1. Effective Instructional Feedback Mike Miles July 2009

3. In general, when you observe a teacher, what are the two most important things you look for?

6. Objectives Discuss goals/ rationale of providing instructional feedback Review criteria of providing effective instructional feedback Review spot observation form Use instructional feedback rubric

7. Why provide feedback?

8. The Main Thing Focus on High Quality Instruction

9. High Quality Instruction

10. ... our greatest opportunity for better schools: a simple, unswerving focus on those actions and arrangements that ensure effective, ever-improving instruction. Instruction itself has the largest influence on achievement. Mike Schmoker, Results Now (2006)

11. “The top-performing school systems recognize that the only way to improve outcomes is to improve instruction.” How the World’s Best-Performing School Systems Come Out on Top, McKinsey and Company, Sep. 2007

12. Processes ImplementationPhilosophy L

13. Quick Survey Administrators and teachers in the organization know what the organization values most with regard to instruction. Administrators provide instructional feedback in multiple ways purposefully and regularly. Administrators use a spot observation or walk-through form.

14. Quick Survey Administrators respect the difference between formative and summative evaluations. Teachers in the organization believe the instructional feedback they receive is helpful. Instructional behavior changes as a result of the feedback teachers are given.

15. Quick Survey Administrators know how to provide effective instructional feedback in a way that is appreciated by the staff. The quality of instruction in the organization is very high.

16. Think and work systemically.

17. Systemic Leverage Points – Spot observation SPOT OBSERVATIONS Building Philosophy: beliefs, priorities, goals Classroom Instructional Priorities Staff Devel. School Achievement Goals Teacher Eval. Other System Connections  Data use plan  Alignment  Feedback  Accreditation

18. Principal’s evaluation rubric

19. Build a culture of instructional feedback.

21. Building a culture of feedback 1) Philosophy first  Establish rationale and goals for instructional feedback

22. Philosophy first Replace “what gets measured gets done” with “what gets feedback gets done better.” Guide beliefs about instructional feedback.

23. Goal of instructional feedback Provide information to teachers in order to improve instruction Stimulate conversations about professional growth Monitor the progress of the implementation of instructional practices and initiatives Provide focus Validate what is working well Help to hold ourselves accountable

24. Instructional feedback is only as important as the professional dialogues it stimulates and the changes to instructional behavior that result from it.

25. Building a culture of feedback 2) Set expectations  Open doors  Set expectations for written and verbal feedback

26. District expectations Administrators regularly conduct observations of classroom instruction Administrators provide feedback to teachers on a form developed by the school

27. District expectations Administrators hold conversations with all employees about the feedback and about instruction

28. Building a culture of feedback 3) Determine what you are providing feedback on  Solicit input regarding the type of feedback that is needed to improve instruction.  Give feedback on the instructional behaviors the organization values most and that will make the most difference for the organization’s goals.  Ensure alignment with instructional priorities, key actions, and evaluations.

29. Building a culture of feedback 4) Develop instructional feedback form  Building level  Input from staff

30. Building a culture of feedback 5) Train administrators and teacher leaders to provide effective instructional feedback  Develop instructional leaders  Focus on improving instruction Formative and summative assessments of instruction  Use rubric for providing feedback  Calibrate

31. Building a culture of feedback 6) Provide staff training and professional development  Before providing feedback  Aligned with feedback instrument

32. Building a culture of feedback 7) Follow through  Analyze data received  Provide additional support where needed  Insist on improvement; hold teachers and administrators accountable  Review and revise feedback processes as necessary

33. Building a culture of feedback 8) Model asking for and receiving feedback

34. Instructional feedback rubric

35. Spot observation forms

36. Contact information Mike Miles mmiles@hsd2.org 719 352-9121