Post was not sent - check your email addresses! endobj © 2020 National Association of Secondary School Principals. (Note that this one was designed for inexperienced teachers on a pre-service training course, so you may want to adapt it accordingly.). Scenario 1: The Pre-observation Conference After just a month as the principal of a middle school, you set up a pre-observation conference with a teacher about whom you know very little beyond the fact that he teaches 7th grade science and coaches several sports. Here are 6 tips... 6 tips for improving observation feedback. �`��8 nӄ�f�R�*���6�ꮓ�L5���:@���!���߲���Ġn��9SGH>��.��_=|6��FH]Y���>�:��M�3�'9�1i��i�)O�F��x�ȉ�;�T�� �7Lٺ����qp��r�5 I like the idea of having a way for the teacher to grade themselves as well as the supervisor. Encouraging reflective practice requires facilitative interactions for which counselling skills are invaluable. For example, a trainee teacher may be asked to observe a lesson and have little or no further contact with the more experienced teacher. The previous posts in this series about classroom observation have all been about why and how we can observe the classroom. Is time being managed properly? Here are 6 tips... 6 tips for improving observation feedback. Stanford, CA: Carnegie Foundation for the Advancement of Teaching. Only by continually discussing and breaking down what you both saw can you understand progression. Describe ... offer a positive observation first. �"�3f��� �s^~ƅ�3�Q$����6IW*�rGa� �^9����C��d��?�6VC����d,����_���>�C�,"�OϤ��a��K���O��5r����r���AŸ^����zj��꺪�����n�A_W1�RS�_z8���H�Hr�A@A#k&�Jc,�m����{�X�W�G�.Dԇ�wr�?`'H�>�%i��(��}�_��w:������ٴ'b�fp��ѩ�$�dHD�Ȍf�b�`���3��%�L:a\`Pz���H�����-i>$���w'C�~�B��_��,%6�m���g���� �PQy4��P!t��f�jM����d Top Tips and a phrase bank for providing effective feedback after observations. If you've ever been on the receiving end of poor feedback then you'll know how unhelpful it is. Conducting Staff Evaluations and Delivering Feedback. So, to get the most out of observation feedback, you should always be looking for better ways to give it, whether formally or informally. It has always been an expectation, and now more formally an entitlement, that they will be observed on some of their lessons and given feedback during a de‐briefing session. #� �01� She has conducted training sessions for all of the PLT leaders in her building and believes that the PLT model helps teachers grow and improve professionally. Reviewing the video together means you can actively discuss, pause, rewind, fast-forward and allow your colleague to come to their own conclusions, making it more meaningful for you both. Constructive feedback helps identify solutions for areas of weakness by looking at what can be improved rather than focusing on what went wrong. SET GOALS Use your Insight report to evaluate your current observation and feedback practices and set realistic, f-�����F��������R�/�m��E﷽Ӭ�4W�|,����_̯�ϊت�fW-��o������N��A��g̕�#��J�$�U^W�M��-nn�'Dk������Ň4��� �9�5�3� l`���G|�&���Ʋʅ>#��3�f�����86��5�jk�����m�4�j9�1�i��G��8�Y��5�y`a-4�;;ֳ� The observer still needs to make the teacher aware of a problem, but rather than give the ‘correct’ answer or solution, the aim is elicit a similar solution or strategy from the trainee. But through my “unobservables” method, I can provide valuable feedback on the instructional strategies used, lesson sequence, and student discussions that occurred that may alleviate some of these student difficulties when they do occur. From a teacher trainer to a less experienced teacher, it is asked to encourage the teacher to reflect on what happened in the lesson and perhaps look into how the lesson could be improved in some way. Your email address will not be published. 5 Howick Place | London | SW1P 1WG. Created: Jun 12, 2013. They spend some time after the lesson making notes and completing each sentence before the feedback discussion. ( Log Out /  Here are some ways to vary the process. The feedback I provide acts as a catalyst to the teaching-learning cycle, and the teachers are able to accelerate student growth and deepen student understanding. 3099067 I share this information with the teacher after my observation, arming him or her with insights about what worked and why for their next PLT planning session. This type of questioning naturally opens up dialogue, giving you time to think and draw conclusions. What do our students require so that they not only understand the concepts, but master them? Examples of these are below: If I were approaching this lesson again, I would …, One question I have about the lesson for the observer is …. Whether feedback follows on straight after the lesson or perhaps some time later will depend on a number of issues. For example, try saying: “What do you think you could do to tackle the problem of…” rather than “What you need to do is…”! In order to explore the nature and quality of the feedback given to students a number of tutors and mentors have been videoed giving feedback to students after observing them teach. It’s a useful way to allow some ‘decompression time’ after the teaching and makes the discussion  more focused. FEEDBACK ON TEACHING ... As an observer giving feedback... As the teacher receiving feedback... Focus on behaviours, not the individual. ��4�ʘ>u��tNC��y :qU��B�� <> Even if a lesson doesn't go to plan, the situation can be turned into a positive one if you give the teacher constructive feedback and help them to learn from the situation. We use cookies to improve your website experience. Ϛ+x�,��Ĭr�����=����w�b�?�A�d�x�Ļ@� �CRiz1랂�C�c|w>���}�W@�pv�m�vK�(��EH��j�J�y.a'J���wC/��ADF�,����B�8��/��7��bpMƢ����e�g��葉�@�ƓBIo�� 0����?��'�=4ё��e��&���}B�_T�V��]� O0�Ud%e\�����^�l`�K�*��^Q�0m�������=w�u�XG���U�͈?> �� ��ҡ�h*G͒�7OH�|$�zv�j���C�y6�lso���C���^2�{u�7md.��������/Nbj��J�"0��o[�+!