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Effective Instructional Feedback

Effective Instructional Feedback. Mike Miles July 2009. In general, when you observe a teacher, what are the two most important things you look for?. Objectives. Discuss goals/ rationale of providing instructional feedback Review criteria of providing effective instructional feedback

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Effective Instructional Feedback

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  1. Effective Instructional Feedback Mike Miles July 2009

  2. In general, when you observe a teacher, what are the two most important things you look for?

  3. Objectives • Discuss goals/ rationale of providing instructional feedback • Review criteria of providing effective instructional feedback • Review spot observation form • Use instructional feedback rubric

  4. Why provide feedback?

  5. The Main Thing Focus on High Quality Instruction

  6. High Quality Instruction

  7. . . . our greatest opportunity for better schools: a simple, unswerving focus on those actions and arrangements that ensure effective, ever-improving instruction. Instruction itself has the largest influence on achievement. Mike Schmoker, Results Now (2006)

  8. “The top-performing school systems recognize that the only way to improve outcomes is to improve instruction.” How the World’s Best-Performing School Systems Come Out on Top, McKinsey and Company, Sep. 2007

  9. Processes L Philosophy Implementation

  10. Quick Survey • Administrators and teachers in the organization know what the organization values most with regard to instruction. • Administrators provide instructional feedback in multiple ways purposefully and regularly. • Administrators use a spot observation or walk-through form.

  11. Quick Survey • Administrators respect the difference between formative and summative evaluations. • Teachers in the organization believe the instructional feedback they receive is helpful. • Instructional behavior changes as a result of the feedback teachers are given.

  12. Quick Survey • Administrators know how to provide effective instructional feedback in a way that is appreciated by the staff. • The quality of instruction in the organization is very high.

  13. Think and work systemically.

  14. Staff Devel. Classroom Instructional Priorities • Other System Connections • Data use plan • Alignment • Feedback • Accreditation Systemic Leverage Points – Spot observation School Achievement Goals Teacher Eval. SPOT OBSERVATIONS Building Philosophy: beliefs, priorities, goals

  15. Principal’s evaluation rubric

  16. Build a culture of instructional feedback.

  17. Building a culture of feedback • 1) Philosophy first • Establish rationale and goals for instructional feedback

  18. Philosophy first • Replace “what gets measured gets done” with “what gets feedback gets done better.” • Guide beliefs about instructional feedback.

  19. Goal of instructional feedback • Provide information to teachers in order to improve instruction • Stimulate conversations about professional growth • Monitor the progress of the implementation of instructional practices and initiatives • Provide focus • Validate what is working well • Help to hold ourselves accountable

  20. Instructional feedback is only as important as the professional dialogues it stimulates and the changes to instructional behavior that result from it.

  21. Building a culture of feedback • 2) Set expectations • Open doors • Set expectations for written and verbal feedback

  22. District expectations • Administrators regularly conduct observations of classroom instruction • Administrators provide feedback to teachers on a form developed by the school

  23. District expectations • Administrators hold conversations with all employees about the feedback and about instruction

  24. Building a culture of feedback • 3) Determine what you are providing feedback on • Solicit input regarding the type of feedback that is needed to improve instruction. • Give feedback on the instructional behaviors the organization values most and that will make the most difference for the organization’s goals. • Ensure alignment with instructional priorities, key actions, and evaluations.

  25. Building a culture of feedback • 4) Develop instructional feedback form • Building level • Input from staff

  26. Building a culture of feedback • 5) Train administrators and teacher leaders to provide effective instructional feedback • Develop instructional leaders • Focus on improving instruction • Formative and summative assessments of instruction • Use rubric for providing feedback • Calibrate

  27. Building a culture of feedback • 6) Provide staff training and professional development • Before providing feedback • Aligned with feedback instrument

  28. Building a culture of feedback • 7) Follow through • Analyze data received • Provide additional support where needed • Insist on improvement; hold teachers and administrators accountable • Review and revise feedback processes as necessary

  29. Building a culture of feedback • 8) Model asking for and receiving feedback

  30. Instructional feedback rubric

  31. Spot observation forms

  32. Contact information • Mike Miles • mmiles@hsd2.org • 719 352-9121

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