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The power of feedback to teachers on what is happening in their classroom cannot be overestimated.
Feedback helps them ascertain "How am I doing?" in achieving the learning intentions they have set for their students so that they can then decide "Where to next?" for the students.
1.
PROVIDING
EFFECTIVE
FEEDBACK
TO
TEACHERS:
A
CRITICAL
TASK
OF
INSTRUCTIONAL
LEADERS
Michael
F
DiPaola
2.
Instruc Professional
Development
Supervision
Evalua8on
Instruc Improvement
3.
EffecKnow
strong
instruc-on
when
they
see
it.
Know
how
to
encourage
it
when
it
is
absent.
Know
how
to
set
the
condi-ons
for
con-nuous
academic
learning
among
their
teachers.
3
4.
A
Model
of
InstrucDefines
and
Communicates
Shared
Goals
SES
Monitors
and
Provides
Feedback
Instruc8onal
Academic
Student
on
the
Teaching
Leadership
Press
Achievement
and
Learning
Process
Promotes
School
Wide
Professional
Development
5.
School
Leadership
Instruc-onal
Leaders:
• Create
learning
climates
free
of
disrup-ons.
• Ins-tute
a
system
of
clear
teaching
objec-ves.
• Have
high
expecta-ons
for
teacher
and
student
performance.
6.
Impact
of
Leadership
Instruc-onal
Leaders
have
greater
effects
on
student
outcomes
than
transforma-onal
leaders
(HaCe,
2009,
p.
83).
Instruc-onal
Leadership
Effect
Sizes:
Promo-ng
and
par-cipa-ng
in
teacher
learning
&
development
(d
=
0.91)
Suppor-ng
and
evalua-ng
teachers
through
regular
classroom
visits
and
providing
forma-ve
and
summa-ve
feedback
to
teachers
(d
=
0.74).
7.
Research-‐based
Strategies
with
a
Significant
Impact
on
Student
Learning
FormaThe
power
of
feedback
to
teachers
on
what
is
happening
in
their
classroom
cannot
be
overes-mated.
Feedback
helps
them
ascertain
"How
am
I
doing?"
in
achieving
the
learning
inten-ons
they
have
set
for
their
students,
so
that
they
can
then
decide
"Where
to
next?"
for
the
students.
8.
Reflec Think
of
a
situa-on
when
your
principal/supervisor
helped
you
grow
as
a
classroom
teacher…
Think
of
another
situa-on
that
was
not
as
successful…
What
made
the
difference?
8
9.
FEEDBACK
to
TEACHERS
(FRAYER
MODEL)
Definition Characteristics
TEACHER FEEDBACK
Examples Non-Examples
10.
Classroom
Performance
Model
School
Outcomes
Pedagogy
Context
Student
Learning
( )
Open
Teacher
Performance
Efficacious
Teacher
Student
Trus8ng
Professional
Effec-veness
=
Collegial
Classroom
Actual
vs.
Expected
Outcomes
Community
Authen8c
Resources
11.
The
Classroom
Performance
Model
is
a
Systems
Model
Feedback
(data
collected
on
teacher/student
performance)
is
used
to
reflect
and
iden-fy
discrepancies
between
actual
outcomes
and
intended
outcomes
12.
Want
to
control
their
own
learning.
Expect
immediate
u-lity.
Focus
on
issues
that
concern
them.
Test
their
learning
as
they
go.
An-cipate
how
they
will
use
their
learning.
Expect
performance
improvement.
Maximize
available
resources.
Require
a
collabora-ve,
respecdul,
mutual,
and
informal
climate.
Rely
on
informa-on
that
is
appropriate
and
12
12
developmentally
paced.
13.
Are
classroom
teachers
receiving
frequent
feedback
to
help
them
reflect
upon
and
improve
their
instruc
What
forms
of
feedback
do
they
receive?
14.
What
are
the
barriers
that
prevent
teachers
from
receiving
frequent
feedback
to
help
them
reflect
upon
and
improve
their
instruc
15.
Why
Supervision
&
Evalua Are
NOT
Effec
• High-stakes evaluation tends to shut
down adult learning
• Evaluation instruments get in the
• Observations fail to provide specific
feedback data
• Principals are too busy to complete
the tasks well
• Evaluation almost never focuses on
16.
COLLECTING
DATA
SO
TEACHERS
CAN
ANALYZE
IT
TO
REFLECT
Evidence
Opinion
(supervision)
(evalua Observable Draws conclusions
Objective Subjective
Free of value May include value
judgment judgment
Unambiguous Makes
inferences 16
17.
Content:
What
should
we
teach?
Does
each
teacher
have
deep
knowledge
of
the
curriculum?
Improved
student
Pedagogy:
performance
depends
on
How
should
we
teach?
Does
strengthening
three
legs
each
teacher
use
research-‐
of
an
Instruc8onal
tripod:
based
instruc-onal
techniques?
Rela8onships:
Are
we
a
community?
Do
students
and
teachers
care
about,
inspire,
and
mo-vate
each
other?
18.
Forma Timely
feedback
gathered
and
reviewed
during
the
course
of
a
learning
experience
that
serves
to
'inform'
both
teachers
AND
observers
and
allows
for
the
'forma5on'
of
new
plans
for
learning.
19.
View
the
video
clip
–
:
hjp://www.youtube.com/watch?v=IGQmdoK_ZfY
What
lesson
does
it
teach
us
about
the
value
of
classroom
observa-on?
20.
Collegial
Supervision:
A
FormaPrincipals and Supervisors share
leadership with Teachers and
engage in coaching, reflection,
joint investigation, study teams,
and problem solving.
The process should be peer driven
and data focused.
21.
