Effective Instructional Feedback

of 36 /36
Effective Instructional Feedback Mike Miles July 2009

Embed Size (px)

description

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 - PowerPoint PPT Presentation

Transcript of Effective Instructional Feedback

  • Effective Instructional FeedbackMike MilesJuly 2009

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

  • ObjectivesDiscuss goals/ rationale of providing instructional feedbackReview criteria of providing effective instructional feedbackReview spot observation formUse instructional feedback rubric

  • Why provide feedback?

  • The Main ThingFocus on High Quality Instruction

  • High Quality Instruction

  • . . . 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)

  • The top-performing school systems recognize that the only way to improve outcomes is to improve instruction.

    How the Worlds Best-Performing School Systems Come Out on Top, McKinsey and Company, Sep. 2007

  • Quick SurveyAdministrators 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.

  • Quick SurveyAdministrators 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.

  • Quick SurveyAdministrators 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.

  • Think and work systemically.

  • Systemic Leverage Points Spot observationSPOTOBSERVATIONSBuilding Philosophy: beliefs, priorities, goalsSchool Achievement GoalsTeacher Eval.

  • Principals evaluation rubric

  • Build a culture of instructional feedback.

  • Building a culture of feedback1) Philosophy firstEstablish rationale and goals for instructional feedback

  • Philosophy firstReplace what gets measured gets done with what gets feedback gets done better.Guide beliefs about instructional feedback.

  • Goal of instructional feedbackProvide information to teachers in order to improve instructionStimulate conversations about professional growthMonitor the progress of the implementation of instructional practices and initiativesProvide focusValidate what is working wellHelp to hold ourselves accountable

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

  • Building a culture of feedback2) Set expectationsOpen doorsSet expectations for written and verbal feedback

  • District expectationsAdministrators regularly conduct observations of classroom instructionAdministrators provide feedback to teachers on a form developed by the school

  • District expectationsAdministrators hold conversations with all employees about the feedback and about instruction

  • Building a culture of feedback3) Determine what you are providing feedback onSolicit 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 organizations goals.Ensure alignment with instructional priorities, key actions, and evaluations.

  • Building a culture of feedback4) Develop instructional feedback formBuilding levelInput from staff

  • Building a culture of feedback5) Train administrators and teacher leaders to provide effective instructional feedbackDevelop instructional leadersFocus on improving instructionFormative and summative assessments of instructionUse rubric for providing feedbackCalibrate

  • Building a culture of feedback6) Provide staff training and professional developmentBefore providing feedbackAligned with feedback instrument

  • Building a culture of feedback7) Follow throughAnalyze data received Provide additional support where neededInsist on improvement; hold teachers and administrators accountableReview and revise feedback processes as necessary

  • Building a culture of feedback8) Model asking for and receiving feedback

  • Instructional feedback rubric

  • Spot observation forms

  • Contact informationMike [email protected] 352-9121