Leader Effectiveness Performance Evaluation System Effective Feedback

What Makes Feedback Effective? Effective feedback is: Focused on specific behaviors relating to teaching, leading, and learning rather than other areas Relevant to performance standards Contextual rather than context free; context that should be considered include: School’s mission and improvement goals Curriculum and instructional goals During the formative evaluation process, evaluators should provide meaningful feedback on teacher/principal performance, which should be generated based on the evaluation results and be conducive to improvement. Feedback with these characteristics is useful and will lead to more meaningful and successful professional development. Gordon, S. P. (2006). Teacher evaluation and professional development. In J. H. Stronge. (Ed.). Evaluating teaching: A guide to current thinking and best practice (2nd ed.) (pp. 268-290). Thousand Oaks, CA: Corwin. (Gordon, S. P., 2006)

What Makes Feedback Effective? Effective feedback is: Generated through analysis of deep, rich evaluation data Generated based on long-term, continuous data gathering rather than “one-shot” evaluations Here are some more characteristics of useful feedback. (Gordon, S. P., 2006)

Feedback that GIVES… Growth-oriented Inherently-sound Values the recipient Evidence-based Scope We use the acronym “GIVES,” to help think about feedback.

Growth-Oriented Does the feedback encourage specific reflective growth from the recipient? Does the feedback provide ideas for future growth? The feedback that is given to teachers/principals should help them develop a growth-oriented mindset.

Inherently-Sound Does the feedback demonstrate an appropriate understanding of content and effective instructional strategies or leadership practices? The evaluator should have the expertise to identify effective instructional/leadership practices, and know enough about the content to ask the right questions regarding programs and strategies.

Value Does the feedback value the strengths of the recipient? Does the feedback display appropriate tone and content that values the recipient’s feelings and point of view? The feedback should be able to validate what is working well and stimulate conversations about professional growth where teachers’/principals’ input is solicited.

Evidence-Based Does the feedback cite or analyze specific evidence or data? The feedback should tell how to use evidence or data to improve instruction/performance.

Scope Is the feedback neither too broad nor too narrow? Does the feedback focus on things the recipient can control? The feedback needs to have a focus. Teacher/Principals should believe that any goals for improvement are within their control. This helps them have a sense of ownership and to hold themselves accountable.

Feedback Scenario 1- Teacher Feedback that GIVES… Growth-Oriented Inherently-Sound Values the Recipient Evidence-Based Scope During the observation, I noted that you called on girls 15 times and boys 7, even though you have an equal number of each in your class. This is very discouraging for the boys. Talk about the feedback scenario in relation to GIVES: Growth-Oriented: The feedback encourages the recipient to grow in terms of calling on students equally. Inherently-Sound: The feedback is relevant to the recipient and demonstrates an understanding of the connection between teaching and learning (calling on students to encourage their participation). Value: This feedback fails the value test. “This is very discouraging…” implies in tone that the teacher did it on purpose; more likely, the teacher was not even aware. Evidence-Based: The feedback cites evidence or data (the number of boys/girls in the class, number of boys/girls called upon). Scope: This feedback is appropriate in terms of scope. This is a real, but fixable problem.

Feedback Scenario 2 - Teacher You wrote thorough directions on the board, and reviewed them twice before allowing students to transition. Most students transitioned quickly and quietly from the Hook to the Explore activity. Adding tennis balls to the bottom of students’ chairs can help decrease the noise even more. Feedback that GIVES… Growth-Oriented Inherently-Sound Values the Recipient Evidence-Based Scope Talk about the feedback scenario in relation to GIVES: Growth-Oriented: The feedback encourages the recipient to reflect on the noise during transitions. Inherently-Sound: The feedback borders on relevant; noise disruptions can hinder ability to get work done. From the rest of the feedback, however, this does not seem to be a major problem. Value: This feedback values the teacher and take into account teacher self-esteem. Evidence-Based: The feedback is clear. It cites evidence or data (thorough directions, how students transitioned). Scope: This feedback is inappropriate in terms of scope. Noise from chairs is a very narrow concern.

