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Leader Effectiveness Performance Evaluation System

Leader Effectiveness Performance Evaluation System. Effective Feedback. What Makes Feedback Effective?. Effective feedback is: Focused on specific behaviors relating to teaching, leading, and learning rather than other areas Relevant to performance standards

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Leader Effectiveness Performance Evaluation System

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  1. Leader Effectiveness Performance Evaluation System Effective Feedback

  2. What Makes Feedback Effective? • Effective feedback is: • Focused on specific behaviors relating to teaching, leading, and learning rather than other areas • Relevant to performance standards • Contextual rather than context free; context that should be considered include: • School’s mission and improvement goals • Curriculum and instructional goals (Gordon, S. P., 2006)

  3. What Makes Feedback Effective? • Effective feedback is: • Generated through analysis of deep, rich evaluation data • Generated based on long-term, continuous data gathering rather than “one-shot” evaluations (Gordon, S. P., 2006)

  4. Feedback that GIVES… Growth-oriented Inherently-sound Values the recipient Evidence-based Scope

  5. Growth-Oriented • Does the feedback encourage specific reflective growth from the recipient? • Does the feedback provide ideas for future growth?

  6. Inherently-Sound Does the feedback demonstrate an appropriate understanding of content and effective instructional strategies or leadership practices?

  7. Value • Does the feedback value the strengths of the recipient? • Does the feedback display appropriate tone and content that values the recipient’s feelings and point of view?

  8. Evidence-Based Does the feedback cite or analyze specific evidence or data?

  9. Scope • Is the feedback neither too broad nor too narrow? • Does the feedback focus on things the recipient can control?

  10. During the observation, I noted that you called on girls 15 times and boys 7, even though you have an equal number of each in your class. This is very discouraging for the boys. Feedback Scenario 1- Teacher Feedback that GIVES… • Growth-Oriented • Inherently-Sound • Values the Recipient • Evidence-Based • Scope

  11. You wrote thorough directions on the board, and reviewed them twice before allowing students to transition. Most students transitioned quickly and quietly from the Hook to the Explore activity. Adding tennis balls to the bottom of students’ chairs can help decrease the noise even more. Feedback Scenario 2 - Teacher Feedback that GIVES… • Growth-Oriented • Inherently-Sound • Values the Recipient • Evidence-Based • Scope

  12. The lesson was clear, organized, and focused. Students appeared engaged in relevant learning. The resources used were appropriate for the developmental needs of students. Consider differentiating for an even greater impact. Feedback Scenario 3 - Teacher Feedback that GIVES… • Growth-Oriented • Inherently-Sound • Values the Recipient • Evidence-Based • Scope

  13. Before school began, I observed you meeting with a team who had some concerns about implementing a new program; they did not discuss possible solutions. You noted their concerns and said you would e-mail the district instructional supervisor to discuss possible solutions. You also promised to drop by later during the day to observe their instruction and see their concerns in action. What could you have done to empower this team? Feedback Scenario 4 - Principal Feedback that GIVES… • Growth-Oriented • Inherently-Sound • Values the Recipient • Evidence-Based • Scope

  14. I accompanied you on a walk-through; students from three classes were in the hall. Two out of the 3 classes were orderly. The disorderly class disturbed students in two nearby classrooms. You did not make comments to any of the classes. Why didn’t you? Feedback Scenario 5 - Principal Feedback that GIVES… • Growth-Oriented • Inherently-Sound • Values the Recipient • Evidence-Based • Scope

  15. When asked to describe the methods you used to communicate with parents, you presented the interactive website you created this year. Data entries provided evidence that you that you posted updates at least once a week or more often when necessary (for instance, when report cards were issued, etc.). You also shared that the website was your primary mode of communication. The information you posted on the site was timely and useful. You were not able to provide data regarding parents’ use or perceptions of the site as a communication tool. Consider determining the effectiveness of the site and implementing other ways to communicate with your families/community. Feedback Scenario 6 - Principal Feedback that GIVES… • Growth-Oriented • Inherently-Sound • Values the Recipient • Evidence-Based • Scope

  16. Danielle Thomas Video As you watch the video of this second grade teacher, note performance evidence in each of the four teacher domains (You may use the Danielson – Clinical Observation Form). Consider feedback that you will offer to Danielle following the completion of the observation.

  17. Based on what you have observed, work in groups and write down the feedback that you’d like to offer to the teacher. …Exchange and Critique

  18. Questions? www.strongeandassociates.com

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