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Providing Feedbackand Support

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Purpose of this Session• Participants will be able to

Identify the various settings for teachers and leaders to provide feedback and support.

Provide effective feedback based on the understanding of CCSS-aligned curriculum through the ELA Evidence Guide.

Reflect on leadership required to support teachers with appropriate feedback as they shift their practices to CCSS-aligned lessons provided through the ELA Modules.

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Welcome• Discuss the following at your table:

Three out of four Generation Y teachers support the idea of more rigorous and frequent feedback from their principals and peers on the effectiveness of their instruction. (American Institutes for Research (AIR))

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Redefining Feedback• 1920’s Definition

Influenced by John Dewey & Scientific Management• 1950’s

Managerial vs. Instructional• 1960–1970’s

Clinical Supervision• 1980–1990s

Lesson Design• 2000–present

Danielson’s Model - move away from prescriptive

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What isn’t Feedback?

OpinionAdvicePraise

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Effective Feedback• Goal-referenced • Tangible and transparent • Actionable• User-friendly (specific and personalized)• Timely• Ongoing• Consistent

-Grant Wiggins (2012)

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Leaders as Coaches• Good coaches don’t tell teachers what to do. • But they are comfortable using data from an

observation, or comments made by the teacher, to provide feedback.

• All feedback is precise and non-judgmental. • Good coaches are always open to the

teacher’s point-of-view. (Knight, 2011)

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Review Module 9.1.3• Lesson 7• Best Instructional Practices for aligned CCSS

lessons• Student engagement in the lesson

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Table Discussion• What were some key points of alignment for

Module 9.1.3, Lesson 7 that every teacher should have in his or her CCSS lesson?

Traditional Lesson

CCSS- Aligned Lesson

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Feedback Language• Be Specific• Avoid evaluative judgments• Speak about what was observed• Give with care• Invite reflection

I noticed… I heard… I felt this when I saw or heard this… I wonder…

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Table Discussion• Use Evidence Guide and discuss in PAIRS

What kinds of evidence do you look for in an observation?

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Walk Throughs• Short, typically 3–7 minutes• Opportunity to observe activities, and teacher

actions• Typically have a specific focus, which should

be shared with the teacher

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Case Study #1: Walk Through

• Read Case Study #1.• Using the Sample Evidence Guide in your

packet, describe the type of feedback you would give to a teacher after a walk through.

• Check: Is the feedback Goal referenced? Tangible and Transparent? Actionable Timely?

User-friendly (Specific and Personalized)?

Ongoing? Consistent?

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Informal Observations• 15-20 minutes• Provides more time

to observe instruction and curricular implementation

• Opportunity to focus more on student actions and responses

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Case Study #2: Observation

• Read Case Study #2.• Using the Sample Evidence Guide in your

packet, describe the type of feedback you would give to a teacher after an observation.

• Check: Is the feedback Goal referenced? Tangible and Transparent? Actionable Timely?

User-friendly (Specific and Personalized)?

Ongoing? Consistent?

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Feedback Challengesfor Principals

• Time• Experience• Role Expectation• Content Expertise

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Table Discussion• What are essential components of an effective

feedback session with a teacher?• What other challenges do you face in

providing effective feedback to teachers?• How will you work toward not falling back on

the familiar methods of feedback?

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Q & A

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Discussion and Reflection

• Does Effective Feedback Require the Tough Conversation? Explain.

• What are the things you would see/hear in a coaching session after an observation?

• What should you not see/hear?

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CONFIDENTIAL – DO NOT CIRCULATE

Pulse CheckPlease go to engageny.org/novnti and fill out

the online plus-delta for the Strategies for Adaptation session.

Thank You!

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CONFIDENTIAL – DO NOT CIRCULATE

Online Parking LotPlease go to engageny.org/novnti and select “Online Parking Lot” for any NYSED related

questions.

Thank You!

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