#personalizedPD chat. A fast-paced, fun chat to discuss personalized professional development for educators. We discuss what it is, why it's better than traditional PD, how to create personalized PD opportunities, how to scale it from individuals to districts, and how to inspire it from individuals to districts to want more and more of it. Hosted each week by Jason Bretzmann @jbretzmann and Kenny Bosch @KennyBosch and moderated each week by a guest moderator. 8pm Central each Tuesday.
Thank you for joining us tonight for #personalizedPD
Jump in the chat and please welcome our guest moderator Brian Kulak @bkulak11
Thank you for leading the #personalizedPD chat!
Welcome to tonight's #personalizedPD chat! Tonight, we'll be discussing the power of feedback for our Ts and our Ss. First, introduce yourself and tell us where you're from.
Let's get after it!
I’m Brian Kulak, Chief Academic Officer of Collingswood Public Schools in NJ. I’ll be moderating the chat tonight. We’ll use the Q1/A1 format. Please don’t forget to use the hashtag #personalizedPD. Question 1 coming up in three minutes!
Hello! I am Kenny Bosch, co-host and co-author of the #personalizedPD book. https://t.co/UKHXahxKzN
Thank you for joining us tonight.
Take a minute and invite some friends to join us and Dive in to the #personalizedPD chat!
Hey, hey! I'm Mandy, elementary #educoach in TX. Just got back from a student showcase where our kids showed off their learning to their families. So fun! #personalizedpd
A1: Advice implies "I would," which takes ownership away from the receiver. Value statements are necessary but aren't specific and don't lead to growth.
Feedback is timely, specific, and actionable.
#personalizedPD
A1 We've been using the framework of "kind, specific, and helpful" for feedback this year. It has changed the way the Ts are giving feedback to Ss. Ss now feel like they know how to give feedback to peers. #PersonalizedPD
I see advice as more this would work better or this is how I would do it. Feedback highlights areas/content to improve upon. Advice is for making changes to something, feedback is for growing. #personalizedPD
A1: I tend to think of feedback as being action-oriented. Now that I know this, I want to try...Advice and value statements seem more static. #personalizedpd
Amy Attinger, Instructional Technology coach from Cincinnati. Patiently waiting for the thunderstorm/tornado/snow chances to pass tonight. #PersonalizedPD
A1: feedback is more specific to what is observed or shared. Advice is more hypothetical to me. Relating more to myself than to the person I’m working with about how I would approach things in my style #personalizedPD
A1 Advice is a suggestion or a telling of what should be done, said, thought, felt. Feedback is data or outcomes, something that is observed or experienced. #personalizedPD
A1. Advice = I made it about me. So no one cares anyway. Coaching = it's all about you, leads to self-derived insights that lead to action. #PersonalizedPD
Well said. There's only so many ways we can say "great job!" before people tune us out. Feedback suggests something much more powerful, more lasting. #personalizedPD
A1: Feedback should be questions that help ss figure out next steps for themselves. It should help them identify where they started, where they are, and help them determine where they want to or need to go next. It challenges their current thinking and beliefs. #PersonalizedPD
A1: Feedback is based on evidence and advice based on personal opinion. The issue is that more people want advice due to feedback having a negative connotation these days. #personalizedPD
Just had a vision of me trying to provide feedback to my first. "Abby, I think you need to stop crying because there are more constructive ways to communicate to Daddy." LOL! #personalizedPD
A2: Target the skill on which you will provide feedback. Whether you tell the Ss or not, you are localizing the feedback, so it's reducing from, not adding to, your workload. #personalizedPD
A1: Feedback is specifically meant for growth, improvement. Instead of advice it is a means to help improve performance constructively. #PersonalizedPD
A2: I will always stand by my notion that however you arrange giving feedback you should make sure you have set aside time to receive feedback as well. Give people a voice with you not just from you. #personalizedPD
A2: If the plate if full, then we need to decide what needs to be removed so we can make room for quality feedback. What is not most effective that is sucking up the time I need to be making for quality reflection/feedback? #personalizedPD
A2 I try to give feedback as soon as I can so it stays meaningful. Giving feedback too long after an experience doesn't help the receiver grow as much as they could have. It might also be too late to make changes. #personalizedPD
A2: Pick which areas would most benefit from quality feedback for the Ss. Consider goals, personal strengths/weaknesses of the Ss, etc. #personalizedPD
A2) Without constructive feedback, we might continue to make the same mistakes. Or we might not learn as much. Feedback is only a time waster if not used well and to improve on something. #personalizedPD
Verbal feedback can be done during class time without much intrusion to the awesome pancakes on my plate. Using a standards approach with rubrics makes written feedback faster, easier, and precise. #personalizedPD
