Feedback conversations with colleagues

Goals:

• To further develop knowledge and skills for giving feedback to colleagues

• Specifically, to feel confident to provide feedback on ‘self/peer assessment’.

Process:

• Assessment time

• Introduce tools to further support you

• Plan and practice having a feedback conversation on self/peer assessment.

Test 1. Why should you bother developing skills in having feedback

conversations with colleagues? What’s the rationale for its importance, as leaders in the school? (5 marks)

2. Concern for the ‘task’ is one of two aspects which impacts on how you act when having feedback conversations with others. What is the other concern?

(1 mark. Bonus 5 marks if you can explain how they impact on behaviour)

Test 3. What are the three key values that underpin our ‘theory’ for

feedback conversations with colleagues? (1 mark per value)

4. Describe 3-5 criteria which can help you when having feedback conversations with others. (e.g. say what you think) (1 mark per criterion)

Test 5. Most of you have now gone through the process of

providing feedback to colleagues. Name two successes and one or two ‘tricky bits’ about the process.

(2 marks for each success. Subtract 3 marks for each tricky bit!)

Concern for the issueLow High

How to give feedbackModel II Theory

Argyris & Schon 1974

Open to Learning Conversations:Vivianne RobinsonHelen Timperley

Clarity about the learning

Underpinning Values:

Respect for self and others

Valid information (clarity, transparency and openness)

Shared ownership (internal commitment to outcomes)

In layman’s terms

Be open, honest and respectful:

• Say what you think

• Say why you think it

• See what the other person thinks (check in)

Advocacy

Inquiry

Effective Feedback

Establish a clear purpose

Say what you think

Say why you think it

Check in/ inquire into other’s views

Make a plan/set goals

Establish the purpose• Be clear about the purpose, from your perspective.

• Check others’ understanding of the purpose. Check if there is anything they want to add to the ‘agenda’.

• Disclose your view of how the process will best proceed.

• Perhaps agree together how to proceed.

Say what you think• Address the issues that will most help the teacher (those valid to

you as observer – but remember it may not be valid to the teacher).

• Spirit of inquiry:– Treat it as your own view to be tested

– Talk about your doubts if your viewpoint is a bit ‘woolly’ or difficult to justify.

• Don’t ask questions if you already know the answer or it’s not genuine inquiry.

• If you can’t say it, don’t think it!

Say why you think it• Give reasons or evidence for what you say

(Data, observations, previous discussions, video, student voice).

• State some theory/rationale.

• Give whatever rationale you have that you want to test out (doesn’t always have to be ‘hard’ evidence).

Check it out

• Ask for teacher’s reactions to what you have said.

• Invite people to express their doubts or disagreements.

• Ask them why they think what they think.

• State in your own words what you think others have said.

• Ask others to tell you what they think you’ve said.

Check it out

• Summarise large chunks of conversation and check if you both agree.

• Ask the person for critique of your own thinking.

• Give equal value to talking and listening.

Co-construct with teachers what their next learning step could be

• Set goals or a plan for further action.

• Check if support is needed and, if so, what level of support.

• Discuss how he/she could monitor the goals set.