CREATING A CONTEXT for
Collegial Supervision
Non-threatening atmosphere in which:
• classroom data, not judgments,
are used to determine problems
• professionals can be open and
authentic with each other
• the principal and teachers work
together to enhance the
teaching- learning process
22.
Goals
of
Collegial
Supervision
Effec-veness
(improvement
of
instruc-on)
is
defined
as
the
degree
to
which
expected
performance
is
congruent
with
actual
performance
at
the
student
and
teacher
levels.
Teacher
learning
that
results
in
student
learning.
23.
Data
•What
data
are
provided
to
teachers
about
their
actual
teaching
performance?
•How
are
the
data
collected?
•Do
they
know
what
to
do
with
the
data?
•How
are
they
helpful?
24.
Classroom
Performance
Model
School
Outcomes
Pedagogy
Context
Student
Learning
( )
Open
Teacher
Performance
Efficacious
Teacher
Student
Trus8ng
Professional
Effec-veness
=
Collegial
Classroom
Actual
vs.
Expected
Outcomes
Community
Authen8c
Resources
25.
Problem
Iden<ficaTeaching
is
“a
system
of
inten-onal
ac-ons
aimed
at
inducing
the
learning
of
skills,
knowledge,
and
values.”
Iden-fy
area
or
areas
where
there
is
a
significant
discrepancy
between
the
actual
outcomes
and
desired
outcomes
26.
Effec8ve
Feedback
is
Goal
Referenced:
• Teachers
have
learning
inten-ons
(goals)
•
Teachers
take
ac-ons
(teaching)
to
achieve
goals
• Receives
objec-ve
informa-on
about
teaching
that
tells
teachers
whether
they
are
on
track
to
achieve
their
goals
or
need
to
change
course
to
reach
them
27.
Feedback
is
Informa8on
About
How
We
are
Doing
in
Our
Efforts
to
Reach
a
Goal
It
is
NOT
advice
It
is
NOT
evalua-ve
It
is
NOT
judgmental
28.
Effec8ve
Feedback
is:
Tangible
and
transparent
-‐
Data
that
are
accessible
and
easy
to
understand
Ac-onable
-‐
Concrete,
specific,
accurate,
and
useful
data
Accepted
by
teachers
29.
Effec8ve
Feedback
is:
• Specific
&
personalized
-‐
Focused
on
one
or
two
key
elements
of
performance
• Timely
-‐
Sooner
the
bejer
to
facilitate
reflec-on
30.
Web-‐based
Tools
to
Collect
Classroom
Data
to
Provide
EffecFeedback
www.onlineobserva-ontools.com
31.
Giving
Feedback
• Base
your
feedback
on
observable
evidence.
• Reinforce
evidence
of
effec-ve
prac-ces.
• Be
specific
rather
than
general.
• Describe
rather
than
evaluate.
• Note
the
impact
of
the
teacher’s
behavior
on
the
students.
• Ajend
to
the
teacher’s
stated
needs
or
area
of
focus.
31
32.
Forma
to
Teachers
When
teachers
are
required
to
use
data
and
evidence
based
models,
effect
sizes
are
higher
than
when
data
were
evaluated
by
teacher
judgment.
When
the
data
are
graphed,
effect
sizes
are
higher
than
when
data
are
simply
recorded.
The
major
message
is
for
teachers
to
pay
ajen-on
to
the
forma-ve
effects
of
their
teaching.
33.
Effec8ve
Feedback
is:
Ongoing
-‐
Provides
opportuni-es
for
teachers
to
reshape
their
performance
to
bejer
achieve
their
goals
Consistent
–
Performers
can
only
adjust
their
performance
successfully
if
the
informa-on
fed
back
to
them
is
stable,
accurate,
and
trustworthy.
34.
Using
the
Data
to
Reflect
&
Adjust
35.
FEEDBACK
CANNOT
BE
HELPFUL:
-‐IF
TEACHERS
ARE
NOT
CLEAR
ABOUT
THEIR
GOALS
(LEARNING
INTENTIONS)
FOR
THEIR
STUDENTS
-‐IF
TEACHERS
DO
NOT
KNOW
HOW
THEY
WILL
KNOW
WHEN
THEIR
STUDENTS
HAVE
ACHIEVED
THE
INTENDED
LEARNING
36.
USING
FEEDBACK
TO
REFLECT
ON
PERFORMANCE
AND
THEN
ADJUST
INSTRUCTION
The
ability
to
improve
one’s
result
depends
on
the
ability
to
adjust
one’s
pace
in
light
of
ongoing
feedback
that
measures
performance
against
a
concrete,
long-‐term
goal.
37.
Post
-‐
Conference
Planning
Data
Revealed::
Poten8al
Area
of
Growth:
Outcomes
for
conference
(linked
to
improving
prac8ce):
Circumstances
to
consider:
Ques8ons
to
pose/Sugges8ons
to
make:
37
38.
Forma Collect and Set professional Implement Assess growth
analyze baseline goals (aligned professional and revise plan
data; self-assess with goals) & growth plan; or begin new
against develop a collect and inquiry
Instructional professional analyze data
goals growth plan
REFLECT PLAN TEACH REFLECT
38
40.
References
• DiPaola,
M.
&
Hoy,
W.
(2014).
Improving
instruc5on
through
supervision,
evalua5on,
and
professional
development.
CharloCe,
NC:
Info
Age.
• HaCe,
J.
(2009).
Visible
learning.
New
York,
NY:
Routeledge.
• HaCe,
J.
&
Timperley,
H.
(2007).
The
power
of
feedback.
Review
of
Educa5onal
Research,
Vol.
77,
No.
1,
81-‐112.
• Wiggins,
G.
(2012,
September).
7
keys
to
effec-ve
feedback.
Educa5onal
Leadership,
Vol.
70,
No.
1,
11–
16.
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