� ��G She was the 2017 NASSP Colorado Assistant Principal of the Year. Always keep a clear focus in mind. States face several common challenges that prevent observers from providing more meaningful feedback to teachers. endobj In comment 2, the observer starts to draw on the trainee’s prior knowledge and experience in order to lead them to a solution. Quite simply, the idea of sandwich feedback is to begin with the strengths of the lesson, move on to talk about problem areas and possible solutions or points to focus on next time, and end with a summing up, which again should accentuate the positive. The observer assumes the teacher has greater selfawareness and is capable of reflecting on their own strengths and weaknesses. The point is that even a single comment or question at the end of a lesson constitutes feedback. What would you change next time. <> If a teacher is going to teach and be observed again the next day (for example on a training course), then feedback will need to happen immediately afterwards, and many teachers also prefer this: while the lesson is fresh in their minds. Then compare their assessment with your own. We can take this a step further with the observer then asking a question such as, ‘Can I ask you why you chose to end that activity early?’ A question like this, informally asked, can carry all sorts of meaning. One final task is to give the teacher who was observed a set of sentence starters. Suzanne Acheson is an assistant principal at Hinkley High School in Aurora, CO and has served in this role for six years. What is your observation cycle for giving effective feedback to teachers, and how does it help them grow? Then, after the lesson, the observer and the teacher will inevitably meet and the observer might say something like, ‘Thanks for letting me observe, I really enjoyed your lesson.’ This in itself is feedback. ���>��H��q���bO[_O�|Y[��W��gC "����^B�( �'�Ӏ|����|F��'qxF�p8��P����\���!�[�7�큃�da����1Ce�h#���.E �)��g�gC��U���?"S�a�ݸS���1e$6�=Ǚ��}6g2mL/��Fr�d71��G0��ք'lN)�D?:! About this resource. Does the teacher maintain the flow of teaching in such a way that the students remain engaged and, at the same time, are able to get all of the information in within the allotted time? Teachers want and deserve a cycle of observation feedback like this. First, many States use observation rubrics that are cumbersome in length and/or lack specificity. This can also be applied to a teachers’ professional development (PD), making it one of the most important aspects of PD. Change ), You are commenting using your Facebook account. They have direct, specific results that show that their assessment, planning, and delivery are working—the true goal of any teacher. Even if the feedback has to start straight away, it’s worth allowing ten minutes for the teacher to take time out and think about the lesson. stream �$�]��]��DcJ�r2;�@��H��e�s�s����|N� �d�:��J��r��8�p�a�q]5���*:H2-�dW���V)g�B��1�[X��*I��tU '�cUw�%P-�Ƀ��IA�x.��^���ZoW�4�eG��3�g� U In order to obtain valuable insights into how a teacher approaches lesson planning, evaluates student performance, and collaborates with colleagues, I routinely conduct observations during professional learning team (PLT) meetings. Notify me of follow-up comments by email. The observee or observees are then asked to write things up that went well and things that didn’t. Click to share on Facebook (Opens in new window), Click to share on Twitter (Opens in new window), Click to share on LinkedIn (Opens in new window), Click to email this to a friend (Opens in new window), National Association of Secondary School Principals, How to Provide Meaningful Teacher Feedback by Observing the “Unobservables”, Student Voice and Choice Through Personalized Learning Time, Richard Gordon Is NASSP’s 2021 National Principal of the Year, 5 Keys to Developing a Future-Driven School, In 2020, We Are All First-Year Principals, Plans lessons that incorporate critical thinking and problem-solving skills, Evaluates and documents student performance based on multiple measures to set learning goals, Determines the students’ current skill levels and uses that information to plan instruction, Initiates collaboration with colleagues to better understand and respond to student learning needs. Did you feel like you motivated your colleague and inspired them to try different teaching methods? Teachers want and deserve a cycle of observation feedback like this. Between two peers or colleagues observing each other, the language will tend to be a discussion between equals. Have you recently given someone observation feedback? As we have seen, research shows that less teaching plus more feedback is the key to achieving greater learning. It has always been an expectation, and now more formally an entitlement, that they will be observed on some of their lessons and given feedback during a de‐briefing session. Observers often give written feedback – and possibly evaluative grades – after oral feedback, but it can be helpful for the observee to read and consider this feedback before opening it up for discussion. One of the ways I like to provide meaningful feedback to teachers is by observing the “unobservables” outside of the classroom. This can also be applied to a teachers’ professional development (PD), making it one of the most important aspects of PD. Student teachers spend a large proportion of their ITT course teaching classes on their own. After being in the PLT, I conduct a classroom observation to see the lessons that were discussed. �����f#� >�skit`�3���mi��ld���\h For many observations, feedback afterwards is not necessarily planned. PRIORITIZE OBSERVATION AND FEEDBACK Treat frequent observations as a non-negotiable priority. Whether giving or receiving observation feedback,  do it again and regularly. Feedback is effective if it contributes to the growth of your teachers and the growth of student achievement. endobj I feel like that would be a good way to help see what the teacher expectations are and show them where they need to be. Change ), You are commenting using your Twitter account. ( Log Out /  We began this article by seeing how even the most basic comment on a lesson constitutes feedback.