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NYSED Principal Evaluation Training Program

NYSED Principal Evaluation Training Program. Day 2: Learning and Teaching Session 3: Effective Feedback. Session 3: Effective Feedback. Aims of The Session. To increase cognition of: Common features of effective lesson observation The importance of pre-observation preparation

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NYSED Principal Evaluation Training Program

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  1. NYSED Principal Evaluation Training Program Day 2: Learning and Teaching Session 3: Effective Feedback

  2. Session 3: Effective Feedback February 9 , 2012 Session 3 : Effective Feedback

  3. Aims of The Session • To increase cognition of: • Common features of effective lesson observation • The importance of pre-observation preparation • Post-observation feedback • Providing reflective feedback February 9 , 2012 Session 3 : Effective Feedback

  4. Common features of Effective Lesson Observation • Preparation by the principal, this may or may not include pre-conferencing with the teacher • Collecting evidence - the lesson observation (part or whole of lesson) • Post observation feedback, which focuses on actionable change - ideally this should be given face to face

  5. Activity 1- Pre-lesson observation preparation including conferencing • In your groups discuss and record on a chart the: • Purpose • Process • Pitfalls • End result • of the preparation, with particular focus on what should be the most effective behaviors of a principal at this stage February 9 , 2012 Session 3 : Effective Feedback

  6. Pre-lesson observation preparation • Pre-lesson observation preparation is essential, it ensures that the principal is clear about items such as: • the context of the lesson • its place in scope and sequence • the background of the students (including SPED, ELL etc) • any agreed specific student learning objectives • any agreed teacher actions, from previous observations February 9 , 2012 Session 3 : Effective Feedback

  7. A Pre-observation conference A pre-conference is an information gathering meeting to ensure that the principal is absolutely clear about the purpose of the lesson and the strategies to be used to secure the learning objectives as outlined by the teacher. The principal should not make this a coaching session because it is the teacher’s lesson he or she need to observe, not their lesson! February 9 , 2012 Session 3 : Effective Feedback

  8. Preparing for feedback to the teacher • PURPOSE • To ensure that the teacher fully understands the: • strengths of the lesson based on objective evidence • areas for improvement arising from the lesson observation • the actionable change(s) for the teacher to make in order to make improvements in student learning February 9 , 2012 Session 3 : Effective Feedback

  9. Preparing for feedback to the teacher • PROCESS (part 1) • This is a 1 to 1 meeting where the principal and the teacher share their thoughts at different points. • The principal should set a positive tone for the meeting and explain that this is the final part of the process. • The principal should ask at least one introductory question to the teacher to secure an understanding of the extent of the teacher’s reflection. • For example, “If you were to teach this lesson again, what would you change, if anything?”; “Where was learning best and why?” February 9 , 2012 Session 3 : Effective Feedback 2

  10. Preparing for feedback to the teacher • PROCESS (part 2) • A summary statement for strengths • For example: “Student learning is effective because they understand the learning objectives and are successfully building on prior knowledge” • Then, the principal should provide an example, based on his or her recorded objective evidence, which relates to the effectiveness of student learning. February 9 , 2012 Session 3 : Effective Feedback

  11. Preparing for feedback to the teacher • PROCESS (part 3) • A summary statement for areas for improvement • e.g.‘Improve questioning techniques to develop and challenge students’ higher order thinking’. The evidence for this is – students had few opportunities to develop their own ideas because nearly all questions were closed. • Recap by summarizing the actionable change and check for the teacher’s understanding. February 9 , 2012 Session 3 : Effective Feedback

  12. Preparing for feedback to the teacher • PROCESS (part 4) • Next steps – the principal should try to involve the teacher in conversing about ideas for the teacher’s actionable changes and should try to encourage the teacher to identify other strategies for professional development, leading to more effective student learning. • The principal should confirm the teacher’s understanding of their strengths, areas for improvement and actionable changes. • The principal should ask the teacher what are they taking away from this feedback. • Close – the principal may ask the teacher if he or she has any questions. February 9 , 2012 Session 3 : Effective Feedback

  13. Activity 2: Preparing for the post observation conference role play • Individually review your notes from DVD 2 • Annotate your notes to identify cause and effect by highlighting evidence of student learning. • Review the feedback section: Identify the strengths ( i.e. student learning was best when..) and areas for development ( i.e. student learning could better if..) you wish to see and hear a principal feedback to the teacher on the basis of your objective evidence. • Note – no more than 7 points in total is best, which include your areas for improvement, of which there should never be more than three. February 9 , 2012 Session 3 : Effective Feedback

  14. Activity 3 - Role Play • In Groups of three • Teacher Principal Principal Evaluator • Practice each role in turn using your notes from DVD 2 • At the end of each role play, the Evaluator gives feedback to the principal, focusing on: • Did the teacher hear and understand unequivocal messages? • Did the principal use objective evidence ? • Did the principal identify clear actionable change ? • Did the teacher accept ownership? • This training exercise provides the opportunity to check the principal evaluator's evidence with both the teacher and the principal. • FINALLY: as a trio, agree the most important learning points for the principal and the principal evaluator. Write this on flip chart paper and post on the wall. • Gallery walk February 9 , 2012 Session 3 : Effective Feedback

  15. Role Play Review • So, how did that go? • What in the process of giving feedback was effective? • What didn’t go so well and therefore what we ought to guard against / be mindful of and consequently make the process of giving feedback to teachers more effective. • Whole group discussion February 9 , 2012 Session 3 : Effective Feedback

  16. Summary of Session 3 • Importance of the principal evaluator’s: • pre-observation preparation in clarifying the purpose of the lesson • preparing for feedback to the principal and the importance of being clear, providing constructive and effective feedback • providing objective evidence that supports the feedback February 9 , 2012 Session 3 : Effective Feedback

  17. Break February 9 , 2012 Session 3 : Effective Feedback 18

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