Feedback Scenario 3 - Teacher The lesson was clear, organized, and focused. Students appeared engaged in relevant learning. The resources used were appropriate for the developmental needs of students. Consider differentiating for an even greater impact. Feedback that GIVES… Growth-Oriented Inherently-Sound Values the Recipient Evidence-Based Scope Talk about the feedback scenario in relation to GIVES: Growth-Oriented: This feedback considers teacher self-esteem with words like “clear,” “organized,” etc.. Inherently-Sound: : The feedback is relevant; differentiation does make an impact on learning. Values: The feedback encourages the recipient to consider differentiation. Evidence-Based: The feedback fails the evidence-based test. It is unclear and vague; this feedback could apply to almost any lesson. It would be stronger if it cited specific evidence or data. The reflection “consider differentiating for even greater impact” is also vague and unhelpful. Scope: This feedback is appropriate in terms of scope. Differentiation is something under a teacher’s control.

Feedback Scenario 4 - Principal Before school began, I observed you meeting with a team who had some concerns about implementing a new program; they did not discuss possible solutions. You noted their concerns and said you would e-mail the district instructional supervisor to discuss possible solutions. You also promised to drop by later during the day to observe their instruction and see their concerns in action. What could you have done to empower this team? Feedback that GIVES… Growth-Oriented Inherently-Sound Values the Recipient Evidence-Based Scope Talk about the feedback scenario in relation to GIVES: Growth-Oriented: The feedback encourages the recipient to reflect on the outcome of the meeting – encouraging the team to generate possible solutions. Inherently-Sound: The feedback is relevant – important for teams to feel empowered and to offer solutions. Value: This feedback values the interactions between the administrator and teachers – particularly hearing the concerns and then observing in classrooms to provide credibility. Evidence-Based: The feedback is clear. It cites evidence (actions and information). Scope: This feedback is appropriate in terms of scope – easy for administrator to focus on solutions as one of her strategies.

Feedback Scenario 5 - Principal I accompanied you on a walk- through; students from three classes were in the hall. Two out of the 3 classes were orderly. The disorderly class disturbed students in two nearby classrooms. You did not make comments to any of the classes. Why didn’t you? Feedback that GIVES… Growth-Oriented Inherently-Sound Values the Recipient Evidence-Based Scope Talk about the feedback scenario in relation to GIVES: Growth-Oriented: The feedback encourages the recipient to reflect on what to do when a class is disorderly and disturbing other students – but in a negative way. Inherently-Sound: The feedback is sound. Creating and maintaining a safe, orderly environment is an important role for an administrator. Value: This feedback does not value the principal (Why didn’t you …?). Evidence-Based: The feedback cites evidence or data number of classes in hall, 1 disorderly class. Scope: This feedback is appropriate in terms of scope.

Feedback Scenario 6 - Principal When asked to describe the methods you used to communicate with parents, you presented the interactive website you created this year. Data entries provided evidence that you that you posted updates at least once a week or more often when necessary (for instance, when report cards were issued, etc.). You also shared that the website was your primary mode of communication. The information you posted on the site was timely and useful. You were not able to provide data regarding parents’ use or perceptions of the site as a communication tool. Consider determining the effectiveness of the site and implementing other ways to communicate with your families/community. Feedback that GIVES… Growth-Oriented Inherently-Sound Values the Recipient Evidence-Based Scope Talk about the feedback scenario in relation to GIVES: Growth-Oriented: The feedback encourages the recipient to reflect on his/her communication tools. Inherently-Sound: Communication is an important strategy to involve parents/families in the school. Values: This feedback takes into account the principal’s self-esteem; positive comments about postings on the site. Evidence-Based: The feedback is clear. It cites evidence or data (Looked at the website, updated 2-3 days). Scope: This feedback is appropriate in terms of scope.

Danielle Thomas Video As you watch the video of this second grade teacher, note performance evidence in each of the four teacher domains (You may use the Danielson – Clinical Observation Form). Consider feedback that you will offer to Danielle following the completion of the observation.

…Exchange and Critique Based on what you have observed, work in groups and write down the feedback that you’d like to offer to the teacher. …Exchange and Critique Have participants work in small groups to determine what type of feedback they might give Danielle Thomas. When finished, ask groups to exchange their worksheets and critique each other’s feedback by using the GIVES criteria.

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