1
Providing Effective Feedback
Coaches & Principals
2
Think-Pair-Share:How do you provide feedback to teachers after an observation?
• How do you debrief with teachers?
• What strategies have been particularly effective?
• What are some challenges you’ve had with providing feedback?
3
The Coaching Cycle
Identify Groups to Observe:• 5-Minute Observations• Review of Written Data
Conduct Observations
Provide Feedback / Identify and Apply Remedies
Follow Up
4
Provide Feedback / Identify and Apply Remedies
Follow Up
The Feedback/Follow-up Loop
• Follow-up with Observations and Provide Feedback steps
Provide Feedback:• 3 Student-Focused
“Keepers”Identify Remedies:• 1 Student-Focused
“Polisher”Apply Remedies:• Provide Support (Apply
remedies)– Desired Student
Behavior– Teacher behavior
that will elicit student behavior
– Model teaching
5
Methods for Providing Feedback
• Written Feedback
• Verbal Feedback (immediate)
• Verbal Feedback (delayed)
6
General Format for Providing Feedback
• Thank you
• 3 “Keepers” (Student Focused)– The students ______ because you _______
• 1 “Polisher” (Student Focused)– It’s important that students
__________;
in order to do that, try ________
7
Providing Feedback: Thank You• What: Thank teacher for opportunity to
observe, welcoming you in their classroom, etc.
• Why: Ensures teacher feels honored, builds rapport leaving teacher more open to receive and respond to feedback
8
Providing Feedback: 3 Keepers• What: 3 Keepers (Student Focused)
– The students ______ because you _______
• Why: – 3:1 ratio is critical to promoting positive and
responsive school culture– Increases the likelihood that teachers will
sustain effective practices– Builds rapport– Increases likelihood teacher
will hear and respond to “polisher”
9
Partner share• Partner A: why are “Thank-yous” and
“Keepers” important in providing feedback?
• Partner B: – add to partner A’s response and– How have you/do you plan to use
“Thank yous” and “Keepers” when providing feedback?
• Partner A: add to partner B’s response
10
Providing Feedback: 1 Polisher• What: 1 Polisher (Student Focused)
– It’s important that students __________; in order to do that, try ________
• Why: – Limits focus for growth to manageable
number of tasks– Provides clear teacher practice to
improve instruction– Provides rationale for implementing
recommendation – Links rationale to student outcomes
(keeps focus on students)
11
Practice
• Observe this lesson, selecting one or more of the 9 general features of instruction to provide feedback– Identify your “thank you” statement– Identify 3 keepers on which to provide
feedback– Identify 1 polisher
12
Practice
• Give feedback to your partner– Partner B – provide feedback to partner A as
if partner A was the teacher who had taught the lesson
– Partner A – tell partner B what elements of giving effective feedback were incorporated (keepers). Give partner B a polisher for providing more effective feedback
13
Providing Feedback: Special Considerations
• When providing feedback in writing:– May limit written feedback to only “Keepers”– Try to provide feedback as immediately as possible– Only provide polishers in writing after they have been
discussed verbally
• Why: – Immediate feedback reduces anxiety– Writing is a more permanent record of
feedback; ensures that the teacher can reflect on a positive coachinginteraction
14
Providing Feedback: Special Considerations
• When providing feedback Verbally (Immediately):– This option is helpful when doing coach & principal walk-
throughs– Check for understanding: ask teacher to repeat back positive
feedback before giving growth statement– Make sure to describe the desired behavior and have coach or
principal model it (while other person provides whisper coaching)
• Why: – Gives an immediate model of effective teaching– Ensures the teacher “hears” positive feedback– Increases the likelihood that the teacher clearly
understands how to implement the more effective teaching practice.
15
Providing Feedback: Special Considerations
• When providing feedback Verbally (Delayed):– Give feedback as soon after the observation as possible– Check for understanding: ask teacher to repeat back positive
feedback before giving growth statement– Make sure to describe the desired behavior and offer to
model it – May create a checklist or key features for teacher
to observe so they attend to the relevant features of the model
• Why: – Still provides a model of effective teaching– Ensures the teacher “hears” positive feedback– Increases the likelihood that the teacher clearly
understands how to implement the more effective teaching practice.
16
Providing Feedback: Special Considerations
• When providing feedback Verbally (Delayed):– May have teacher first reflect on her “keepers” and
“polishers”
• Why: – Promotes self reflection– May open the door to coaching without
you providing any feedback– Builds rapport and demonstrates respect
for the teachers appraisal of his/her own teaching
17
Providing Feedback: Special Considerations
• When providing feedback Verbally (Delayed):– Coaches may not provide polisher (must be
done by principals if coaches don’t identify polishers)
• Why: – Ensures that coach maintains a
“helper” role instead of “evaluator”
18
Practice
• Observe this lesson, selecting one or more of the 9 general features of instruction to provide feedback– Identify your “thank you” statement– Identify 3 keepers on which to provide
feedback– Identify 1 polisher
19
Practice
• Give feedback to your partner– Partner A – provide feedback to partner A as
if partner A was the teacher who had taught the lesson (may incorporate a “special consideration” like having the teacher debrief first).
– Partner B – tell partner A what elements of giving effective feedback were incorporated (keepers). Give partner A a polisher for providing more effective feedback.
20
Providing Feedback: Principal Specifics
• What: Expectation – Set instructional target: “I want to see…” – “On my next observation I’ll be looking for…”
• Why: – Sets clear expectation that staff will
implement best practice– Lets staff know it is important that
recommendation is implemented
21
Providing Feedback: Principal Specifics
• What: Offer support– You can talk to the coach to help you… or I’d
like you to talk with the coach to help you
• Why: – Opens door for coaching– Increases support and likelihood
teacher will be successful in improving instruction
22
Providing Feedback: Principal Specifics
• What: Follow-up– Complete next observation and – Provide keeper and polisher focusing on previously
set target • Why:
– Increases the likelihood that good instructional practice will be
implemented– Provides opportunity to provide
positive feedback to teacher for implementation
– Increases rapport and positive school climate
23
Your goals for feedback
• Write the critical elements for giving effective feedback
• Check the items you already do
• Circle one item you would like to try or like to do more when providing feedback
