Providing Feedback to Educators

September 23, 2013ACT FOR YOUTH

Provider Day

Judith Ross-BernsteinProfessional 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

Goals & ObjectivesParticipants 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

Why observe educators?

• Give constructive feedback

• Inform subsequent trainings

• Professional development

• Enhance quality• Accountability• Examine fidelity• Assess level of student

engagement

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

“No monuments record the bravery of teachers.”

Jane Tompkins

What is your comfort level ?

Observing ? Giving Feedback?

1No comfort

No experienceNo knowledge

2Some comfort

Some experienceSome knowledge

3Comfortable

Have experience Knowledge

4A lot of comfortMuch experienceWide Knowledge

“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

“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

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

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

Observation Methodology

HOW TO OBSERVE? TWO PARTS

A. Observation (Note-taking)Quality of pieces: Describing in detail

Being objective

B. Interpretation (Note-making)What do the behaviors in context mean?

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

Note-taking to Note-making

Note-taking:What behaviors did we see?

Educators Actions Youth Actions*Sets ups and debriefs activities

Work together in group activities

Creates an engaging and respectful environment

Understand and follow instructions

Handles difficult behavior

Note-taking:What behaviors did we see?

*Sets ups & debriefs activitiesNote-taking Note-makingWalks closer to the students “If you guys would please take out a piece of paper”So I want to ask you this, write this down very quickly. (VERY QUICKLY)Take a minute and think about that and jot that down on your paper.So go ahead and talk, whether you are finished

What is it that you know from what you have read, and what you studied and what know about people Question, think, write, talk

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

*Sets ups & debriefs activitiesNote-taking Note-makingWalks closer to the students “If you guys would please take out a piece of paper”So I want to ask you this, write this down very quickly. (*VERY QUICKLY)Take a minute and think about that and jot that down on your paper.So go ahead and talk, whether you are finished

Walks and gets near different studentsGives step by step instructionsFlow of activity is clear goes from think, write , talkDraws back to where students have studied and doneRepeats, expands language and talks fast, intentional?

What is it that you know from what you have read, and what you studied and what know about people Question, think, write, talk

After the conference- Complete Form

*Sets ups & debriefs activitiesNote-taking Note-makingWalks closer to the students “If you guys would please take out a piece of paper”So I want to ask you this, write this down very quickly. (*VERY QUICKLY)Take a minute and think about that and jot that down on your paper.So go ahead and talk, whether you are finished

*Instructions are given clearly and enthusiastically Takes them through a reflection activity in small stepsRepeats and elaborates (changes words)Uses board (visual)

What is it that you know from what you have read, and what you studied and what know about people

*Facilitator appears authentic

Question, think, write, talk *Pacing and flow are smooth Speak slowly, watch for repetition?

Review Protocol

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