FEEDBACKPresented by Lisa Walker

If the facts don’t 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

Feedback Learning

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 knowFeedback

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

1Analyze & PrioritizeAccurately 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

DevelopSelect, design, practice, and

execute active interventions that

measurably improve a teacher’s

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

AssessAccurately

evaluate teachers’ proficiency on the

TEM rubric and use evaluation

tools appropriately.

Standard 5

InspireMotivate 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 you’ve 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 student’s

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 TeacherHow do you solicit feedback in your role?How can you utilize the following data as feedback?

How MTs provide feedback• Evaluations• Post-Conference

• 3 R’s: Reinforcement, Refinement, Recommendations• School-wide data

• Professional Development• Coaching Other Teachers

Some MT dataEvaluations MT’s have done

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

Announced Scores

Unannounced Scores

Apply the FeedbackShow 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 table’s 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 assigned2. Examples of evidence for that indicator3. 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 teacher’s 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• Today’s Training (feedback)

• Write a piece of feedback regarding your chosen bucket topic for us to consider for next year.

Questions