A2 I pick a different TTESS domain each month to focus feedback on. This helps me to look for specifics and provide more timely feedback #personalizedPD
A2: When quality feedback becomes a part of your language and culture it comes from a variety of sources not just Ts to Ss or Admin to Ts. Everyone gets the fdbk they want and one person doesn’t bear the responsibility. #personalizedPD
A2: Realizing the importance of feedback means to prioritize all the tasks on our daily to do list. When we eliminate things we don’t need we can focus on feedback & growth. #PersonalizedPD
I agree! Immediate feedback is more effective for making changes. The receiver is more likely to internalize the response and make the appropriate changes #personalizedPD
My son says his favorite coach asks, "Do you know what you did wrong?" If yes, he lets him self-correct without telling. If not, he'll give advice. Builds capacity. #personalizedPD
A2: I make a point of blocking out enough time after observations to reflect right away. Then I use the 80/20 rule to identify 1 area I believe would make the most impact, if improved. Finally, I draft questions to use in a face to face convo. #PersonalizedPD
Great call, Dan. We've been trained that feedback has to involve red ink and absurd (wo)man hours. On the fly, empathy-infused feedback is just as, if not more, powerful! #PersonalizedPD
A2: Additional time taken to provide quality feedback is made up by having a few in-depth conversations vs repeated conversations related to the same repeated behaviors/actions we are hoping to improve upon. #PersonalizedPD
A2: I often leave post-it notes on the door frames of classrooms after a walk-through. A quick and simple way to provide positive feedback and a question for Ts and Ss to consider #PersonalizedPD
A2: Providing feedback doesn’t have to be highly formal. Simple Voxer message or post it nite can go a long ways. Depends on the content of the feedback. #PersonalizedPD
A2: If they WANT feedback, always stay to the point and make it simple and clear, and kind of course! Immediately is always best, if poss #PersonalizedPD
A3: For me it goes beyond the comments that are written, but spoken in side conversations and follow up conversations before, during, and after the assignment. #personalizedPD
A3: Quality feedback can come in the form of questions, too. Wording your feedback as questions provides the opportunity for the receiver to think about the response on his/her own terms.
"How can you incorporate stronger evidence in the third paragraph?
#personalizedPD
A3: When we were 1:1 with iPads, as a class we would use the app @NotabilityApp to leave each other written and audio feedback for each other in the revision process. #personalizedpd
A3: I've been trying to find an efficient way where I can give feedback w/o a grade. Students have to give me some type of indication they've read my feedback & worked with it before I release the almighty grade #personalizedPD
A2: immediate and embedded in the lesson/activity, while they are working. I use a checklist for each group checkpoints to see where they are in their thinking. Not every feedback has to be a grade. the discussions while they are sitting next to you are helpful. #PersonalizedPD
A3 For peer feedback, Ss are learning how to suggest corrections instead of flat out telling what should be changed. Ex. in writing, Ss in 3rd grade looked at rubric and asked "What if you added/changed...?" #personalizedPD
A3: “Weiss Time” where small groups of Ss (2-3) sit down w/ me and informally discuss a piece of work or project, answer ?s, bounce ideas, etc. Individualized and personal. #PersonalizedPD
Some of best feedback I’ve provided is in 1:1 writing conferences. “Read this out loud. Does this sentence do what you intend?” Simple but powerful. #personalizedpd
I love the possibility implicit to audio feedback. There's something about hearing a person's feedback that makes it all the more powerful. #personalizedPD
Took a snap shot and plan to share with other coaches I coach with on my son’s team. I think this could be the one thing really work on as coaches. #personalizedpd
I haven't yet started practicum placements yet, but I think peer feedback can go a long way. Also my teachers used to hold informal quick conferences during independent work time #personalizedPD
A3: Short, open ended questions that get kids talking about what they had set out to accomplish. Then you adapt to what they say. Before you know it a student has helped you craft their own meaningful feedback. #personalizedPD
Students love and really respond to it. I would then have them email me based on my feedback, “What one thing you plan to keep in mind for the next draft?” #personalizedpd
Somewhere I have a video of me providing pretty in-depth feedback on a standards rubric. Highlights what the strengths are and what they need to adjust to improve their weaknesses. #personalizedPD
My 3rd grade teachers LOVE to be on the docs while the students are writing! They make comments in real time, and the Ss respond immediately! #personalizedPD
Any 1:1 iPad MUST have this app in my opinion. The swiss army knife of apps. Wrote several posts about, including this QR code crime scene -> https://t.co/iP0hdoMsi9#personalizedpd
A4: This is the most important part of feedback. Adding the word "because" shows a cause and effect relationship.
"Your classroom management has improved because you incorporated a timer for group activities."
