Feedback conversations with colleagues

What feedback strategies do you use?What strategies have people used with you?

• Model good practice that might be picked up on.

• Give lots of hints.

• ‘Go for the jugular’- tell them how it should be and that you expect it to change

• Ask lots of questions to make them think about what they are doing.

• Tell them lots of things they’re doing well and sneak in the area to improve

• Putting it in writing so they can go away and think about it.

• Hope lightning strikes.

Concern for the issueLow High

Goals:

• To develop a theory and process for giving feedback to colleagues

• For leaders to feel prepared for giving feedback to colleagues

Why? Primarily, so you can be effective at supporting the learning of other teachers in your school.

Link to Leadership BESLeaders who make a difference 1) ensure quality

teaching happens and 2) lead teacher learning and development:– Leader is confident in observing classroom practice and initiates

discussion with staff about teaching and learning

– Leader has excellent knowledge of teaching and learning and uses this knowledge to help staff to solve teaching problems. Staff report feedback from leader as useful

– Leader provides regular opportunities for collective discussion focused on the teaching-achievement relationship.

Step 1: Gathering evidence

• Student interview responses

• Teacher interview responses

• Your observation notes

• Their observation notes

• The video

• Student achievement data

Step 2: Deciding what to give feedback on

• Look through the evidence.

• Compare evidence with Capability 1 and 2 indicators

• Decide what might be a ‘next step’ for the teacher, from your perspective.

Step 3: Knowing how to give feedback

The process:

• Look though Observation sheet/ Interviews (looking for alignment)

• Discuss/ give feedback/ set goals

• Capability matrix: go through Capability 1/2

• Keep a record of stages of teachers

Developing or strengthening Learning-focused Relationships with your

ColleaguesThe success of teaching and learning for your school in 2012 is

founded on the quality of the relationship built between the lead team and other staff members. The lead team (with support from their facilitator) must know how to manage the motivational climate of the school and how to foster and build a learning focused relationship with staff members whereby there is a shared ownership and responsibility for learning. This provides staff members with the maximum opportunity to build their own motivation to learn.

What are the characteristics of a Learning-focused Relationship you

need to keep in mind when working with your colleagues?

• Respect

• Trust/ partnership

• Transparency about the learning (expectations, roles, processes)

• Sense of engagement and commitment to new learning

• Lead team and other staff members hold each other to account for their responsibilities in this relationship

• School is focused on learning and all can describe their contribution to the learning process

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.

What next? For the schoolOur next seminar is the 15th MayThe process before then is to:

• Collect baseline data: video & interviews

• Hold staff meetings on Capabilities 1 & 2

• Give feedback to your teachers so that they can begin their inquiry

• Have a second observation with teachers on Clarity (and their inquiry goal)