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Supporting Module Implementation:

Feedback

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Introductions• Turn and give your name, role, school, and tell which one

of the following best describes you: (1) I believe basic qualities, like intelligence and talent are fixed traits. OR (2) I believe basic qualities like intelligence and talent can be enhanced through dedication and hard work or (3) I am somewhere in the middle, I think it depends on the skill or I am not sure.

• Turn to another person at the table and introduce yourself sharing thoughts on one of the following:

What is talent and how important is it? - OR - What lies behind great achievement?

Learning Target

• I can foster a growth mindset by providing feedback that promotes positive change.

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A special norm for this session

• Be mindful that this room represents people who have different mindsets. We are all in a time of great change. Today, we are looking at ourselves as teacher leaders and seeking to create a culture that promotes positive change.

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A quote to ground our work for this session

• Read to yourself:

• “Mindsets are beliefs—beliefs about yourself and your most basic qualities. Think about intelligence, your talents, your personality. Are these qualities simply fixed traits carved in stone and that’s that? Or, are they things you can cultivate throughout your life?”

Carol S. Dweck, PhD. Mindset.<http://mindsetonline.com/whatisit/about/>.

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Growth vs. Fixed Mindset

• Read about the two mindsets on “The Impact of Mindsets on Creating a Culture of Achievement.”

• Turn and talk with a partner about: How does mindset impact you and the teachers and staff that you support?

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Watch a lesson and collect evidence

• You will watch a video of a co-taught classroom.

• Collect evidence on the “Instructional Practice Evidence Guides for Common Core Standards.” Your evidence should be in the section titled “Evident in Each Lesson.”

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Writing feedback

• Using the evidence you just collected to guide your thinking and writing, prepare growth- producing feedback for one of the teachers in the lesson.

• You will have 8 quiet minutes of reflection and writing before participating in a peer critique protocol.

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Praise-Question-Suggestion

• Praise-Question-Suggest Protocol

• You will share your growth-producing feedback in triads at tables.

• The triads will rotate roles, with every person having an opportunity to present, facilitate, and timekeep to ensure that all voices are heard.

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Revise

• This is quiet revision time.

• Reflect on the feedback you received from your triad and revise your feedback before you practice delivering the feedback to a partner.

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In pairs…

• Now find a partner who was not in your triad.

• You will practice delivering the feedback that you drafted and revised.

• Each person will have 4 minutes to practice delivering feedback.

• Take the role you are playing seriously. One person in the pair is the teacher receiving the feedback and the other person is the coach/leader giving the feedback.

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Read a Model

• Read the “Sample Growth-Producing Feedback” provided.

• Compare this feedback to your feedback.

• What do you notice and wonder?

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Discuss

• At tables, discuss the process of gathering evidence, writing, getting peer critique, revising, and delivering feedback.

• How did this process help you as a teacher leader?

• What take-aways or a-ha moments did you have that will guide your work in fostering a growth mindset by providing feedback that promotes positive change when returning to your school or district?

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Please use your Reflection Form to capture your new learning and thinking on the session.

THANK YOU!

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