Mick Randall

Barbara Thonton

Advising and supporting teachers

Feedback

Pre-service and in-servicecontexts

Who is who?

• Who is the pre-service teacher?

• Who is the in-service teacher?

And… who is the advisor?

• The in-service teacher= the teacher whohas experience

• The critical friend/ Peer coaching

• The headteacher/ mentor/ coach etc.

Planning Conference (Pre-Brief)

The teacher and coach confer to:

• Clarify learning goals (teacher and student)

• Collaboratively plan tasks or work the students willcomplete to achieve the intended outcomes

• Determine evidence of proficient studentachievement

• Identify student or teacher behaviors the coachshould observe

• Agree on the role(s) the teacher and the coachwill perform during the lesson.

In class support

The teacher and the coach collaborate in the delivery of the planned lesson through these activities:

• Observation• Demonstration lesson• Co-Teaching• Gradual release of responsibility from

coach to teacher

Evaluating Impact of Effective

Teaching Strategies

Providing Feedback

Not evaluating teacher, but evaluating the effectiveness of the Effective Teaching Strategies as evidenced by:

impact on student outcomes.

Debriefing

The teacher and the coach meet to discuss:

• Degree to which students have mastered the learning outcomes

• Effective Teaching Strategies used by the coach/teacher.

• Instructional adjustments the teacher made during the lesson

Feedback

The goal of feedback is to improve current situations without criticizing or offending.

Should be:

• Descriptive rather than Evaluative(visible)

• Specific instead of general• Given as soon as possible• Realistic• Positive

Reflection

“The teacher cannot rely on either instinctalone or on prepackaged sets of techniques.Instead, she or he must think about what istaking place, what the options are and so on,in a critical, analytical way. In other words theteacher must engage in reflection.”

John W. Brubacher, Charles W. Case, and Timothy G. Reagan