1. Effective Feedback that Improves Teacher Performance and Student Achievement

2. The School Turnaround Group
We are a group of transformative and transactional educational leaders, each with more than 20 years of educational experience in the public and charter school sectors.  That experience covers all areas in K-12 education and includes, but is not limited to; significant academic gains for children, reduction in suspensions, culture and climate improvements and building capacity of the instructional staff.
Our work includes teacher and administrative evaluations
Formative and summative assessment development
Data analysis and interpretation
Organizational analysis
Instructional staff and teacher training
Staff development on differentiated instruction, strategic planning, early childhood education, facility management, RTI, EWI ( Early Warning Indicators) and all special education matters.

3. Expected Outcomes
Develop a common language for the term “Rigor” and how it is to be used school wide in classroom instruction.
Develop a common understanding of the importance of giving effective feedback and the role(s) of the administrator.
Use a Depth of Knowledge Rigor Matrix to identify the level of rigor of the lesson and provide effective feedback to the teacher.
Use a self-reflection tool to organize thoughts and next steps.

4. Developing a culture and a common definition of Rigor
What is your definition of rigor?
What is your staff’s definition of rigor?
What is the district wide definition of rigor?
Do these 3 things match?
Did your staff have input into the school wide definition of rigor?

5. Think-Pair-Share
Directions: Take three minutes to list the strategies and professional developments used in your school to increase the level of RIGOR in classroom instruction.

6. Rigor is creating an environment in which each student is expected to
learn at high levels, each student is supported so he or she can learn at
high levels, and each student demonstrates learning at high levels
(Blackburn, 2008)

7. What rigor is and what it isn’t….
Rigor is not about giving students more to do.
Rigor is not about punishing students with more homework.
Rigor is about creating an environment where each student is expected to learn at high levels.
Rigor is about supporting students to learn at higher levels.
Rigor is about pushing students to respond at higher levels.
Rigor is about providing opportunities for students to demonstrate higher levels of learning.
(Blackburn, 2008)

8. What Is Depth of Knowledge(DOK)
DOK is the complexity or depth of understanding required to answer or explain an assessment related item. There are four levels:
Recall
Skills
Strategic thinking
Extended thinking

9. Let’s practice

11. Self-Assessment How do you debrief with teachers?
What strategies have been particularly effective?
What are some challenges you’ve had with providing feedback?
Is the implementation of the feedback monitored?
How is it monitored?
Is there feedback after the monitoring?

12. Feedback is a gift

13. The value of feedback Targeted, Ongoing Feedback
Improved Educator Practice
Improved Student Achievement

14. Feedback
Is NOT advice
Is based on evidence and engagement

15. Effective Feedback Uses evidence
Advice
Uses evidence
Incorporates questioning and professional conversation
Reinforces effective practice and identifies areas for continued growth
Culminates in concrete action steps
“You need more examples.”
“You should include an essential question in your lesson plan.”
“You need to improve classroom management.”
“The Do Now activity took too long to complete.”

16. What does effective feedback look like?
Watch and record a conversation between administrator and teacher during a post-conference to identify the following:
Using Evidence
Incorporates Questioning and Professional Conversation
Reinforces Effective Practice and Areas for Continued Growth
Culminating Concrete Action Steps

17. Consulting The observer/evaluator: Consulting occurs when:
Defines the problem for the teacher.
Provides the solution and specific advice.
Consulting occurs when:
A teacher needs immediate advice.
A teacher is still relatively new.
It is needed as a scaffold to move a teacher into deeper conversations.

18. Collaborating The observer/evaluator: Collaborating occurs when:
Defines the problem with the teacher.
Co-constructs solutions to the problem.
Shares responsibility for moving the conversation forward.
Collaborating occurs when:
There is trust between the teacher and the observer/evaluator.
The teacher and the evaluator share a common goal.

19. Reflecting Reflecting occurs over time when:
Teachers develop the capacity to think critically about their practice.
The observer/evaluator is able to realize that he or she does not have all the answers.
The evaluator learns how to ask questions to get the teacher to think deeply.

20. Different Roles for Different Types of Feedback
Which role do you usually take when providing feedback?
Why do you take that role?
What supports do you need in order to adopt a different role?

21. World’s Simplest Feedback Model1.
What is one thing that you did well? 3.
What is one thing that you would do differently? 2.
Here’s one thing that you did well. 4.
Here’s one thing that you can do differently. 1.
What is one thing that you did well? 3.
What is one thing that you would do differently? 2.
Here’s one thing that you did well. 4.
Here’s one thing that you can do differently.
Builds confidence
Builds confidence
Builds skill
Builds skill

22. I Wonder” Statements Example:
I wonder if you had placed the Depth-of-Knowledge questions on the board, would that have given students a visual reminder of what they are expected to know?

23. Rating the lesson for its level of Rigor

24. Rating a Lesson for Rigor

25. Three things that I have learned. Two questions that I still have.
Exit Ticket 3-2-1
Three things that I have learned.
Two questions that I still have.
One aspect of the training I will build on or implement.

26. References
Goe, L., & Croft, A. (2009). Methods of evaluating teacher effectiveness (Research-to-Practice Brief). Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from atingTeacherEffectiveness.pdf
Hess, K. (2009). Hess’ cognitive rigor matrix and curricular examples. Dover, NH: National Center for the Improvement of Educational Assessment.
Jerald, C. (2012). Ensuring accurate feedback from observations. Seattle, WA: Bill and Melinda Gates Foundation.
Sartain, L., Stoelinga, S., & Brown, E. (2011). Rethinking teacher evaluation in Chicago. Chicago: Consortium on Chicago School Research at the University of Chicago. Retrieved from chicago-lessons-learned-classroom-observations-principal
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10–16. Retrieved from leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx

27. References
Stulman, M., Hamre, B., Downer, J., & Pianta, R. (2010). A practitioner’s guide to conducting classroom observations: What the research tells us about choosing and using observational systems. Charlottesville, VA: University of Virginia. Retrieved from library/practitioners-guide-to-classroom-observations

28. Contact Information
Twitter KingMark01