1 providing effective feedback coaches & principals

1

Providing Effective Feedback

Coaches & Principals

2

Think-Pair-Share:How 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 you’ve had with providing feedback?

3

The Coaching Cycle

Identify Groups to Observe:• 5-Minute Observations• Review of Written Data

Conduct Observations

Provide Feedback / Identify and Apply Remedies

Follow Up

4

Provide Feedback / Identify and Apply Remedies

Follow Up

The Feedback/Follow-up Loop

• Follow-up with Observations and Provide Feedback steps

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

5

Methods for Providing Feedback

• Written Feedback

• Verbal Feedback (immediate)

• Verbal Feedback (delayed)

6

General Format for Providing Feedback

• Thank you

• 3 “Keepers” (Student Focused)– The students ______ because you _______

• 1 “Polisher” (Student Focused)– It’s important that students

__________;

in order to do that, try ________

7

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

8

Providing Feedback: 3 Keepers• What: 3 Keepers (Student Focused)

– The students ______ because you _______

• Why: – 3:1 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”

9

Partner share• Partner A: why are “Thank-yous” and

“Keepers” important in providing feedback?

• Partner B: – add to partner A’s response and– How have you/do you plan to use

“Thank yous” and “Keepers” when providing feedback?

• Partner A: add to partner B’s response

10

Providing Feedback: 1 Polisher• What: 1 Polisher (Student Focused)

– It’s 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)

11

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

12

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

13

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 coachinginteraction

14

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.

15

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.

16

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

17

Providing Feedback: Special Considerations

• When providing feedback Verbally (Delayed):– Coaches may not provide polisher (must be

done by principals if coaches don’t identify polishers)

• Why: – Ensures that coach maintains a

“helper” role instead of “evaluator”

18

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

19

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.

20

Providing Feedback: Principal Specifics

• What: Expectation – Set instructional target: “I want to see…” – “On my next observation I’ll be looking for…”

• Why: – Sets clear expectation that staff will

implement best practice– Lets staff know it is important that

recommendation is implemented

21

Providing Feedback: Principal Specifics

• What: Offer support– You can talk to the coach to help you… or I’d

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

22

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

23

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