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Meaningful Feedback Teacher’s Guide licensed under Creative Commons BY-NC-ND 4.0 International –6– Respectful When providing feedback, teachers should be positive and respectful. One can point out errors without belittling a student. Providing feedback positively and respectfully is especially important for students with low motivation ...
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.
- Why isn’t teacher feedback better?
- How do you...
- About the author
- Classroom Walkthrough Models MATRIX. In contrast to walk-throughs,
- Popular Feedback Models
- Feedback Guidelines
- Say This, Not That
- When did deep learning occur? What evidence leads you to that conclusion?
- Nuanced Feedback
- WHEN A SCHOOL CULTURE DOESN’T PROVIDE FEEDBACK THAT A TEACHER NEEDS, WHAT CAN BE DONE?
- Soliciting Feedback from Colleagues / Video Use
- Do. . .
- Schedule Demo
The short answer: Imparting meaningful feedback is dificult. Richard Elmore, a professor of graduate education at Harvard, asserts that “the knowledge and skill required to [give quality feedback] is beyond both the experience and practical knowledge of the people charged with supervision.”3 To ofer support, this guide surfaces key elements of efec...
Align feedback with a teacher’s reflective capacity? Ensure that all stakeholders share the same definition of efective instruction? Use feedback language that teachers won’t resist? Solicit meaningful feedback from colleagues, inexperienced observers, and students? Resuscitate a school’s feedback culture when it’s
Todd Blake Finley, PhD, is a tenured professor of English Education at East Carolina University. He blogs and serves Edutopia (George Lucas
Classroom Instructional Rounds involve more steps and multiple classroom visitors who collectively provide feedback during a debrief session. Even in schools lacking the resources for walk-throughs or instructional rounds, however, teachers are likely to receive substantial observation-based feedback from administrators during their formal evaluati...
National School Reform Faculty’s Tuning Protocol Guidelines Learner-Centered Initiatives’ Peer Review Process: Using Warm and Cool Feedback Teacher Leaders’ Coaching Cycle and Coaching Continuum (For Diferentiating Feedback)
While there is no single right way to provide feedback, the field has gained several insights into strategies for providing feedback that create the growth-minded culture most likely to support teacher development.
Although it might feel counterintuitive to feedback providers, the first thing they should say during a debriefing session is nothing. “Turn of your walkie-talkie, sit down, be quiet, and listen for at least ten minutes,” advises Richard Elmore. “Then the first words out of your mouth should be a question to which you do not know the answer.”5 Only...
Escalating accountability measures are no excuse for administrators to neglect feedback on individual teacher’s personal improvement targets. Vanessa Valencia, an assistant principal in Colorado, made her district’s evaluation requirements more personal and growth oriented by printing out each teacher’s instructional goals on a single cheat sheet. ...
Most administrators, like Valencia, understand that feedback should be timely, actionable, specific, and related to agreed-upon learning outcomes. But even when it meets those criteria, feedback can still backfire when unsuccessfully calibrated to a teacher’s abilities. Robyn Jackson, author of Never Underestimate Your Teachers, explains how to det...
Paul Mielke, a principal in Wisconsin, recommends that teachers “generate data about their own teaching, identify their own areas of focus, and establish their own improvement goals...”9 Educators who produce spreadsheets during an evaluation session and highlight how they are making data-based decisions are prized by administrators—or should be. O...
“Critical Friends: A Process Built on Reflection” from the University of Washington “What? So What? Now What?” by Gene Thompson-Grove National School Reform Faculty’s Feedback Carousel Center for Educational Policy Research’s “The Best Foot Forward Project: Substituting Teacher-Collected Video for In-Person Classroom Observations” (Harvard Univers...
Focus on growth targets and next steps. Confirm the lesson objectives and teacher’s improvement goals. Identify how the feedback or evaluation report is being used. Record video of teaching performances. Encourage risk. Base feedback on standards.
"Our teachers are excited about using ADVANCEfeedback and video, more than anything, it removes the 'gotcha' piece of teacher evaluation. Video shows us clearly what is and isn't working. The product helps to create a rubric-based, growth-focused dialogue between, the teacher and administrator." - Kathryn Procope, Principal in Washington, DC
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provide every teacher with the feedback they need to improve through formal personnel evaluation. Directly involving ALL teachers in the process of receiving and giving specific instructional feedback dramatically expands the opportunities for professional growth as well as helping individuals develop their own self-
classroom practice. It also allows teachers to build their capability in giving and receiving feedback. Research shows that when done well, peer observation, including feedback and reflection, has a high impact on improving professional practice and can be an important part of a teacher’s professional development.3 The Victorian Teaching and
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Feedback Cycle will ensure that teachers receive regular observations to provide accurate and meaningful feedback. Each observation should be followed by clear, specific, actionable, and timely feedback to improve practice. Observers should follow up to ensure feedback is effectively implemented and to provide additional assistance if necessary.
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Giving CLASS Feedback: Quickstart Guide Introduction: Giving feedback is an essential part of supporting teacher practice growth. Effective feedback does more than just provide the teacher an outsider’s perspective on where she/he is “good/bad” or “needs to improve.” An effective feedback session (or preferably, a series of
