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Providing Feedback and Support

Providing Feedback and Support. Purpose of this Session. Participants will be able to Identify the various settings for teachers and leaders to provide feedback and support. Provide effective feedback based on the understanding of CCSS-aligned curriculum through the ELA Evidence Guide.

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Providing Feedback and Support

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  1. Providing Feedbackand Support EngageNY.org

  2. Purpose of this Session • Participants will be able to • Identify the various settings for teachers and leaders to provide feedback and support. • Provide effective feedback based on the understanding of CCSS-aligned curriculum through the ELA Evidence Guide. • Reflect on leadership required to support teachers with appropriate feedback as they shift their practices to CCSS-aligned lessons provided through the ELA Modules. EngageNY.org

  3. Welcome • Discuss the following at your table: • Three out of four Generation Y teachers support the idea of more rigorous and frequent feedback from their principals and peers on the effectiveness of their instruction. (American Institutes for Research (AIR)) EngageNY.org

  4. Redefining Feedback • 1920’s Definition • Influenced by John Dewey &Scientific Management • 1950’s • Managerial vs. Instructional • 1960–1970’s • Clinical Supervision • 1980–1990s • Lesson Design • 2000–present • Danielson’s Model - move away from prescriptive EngageNY.org

  5. What isn’t Feedback? EngageNY.org

  6. Effective Feedback • Goal-referenced • Tangible and transparent • Actionable • User-friendly (specific and personalized) • Timely • Ongoing • Consistent -Grant Wiggins (2012) EngageNY.org

  7. Leaders as Coaches Good coaches don’t tell teachers what to do. But they are comfortable using data from an observation, or comments made by the teacher, to provide feedback. All feedback is precise and non-judgmental. Good coaches are always open to the teacher’s point-of-view. (Knight, 2011) EngageNY.org

  8. Review Module 9.1.3 Lesson 7 Best Instructional Practices for aligned CCSS lessons Student engagement in the lesson EngageNY.org

  9. Table Discussion What were some key points of alignment for Module 9.1.3, Lesson 7 that every teacher should have in his or her CCSS lesson? EngageNY.org

  10. Feedback Language • Be Specific • Avoid evaluative judgments • Speak about what was observed • Give with care • Invite reflection • I noticed… • I heard… • I felt this when I saw or heard this… • I wonder… EngageNY.org

  11. Table Discussion • Use Evidence Guide and discuss in PAIRS • What kinds of evidence do you look for in an observation? EngageNY.org

  12. Walk Throughs Short, typically 3–7 minutes Opportunity to observe activities, and teacher actions Typically have a specific focus, which should be shared with the teacher EngageNY.org

  13. Case Study #1: Walk Through • User-friendly (Specific and Personalized)? • Ongoing? • Consistent? • Read Case Study #1. • Using the Sample Evidence Guide in your packet, describe the type of feedback you would give to a teacher after a walk through. • Check: Is the feedback • Goal referenced? • Tangible and Transparent? • Actionable • Timely? EngageNY.org

  14. Informal Observations • 15-20 minutes • Provides more time to observe instruction and curricular implementation • Opportunity to focus more on student actions and responses EngageNY.org

  15. Case Study #2: Observation • User-friendly (Specific and Personalized)? • Ongoing? • Consistent? • Read Case Study #2. • Using the Sample Evidence Guide in your packet, describe the type of feedback you would give to a teacher after an observation. • Check: Is the feedback • Goal referenced? • Tangible and Transparent? • Actionable • Timely? EngageNY.org

  16. Feedback Challengesfor Principals Time Experience Role Expectation Content Expertise EngageNY.org

  17. Table Discussion What are essential components of an effective feedback session with a teacher? What other challenges do you face in providing effective feedback to teachers? How will you work toward not falling back on the familiar methods of feedback? EngageNY.org

  18. Q & A EngageNY.org

  19. Discussion and Reflection Does Effective Feedback Require the Tough Conversation? Explain. What are the things you would see/hear in a coaching session after an observation? What should you not see/hear? EngageNY.org

  20. Pulse Check Please go to engageny.org/novnti and fill out the online plus-delta for the Strategies for Adaptation session. Thank You! EngageNY.org

  21. Online Parking Lot Please go to engageny.org/novnti and select “Online Parking Lot” for any NYSED related questions. Thank You! EngageNY.org

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