Providing Feedback to Educators September 23, 2013 ACT FOR YOUTH Provider Day Judith Ross-Bernstein Professional Development Consultant

Agenda 10:30-10:40 – Goals and purpose 10:40-11:10 – Technical assistance 11:10-11:30 – From Note-Making to Rubric 11:30-11:45 – Discussion

Goals & Objectives Participants will be able to understand the purpose, methods and protocol of the feedback cycle. – Differentiate note-taking from note-making – Observe educator objectively, write with detail – Discuss feedback with educators supported by feedback form language – Transfer observations and feedback to on-site feedback form

Why observe educators? Give constructive feedback Inform subsequent trainings Professional development Enhance quality Accountability Examine fidelity Assess level of student engagement

Onsite Feedback Form Protocol* Familiar with EBP and On-Site Feedback Form Arrange visit and feedback Prepare EBP outline Arrive early Complete observation Discuss feedback Complete Form *

No monuments record the bravery of teachers. Jane Tompkins

What is your comfort level ? Observing ?Giving Feedback? 1 No comfort No experience No knowledge 2 Some comfort Some experience Some knowledge 3 Comfortable Have experience Knowledge 4 A lot of comfort Much experience Wide Knowledge

No monuments record the bravery of teachers. Note-taking approach Like anthropologist field notes Limited judgment Record fully instructor & youth behaviors Freeze frames/snap shots Notes/Grounding for Educators to refer to and reflect Jane Tompkins

No monuments record the bravery of teachers. Note-taking approach Post observation- meeting to discuss Collaborative meaning-making Draw out the purpose of teaching behaviors (intentionality) Put behaviors in teaching- learning language Add interpretive comments Jane Tompkins

Observation or Interpretation? 2 kids stand high on round object, mat or carpet below Shes afraid He wants to help her Shes jumping for the first time Girl wears purple tops and bottoms Big boys head points down & turned to her He wants to go first Room looks void of furniture or adults Shes a young peer Little girl looks down, fingers curled She is crying Boys arm is reaching toward her Hes not letting her go He is telling her the rules of his game

Observation Interpretation 2 kids stand high on round object, mat or carpet below Room looks void of furniture or adults Girl wears purple tops and bottoms Little girl looks down, fingers curled Big boys head points down & turned to her Boys arm is reaching toward her Hes her big brother Shes a young peer Shes jumping for the first time Shes afraid He wants to help her She is crying He wants to go first Hes not letting her go He is telling her the rules of his game

Observation Methodology HOW TO OBSERVE? TWO PARTS A. Observation (Note-taking) Quality of pieces: Describing in detail Being objective B.Interpretation (Note-making) What do the behaviors in context mean?

Exercise: Live Video Video- – View twice – Powerful Teaching and Learning: High School Social Studies (2:13) Note-taking – develop your own method – What educators actions did you observe? Note-making: What feedback can you provide? Caveat

Note-taking to Note-making

Note-taking: What behaviors did we see? Educators ActionsYouth Actions *Sets ups and debriefs activities Work together in group activities Creates an engaging and respectful environment Understand and follow instructions Handles difficult behavior

Note-taking: What behaviors did we see? *Sets ups & debriefs activities Note-takingNote-making Walks closer to the students If you guys would please take out a piece of paper So I want to ask you this, write this down very quickly. (VERY QUICKLY) Take a minute and think about that and jot that down on your paper. So go ahead and talk, whether you are finished What is it that you know from what you have read, and what you studied and what know about people Question, think, write, talk

Note-taking-Note-making What can we discuss with Educator? *Sets ups & debriefs activities Note-takingNote-making Walks closer to the students If you guys would please take out a piece of paper So I want to ask you this, write this down very quickly. (*VERY QUICKLY) Take a minute and think about that and jot that down on your paper. So go ahead and talk, whether you are finished Walks and gets near different students Gives step by step instructions Flow of activity is clear goes from think, write, talk Draws back to where students have studied and done Repeats, expands language and talks fast, intentional? What is it that you know from what you have read, and what you studied and what know about people Question, think, write, talk

After the conference- Complete Form *Sets ups & debriefs activities Note-takingNote-making Walks closer to the students If you guys would please take out a piece of paper So I want to ask you this, write this down very quickly. (*VERY QUICKLY) Take a minute and think about that and jot that down on your paper. So go ahead and talk, whether you are finished *Instructions are given clearly and enthusiastically Takes them through a reflection activity in small steps Repeats and elaborates (changes words) Uses board (visual) What is it that you know from what you have read, and what you studied and what know about people *Facilitator appears authentic Question, think, write, talk*Pacing and flow are smooth Speak slowly, watch for repetition?

Review Protocol Familiarize EBP and On-Site Feedback Form Arrange visit and feedback Prepare EBP outline Arrive early Complete observation Discuss feedback Complete Form