1 / 23

Providing Feedback to Educators

Providing Feedback to Educators . September 23, 2013 ACT FOR YOUTH Provider Day Judith Ross-Bernstein Professional Development Consultant. Agenda. 10:30-10:40 Goals and purpose 10:40-11:10 Technical assistance 11:10-11:30 From Note-Making to Rubric 11:30-11:45 Discussion.

cyrah
Download Presentation

Providing Feedback to Educators

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Providing Feedback to Educators September 23, 2013 ACT FOR YOUTH Provider Day Judith Ross-Bernstein Professional Development Consultant

  2. Agenda 10:30-10:40 • Goals and purpose 10:40-11:10 • Technical assistance 11:10-11:30 • From Note-Making to Rubric 11:30-11:45 • Discussion

  3. Goals & Objectives Participants will be able to understand the purpose, methods and protocol of the feedback cycle. • Differentiate note-taking from note-making • Observe educator objectively, write with detail • Discuss feedback with educators supported by feedback form language • Transfer observations and feedback to on-site feedback form

  4. Why observe educators? • Give constructive feedback • Inform subsequent trainings • Professional development • Enhance quality • Accountability • Examine fidelity • Assess level of student engagement

  5. Onsite Feedback Form Protocol* • Familiar with EBP and On-Site Feedback Form • Arrange visit and feedback • Prepare EBP outline • Arrive early • Complete observation • Discuss feedback • Complete Form *http://www.actforyouth.net/health_sexuality/sexual_health/community/capp/quality.cfm

  6. “No monuments record the bravery of teachers.” Jane Tompkins

  7. What is your comfort level ? Observing ? Giving Feedback? 1 No comfort No experience No knowledge 2 Some comfort Some experience Some knowledge 3 Comfortable Have experience Knowledge 4 A lot of comfort Much experience Wide Knowledge

  8. “No monuments record the bravery of teachers.” Note-taking approach • Like anthropologist field notes • Limited judgment • Record fully instructor & youth behaviors • Freeze frames/snap shots • Notes/Grounding for Educators to refer to and reflect Jane Tompkins

  9. “No monuments record the bravery of teachers.” Note-taking approach • Post observation- meeting to discuss • Collaborative meaning-making • Draw out the purpose of teaching behaviors (intentionality) • Put behaviors in teaching- learning language • Add interpretive comments Jane Tompkins

  10. Observation or Interpretation? • 2 kids stand high on round object, mat or carpet below • She’s afraid • He wants to help her • She’s jumping for the first time • Girl wears purple tops and bottoms • Big boy’s head points down & turned to her • He wants to go first • Room looks void of furniture or adults • She’s a young peer • Little girl looks down, fingers curled • She is crying • Boy’s arm is reaching toward her • He’s not letting her go • He is telling her the rules of his game

  11. Observation Interpretation • 2 kids stand high on round object, mat or carpet below • Room looks void of furniture or adults • Girl wears purple tops and bottoms • Little girl looks down, fingers curled • Big boy’s head points down & turned to her • Boy’s arm is reaching toward her • He’s her big brother • She’s a young peer • She’s jumping for the first time • She’s afraid • He wants to help her • She is crying • He wants to go first • He’s not letting her go • He is telling her the rules of his game

  12. Observation Methodology HOW TO OBSERVE? TWO PARTS A. Observation (Note-taking) Quality of pieces: Describing in detail Being objective • Interpretation (Note-making) What do the behaviors in context mean?

  13. Exercise: Live Video • Video- • View twice • Powerful Teaching and Learning: High School Social Studies (2:13) • Note-taking • develop your own method • What educator’s actions did you observe? • Note-making: What feedback can you provide? • Caveat

  14. Note-taking to Note-making

  15. Note-taking:What behaviors did we see?

  16. Note-taking:What behaviors did we see?

  17. Note-taking-Note-makingWhat can we discuss with Educator?

  18. After the conference- Complete Form

  19. Review Protocol • Familiarize EBP and On-Site Feedback Form • Arrange visit and feedback • Prepare EBP outline • Arrive early • Complete observation • Discuss feedback • Complete Form

More Related