1. Feedback conversations with colleagues

2. 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 andthat you expect it to change Ask lots of questions to make them think about whatthey are doing. Tell them lots of things they’re doing well and sneakin the area to improve Putting it in writing so they can go away and thinkabout it. Hope lightning strikes.

3. Sacrifice the issue Progress the issue and relationship Achieve nothing Sacrifice the person Concern for the issue Low High Concern for relationship Low High

4. Goals: To develop a theory and process forgiving feedback to colleagues For leaders to feel prepared for givingfeedback to colleagues Why? Primarily, so you can be effective at supporting the learning of otherteachers in your school.

5. Link to Leadership BES Leaders who make a difference 1) ensure quality teaching happens and 2) lead teacher learningand development: – Leader is confident in observing classroom practice andinitiates discussion with staff about teaching and learning – Leader has excellent knowledge of teaching and learningand uses this knowledge to help staff to solve teachingproblems. Staff report feedback from leader as useful – Leader provides regular opportunities for collectivediscussion focused on the teaching-achievementrelationship.

6. Step 1: Gathering evidence Student interview responses Teacher interview responses Your observation notes Their observation notes The video Student achievement data

7. Step 2: Deciding what to give feedback on Look through the evidence. Compare evidence with Capability 1and 2 indicators Decide what might be a ‘next step’for the teacher, from yourperspective.

8. 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 Capability1/2 Keep a record of stages of teachers

9. Developing or strengthening Learning- focused Relationships with your Colleagues The success of teaching and learning for your school in 2012 is founded on the quality of the relationship builtbetween the lead team and other staff members. Thelead team (with support from their facilitator) must knowhow to manage the motivational climate of the schooland how to foster and build a learning focusedrelationship with staff members whereby there is ashared ownership and responsibility for learning. Thisprovides staff members with the maximum opportunityto build their own motivation to learn.

10. What are the characteristics of a Learning-focused Relationship you need to keep in mind when working with your colleagues?

11. Respect Trust/ partnership Transparency about the learning (expectations,roles, processes) Sense of engagement and commitment to newlearning Lead team and other staff members hold eachother to account for their responsibilities in thisrelationship School is focused on learning and all candescribe their contribution to the learningprocess

12. How to give feedback Model II Theory Argyris & Schon 1974 Open to Learning Conversations: Vivianne Robinson Helen Timperley Clarity about the learning

13. Underpinning Values: Respect for self and others Valid information (clarity, transparency and openness) Shared ownership (internal commitment to outcomes)

14. In layman’s terms Be open, honest and respectful: Say what you think Say why you think it See what the other personthinks (check in) Advocacy Inquiry

15. 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 Openness, Honesty, Respect

16. Establish the purpose Be clear about the purpose, from yourperspective. Check others’ understanding of the purpose.Check if there is anything they want to add tothe ‘agenda’. Disclose your view of how the process will bestproceed. Perhaps agree together how to proceed.

17. Say what you think Address the issues that will most help theteacher (those valid to you as observer – butremember 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 theanswer or it’s not genuine inquiry. If you can’t say it, don’t think it!

18. Say why you think it Give reasons or evidence for whatyou say (Data, observations, previousdiscussions, video, student voice). State some theory/rationale. Give whatever rationale you havethat you want to test out (doesn’talways have to be ‘hard’ evidence).

19. Check it out Ask for teacher’s reactions to what you have said. Invite people to express their doubts ordisagreements. Ask them why they think what they think. State in your own words what you think othershave said. Ask others to tell you what they think you’vesaid.

20. Check it out Summarise large chunks of conversation andcheck if you both agree. Ask the person for critique of your ownthinking. Give equal value to talking and listening.

21. 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 monitorthe goals set.

22. What next? For the school Our next seminar is the 15 th May The 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 canbegin their inquiry Have a second observation with teachers onClarity (and their inquiry goal)