Providing feedback and support
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Providing Feedback and Support. 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.

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Providing Feedback and Support

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Providing feedback and support

Providing Feedbackand Support

EngageNY.org


Purpose of this session

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

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

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

What isn’t Feedback?

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Effective feedback

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

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

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

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?

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Feedback language

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 discussion1

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

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

Case Study #1: Walk Through

  • User-friendly (Specific and Personalized)?

  • Ongoing?

  • Consistent?

  • 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?

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Informal observations

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

Case Study #2: Observation

  • User-friendly (Specific and Personalized)?

  • Ongoing?

  • Consistent?

  • 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?

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Feedback challenges for principals

Feedback Challengesfor Principals

Time

Experience

Role Expectation

Content Expertise

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Table discussion2

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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Providing feedback and support

Q & A

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Discussion and reflection

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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Pulse check

Pulse Check

Please go to engageny.org/novnti and fill out the online plus-delta for the Strategies for Adaptation session.

Thank You!

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Online parking lot

Online Parking Lot

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

Thank You!

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