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Providing iterative feedback is preferable as this provides the recipients the opportunity to improve before participating in the next activity and before a formal evaluation. Effective feedback is achieved by establishing a positive interpersonal relationship between the person(s) providing feedback and the recipient(s) as this creates an environment that fosters development.
- Preparing Teachers to Receive Feedback
- Giving Feedback to Teachers
- Using A Common Feedback Framework
- After You Give Feedback
- Classroom Mosaic Makes Giving Effective Feedback easy.
Communicate Goals and Expectations
Communicating expectations up front is foundational for providing effective feedback. When teachers understand what is expected of them it establishes teamwork, creates a culture of improvement, and builds trust between teachers and administrators. This allows teachers and administrators to co-create an optimal learning environment for student success. Follow these three steps to communicate your expectations clearly. 1. Explain overarching school goals and motivations 2. Establish expectatio...
Helping Teachers Set Their Professional Goals
You can increase teacher motivation and involvement by giving them ownership of their goals. Instead of setting professional goals for teachers, give them autonomy. Provide time for them to reflect on the expectations you communicated, select aligned personal goals, and then identify paths to achieve them. Autonomy and goal alignment produces a common cultural focus and increased speed of achievement. You can maximize alignment by asking teachers to use district and/or state instructional fra...
Effective feedback is timely, clear, and actionable. For example: Bad feedback: “Great lesson!” Good feedback: “Your students were clearly engaged in the lesson when you brought in a current, real-life situation they could identify with. However, during the whole group discussion, there were students disengaged. You might want to try to make your s...
One of the easiest ways to get started is by using a feedback model or framework. Imagine this scenario: During an observation, you saw a tense interaction between the teacher and a student. You know you need to have a difficult conversation, but you don’t know where to start, you don’t want to forget a critical part of your feedback, and you're af...
Turn it into a conversation
Feedback should never be a one-way street. You can invite them into a conversation by asking questions and actively listening. One of the easiest ways to do this is by asking a reflection question during the observation. This starts the feedback process as a conversation. During the conversation, give the teacher a chance to ask questions, get clarification, and add share their perspective. Show them their input is valued and respected.
Make your Feedback Continuous
Consistency is an essential part of effective feedback. Research shows an observation cycle every week or every other week is optimal. Giving feedback to teachers a few times a year is actually unhelpful and can damage your relationship with them if approached incorrectly. The good thing is, you don’t have to do this alone. You can tap into your admin and coaching team to help share the load. You can also ask your veteran teachers to step in and help. One easy way to do this is to create an o...
If you found this guide helpful, you'll love our platform. It has a whole set of tools and features designed to make giving feedback to teachers simple and effective.
Nov 16, 2023 · It should be candid and truthful, avoiding misleading or overly positive language. Specific feedback is concrete, addressing particular actions, behaviors, or outcomes. Vague or generalized feedback is less helpful because it doesn’t provide clear guidance for improvement. Realistic feedback is based on observable and verifiable evidence.
Teacher Feedback Examples for the Developing Teacher. The focus should be on encouraging existing strengths when providing feedback to a teacher who just needs a nudge. Provide encouraging feedback while gently guiding them towards improvement in specific areas. You have established a positive classroom atmosphere.
- Prepare. Immediately after a classroom observation, prepare for the feedback conversation with careful reflection of what was observed. Use specific language from the rubric to make notes about the observation and the score that a teacher was given.
- Present data. Meet face to face with the teacher. To get the conversation under way, introduce and review your observation notes and discuss the evidence with the teacher.
- Discuss focus. After the evidence and scores have been presented, it’s time to discuss the focus for improvement efforts. Ask the teacher for input during this step.
- Make a plan. At this point, the administrator and teacher have agreed on the focus for improvement or change, and it’s time to make a plan. Start by asking the teacher for ideas, then offer to put ideas on the table.
When school leaders give intentional, impactful feedback to teachers, they send a clear message that they believe in their abilities and want to help them further develop their craft. However, crafting this kind of feedback takes consistent practice. To improve your own feedback-giving, consider these five strategies for maximum impact.
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taught Kindergarten, too. What did you think of that, and what do you plan to do tomorrow? Good feedback begins with noticing specific aspects of the lesson, then sharing those observations with the teacher as the starting point for the discussion. It can be likened to a teacher asking a well-crafted, thought-
