FEEDBACK

1. If the facts don’t fit the theory, change the facts ~Albert Einstein FEEDBACK Presented by Lisa Walker

2. Review Last Meeting • Growth Mindset • QTE (Quality of Teacher Evaluation) • Self-Reflect and score your own QTE • TEAM 1 & 3 scored the lowest • TEAM 5 scored the highest Feedback Learning

4. What we are about

5. The Ah-ha moment

6. Objective The educator will: • Articulate the importance of feedback in education • Make connections between feedback and professionalism • Utilize feedback to write evidence statements that incorporate the MT role

7. What we know Feedback

8. Feedback percentages

9. Types of Feedback • Student responses • Student data • TCAP data • TVAAS data • Evaluation data • TRIPOD data • Common Formative Assessments • Summative Assessments • Self-reflection

10. Master Teacher Requirements • Minimum of 60 support hours logged • Attend 3-day Coaching Institute • 10 observations • Reflective Practice contact and manager of integration in building • Coordinate a calibration session with administrators and PIT crew once a semester • Deliver PD to faculty (Reflective Practice & Teacher Effectiveness Initiative mandatory) • 11 best practice captures shared with Monica Jordan • Commit to ongoing professional development

11. SCS Coaching Standards Standard 5 Inspire Motivate teachers with a consistent message of high expectations for teachers and students, promote a culture of rigor, and protect the conditions under which teachers will be able to acquire new skills. Standard 3 Communicate Efficiently share with teachers analyses of their performance and development steps while maintaining the teachers’ investment and promoting self-reflection. Communicate openly and consistently with colleagues and other coaches. Standard 2 Develop Select, design, practice, and execute active interventions that measurably improve a teacher’s performance on the TEM rubric. Standard 1 Analyze & Prioritize Accurately diagnose teacher performance using the TEM rubric, prioritizethe most important skills for the teacher to develop, and provide small and actionable feedback to the teacher. Analyze trends in caseload or school performance and prioritize actions based on results. Standard 4 Assess Accurately evaluate teachers’ proficiency on the TEM rubric and use evaluation tools appropriately.

12. Professionalism Indicators • Indicator 1: Professional Growth and Learning • Indicator 2: Use of Data • Indicator 3: School and Community Involvement • Indicator 4: Leadership

13. What does good evidence look like? • Good evidence does not have to be written in paragraph form. • Good evidence should be able to answer what you’ve done and tell the impact it had on your class or school. • Good evidence is reflective. • Tells what you are doing, why you are doing it, and the impact it had on you, your instruction, your student’s achievement, and/or your school.

14. Feedback in Depth

15. Feedback Article Jigsaw • Article Jigsaw, Step 1: • At your table, number off 1-3, repeating those numbers if there are more than 3 at your table. • Independently read the article that corresponds to your number (see below) • Article 1: Giving Effective Feedback • Article 2: 7 Keys to Effective Feedback • Article 3: The Art of Feedback • Article Jigsaw, Step 2: • At your table, summarize your article for your tablemates by noting the following: • A brief summary of the main point of the article (1 minute) • 2 characteristics of effective feedback noted in your article (2 minutes) • A key quote from the article that you found meaningful (1 minute) • Continue until each of the 3 articles has been reviewed and each person has had a chance to report out.

16. Feedback as a Master Teacher How do you solicit feedback in your role? How can you utilize the following data as feedback?

17. How MTs provide feedback • Evaluations • Post-Conference • 3 R’s: Reinforcement, Refinement, Recommendations • School-wide data • Professional Development • Coaching Other Teachers

18. Some MT data Evaluations MT’s have done

19. How do you get feedback? • Verbal feedback from teachers you evaluate • Survey • Emails • Examine growth in OASYS (Rubric Explorer)

20. Announced Scores

21. Unannounced Scores

22. Obstacles are those frightful things you see when you take your eyes off your goal. ~ Henry Ford Apply the Feedback Show the growth

23. Filter your Feedback-MT role • Classroom Teacher • What is effective and not effective? • What will give me the biggest bang for my buck? • Focus on the goal • Master Teacher • Post-conference • Recommendations • QTEs • Reflective Practice • PD

24. Professionalism and Master Teacher Role

25. Activity • Directions: Using the MT agreement, the Coaching Standards and your table’s assigned professionalism indicator, document examples of evidence you have due to your role as a MT. • Questions to consider as you go: • What do I do as a Master Teacher? • Why do I do this? • How has this impacted my students, myself, or my school? On your chart paper document the following: • Indicator assigned • Examples of evidence for that indicator • How it might impact yourself, students and/or school.

26. Table Swap • Swap your paper with a table nearby that has a different indicator. • Discus what is written and add anything missing. • Swap back. • Share whole group.

27. Professional Growth and Learning Support hours TEM 3.0 certification training Master Teacher trainings QTE self-reflection Reflective Practice captures Ongoing PD Coaching Standard 2: Develop. 3: Communicate

28. Use of Data Rubric Explorer data Feedback from observations Partners with PIT, PLC Lead Teacher or Coach, LC, and Administration to identify needs in school Coaching Standard 1: Analyze & Prioritize, 2: Develop, 3: Communicate, 4: Assess, 5: Inspire

29. School and Community Involvement Maintains Confidentiality Fidelity to TEM 3.0 evaluation process Reflective Practice PD Coaching Standards 3: Communicate, 5 Inspire

30. Leadership Leading PD for faculty on TEM 3.0 rubric You are a Master Teacher Coaching teachers in the building Support provider for teacher’s on a PLP Coaching Standard 1: Analyze & Prioritize, 2: Develop, 3: Communicate, 4: Assess, 5: Inspire

31. Evidence Example • As a Master Teacher, I conducted 10 formal observations on faculty members. 3 of those teachers were on a track ½, 3 were on a track 3/4, 1 was on a track 5 and 3 were new teachers. Below is a synopsis of the growth they demonstrated from the observation I completed to their final observation: • The 3 track ½ teachers: I completed their announced. I recommended 100% from TLAC because their engagement was lacking. Since this observation, these teachers have scored at or above expectations on each of their unannounced observations. • The 3 track ¾ teachers: • The growth in these teachers has impacted not only the teachers, but their student achievement data on the DEA tests. They have gone from…. To ….!

32. Questions & Reflection • Write a solid evidence statement for your professionalism self-score as it relates to you as a Master Teacher. • Get feedback from someone at your table.

33. Feedback for us • Buckets of feedback • Choose a bucket topic: • Reflective Practice • Evaluations • Best Practice Captures • PLPs • Coaching Teachers • Today’s Training (feedback) • Write a piece of feedback regarding your chosen bucket topic for us to consider for next year.

34. Questions