Providing Quality Providing Quality Feedback to TeachersFeedback to Teachers

Melissa Semones & Melissa Semones &

Amy ThompsonAmy Thompson

Opening ConnectorOpening Connector

What were your biggest “take-What were your biggest “take-aways” from the June Santa Cruz aways” from the June Santa Cruz administrator workshop?administrator workshop?

In terms of your role as an In terms of your role as an instructional leader, what attracts instructional leader, what attracts you to the idea of formative you to the idea of formative supervision and coaching?supervision and coaching?

Agree or Disagree?Agree or Disagree?

As statements are read aloud, think As statements are read aloud, think about whether you agree or disagree about whether you agree or disagree with its premise.with its premise.

Once you’ve decided, move to either Once you’ve decided, move to either the “agree” corner of the room or the the “agree” corner of the room or the “disagree” corner of the room.“disagree” corner of the room.

Discuss with your group why you feel Discuss with your group why you feel that way.that way.

What is Formative What is Formative Assessment?Assessment?

An on-going measurement of growth over An on-going measurement of growth over timetimeObjective and data-basedObjective and data-basedResponsive to teacher’s developmental Responsive to teacher’s developmental needsneedsInteractive and collaborativeInteractive and collaborativeInvolves a variety of assessment toolsInvolves a variety of assessment toolsFosters an internal locus of control; Fosters an internal locus of control; teacher-driventeacher-drivenBased on teaching standardsBased on teaching standards

Quality InstructionQuality Instruction

As an instructional leader in your As an instructional leader in your building/content area, where do you building/content area, where do you tend to focus your data collection? tend to focus your data collection?

What elements are missing from your What elements are missing from your data collection and how might you data collection and how might you enhance your focus on these enhance your focus on these elements?elements?

Case StudyCase Study

Your areas of focus parallel identified Your areas of focus parallel identified areas of teacher need: areas of teacher need: – How might this happen?How might this happen?– What is beneficial about this?What is beneficial about this?– What is problematic about this?What is problematic about this?

Your areas of focus are discrepant from Your areas of focus are discrepant from identified areas of teacher need:identified areas of teacher need:– How might this happen?How might this happen?– What is beneficial about this?What is beneficial about this?– What is problematic about this?What is problematic about this?

Case Study ModelingCase Study Modeling

Identify an area to targetIdentify an area to target

Use notes from targeted area to Use notes from targeted area to determine further focusdetermine further focus

Case study – engage in the targeting Case study – engage in the targeting processprocess

Case Study ModelingCase Study Modeling

Plan your conversation/entry pointsPlan your conversation/entry pointsReview the steps of the processReview the steps of the processReview coaching stemsReview coaching stemsUsing your case study data, practice Using your case study data, practice having conversations about having conversations about improving instructionimproving instruction– Elementary Elementary – Middle/SBOMiddle/SBO– SecondarySecondary

ReflectionReflection

How was this different from the way you How was this different from the way you have provided feedback in the past to your have provided feedback in the past to your teachers/colleagues?teachers/colleagues?

How do you see this benefitting instruction How do you see this benefitting instruction and student achievement in your building?and student achievement in your building?

As an instructional leader, what do you see As an instructional leader, what do you see as your area of growth in using this as your area of growth in using this approach in providing feedback about approach in providing feedback about quality instruction?quality instruction?