teacher to observe so they
  attend to the relevant features
  of the model
• Why
• Still provides a model of effective teaching
• Ensures the teacher hears positive feedback
• Increases the likelihood that the teacher
  clearly understands how to implement the more
  effective teaching practice.

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Providing Feedback Special Considerations

• When providing feedback Verbally (Delayed)
• May have teacher first reflect on her keepers
  and polishers
• Why
• Promotes self reflection
• May open the door to coaching without you
  providing any feedback
• Builds rapport and demonstrates respect for
  the teachers appraisal of his/her own teaching

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Providing Feedback Special Considerations

• When providing feedback Verbally (Delayed)
• Coaches may not provide polisher (must be done by
  principals if coaches dont identify polishers)
• Why
• Ensures that coach maintains a helper role
  instead of evaluator

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Practice

• Observe this lesson, selecting one or more of the
  9 general features of instruction to provide
  feedback
• Identify your thank you statement
• Identify 3 keepers on which to provide feedback
• Identify 1 polisher

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Practice

• 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.

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Providing Feedback Principal Specifics

• What Expectation
• Set instructional target I want to see
• On my next observation Ill be looking for
• Why
• Sets clear expectation that staff will
  implement best practice
• Lets staff know it is important that
  recommendation is implemented

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Providing Feedback Principal Specifics

• What Offer support
• You can talk to the coach to help you or Id
  like you to talk with the coach to help you
• Why
• Opens door for coaching
• Increases support and likelihood teacher will
  be successful in improving instruction

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Providing Feedback Principal Specifics

• What Follow-up
• Complete next observation and
• Provide keeper and polisher focusing on
  previously set target
• Why
• Increases the likelihood that good
  instructional practice will be implemented
• Provides opportunity to provide positive
  feedback to teacher for implementation
• Increases rapport and positive school climate

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Your goals for feedback

• Write the critical elements for giving effective
  feedback
• Check the items you already do
• Circle one item you would like to try or like to
  do more when providing feedback