#personalizedPD
A3: Providing substantial feedback to every student on every assignment in every subject is unsustainable. Students must learn to reflect on their own learning and provide feedback to one another with teacher guidance and modeling. #PersonalizedPD
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The Cloud Audio Recorder for Chrome is what I use. There is another one that I like that creates a link as soon I hit stop, but it’s glitchy sometimes. #personalizedpd
It works in Kindergarten, too! When kids read their writing back, they can find their own mistakes and edit once they understand the process. #personalizedpd
A4. This again. The weakness include a discussion of what went well and what needs improving in an area. The highlighted strengths require the use of a qualifier. #personalizedPD
Somewhere I have a video of me providing pretty in-depth feedback on a standards rubric. Highlights what the strengths are and what they need to adjust to improve their weaknesses. #personalizedPD
A4: Of course this makes me think of writing. Referring back to checklists, rubrics, even the main objectives and connecting how the Ss met those qualifiers to give feeback both positive and how to improve #PersonalizedPD
A3: trying hard with this! I want ss to view themselves and each other as the owners of knowledge and not me. I try to ask questions instead of “good jobs.” I have been keeping track of my progress in this. I want to challenge their learning, not possess it! #PersonalizedPD
A4 This might be the next step for Ts and Ss. When they master the "kind, specific, and helpful", they can move on to adding "because". #personalizedPD
A4: Qualifiers ensure that Ss understand what the feedback means to them -- cause and effect. It helps make the connection between what they did and what they need to do and why. #PersonalizedPD
A4: example: I noticed 4 Ss using a strategy other than the one you modeled. How do you allow Ss to share their strategies with peers? (or any other question as appropriate) #PersonalizedPD
Great point! I remember being a student and receiving feedback without qualifiers. Its difficult to make improvements in the future without that connection piece #personalizedPD
A5: Absolutely. The feedback provider has to be viewed as an invested expert. This is why it's so important for us to train and support Ts and As who are responsible for providing feedback.
#personalizedPD
These are the types of things we should be doing in PD sessions for Ts. Not only using qualifiers in teacher observations, but helping Ts learn how to do this better w/ their Ss. Oh wait, that's modeling... #personalizedPD
A5: I would have to say it goes back to mindset. I would be asking a lot of questions to determine where they are on the growth/fixed spectrum before I would start spouting feedback. Fixed mindset will not receive it well.
#personalizedpd
A5 As a coach, there's a cycle to go through with Ts. Once a T has tried something with the class, I try to check in on them to see how it went & make changes, if needed. Feedback isn't one and done. #personalizedPD
A5: With both Ss I’ve taught and Ts I’ve coached, the first sign is the “ah-ha lightbulb.” But confirmation comes when the individual chooses a different path based on feedback. #personalizedPD
A5: It comes down to relationships -- if you have quality relationships with Ss & they understand that feedback is for their benefit then they receive that feedback with a positive mindset. #personalizedPD
A5: Trying to allow it to be a 2 way convervation is key. Need to come off as supporting and having Ss best interest in mind while offering feedback. Focus more on listening how it went rather than jumping to give critique. #PersonalizedPD
Unfortunately so much of our PD was done that way - for decades. We'd hear about something new, learn how to do it, and never touch it again. #personalizedPD#OldSchool
A5: It comes down to relationships -- if you have quality relationships with Ss & they understand that feedback is for their benefit then they receive that feedback with a positive mindset. #personalizedPD
A5: I'm not sure they do. Lots goes into reciprocal relationships that are crucial for forward growth, but ultimately the receiver has to decide what they choose to do with it. #personalizedpd
A5: Effort and interest put in by the person giving the feedback will impact how it is received. If the person giving seems uninterested, uninformed, or vague, then the receiver may not be as willing to make changes #personalizedPD
A5: it's hard work - but it requires knowing people well enough to read their mood, know their tendencies in how they respond to feedback, and understand what motivates. It all starts with a relationship #PersonalizedPD
#personalizedPD I struggle sometimes feeling like I have to be the expert in everything going on in the classrooms. How do you navigate these thoughts?
A5: I don’t have Ss, but as an administrator, I’d like to create one which highlights different @RHLSD_Colts teachers and their use of iWork in the classroom- each chapter a different grade, content area, and/or lesson! #personalizedPD#AppleEDUchat
A6: Providing training is vital, but it doesn't have to come from a high-priced consultant. Consider modeling quality feedback in admin meetings. Ts should be able to ask for, and receive, such feedback from As.
#personalizedPD
The kind of feedback you describe is in the Integration Phase of my model. However, a coach is can be a part of the whole journey if needed. We must redefine the letters PD -> https://t.co/Cv7x0CgFiS#personalizedpd
Attitude when delivering helps it be received. If the person giving is not respected or has demonstrated a feeling of superiority, it might now be received well. Same could be said for the person receiving. It’s hard to overcome. What’s best for Ss? #personalizedPD
Building trust and credibility is always the first step with both Ss and Ts—although it’s different with every individual, it boils down to “Do you know what you’re talking about and are you rooting for me to grow?” #personalizedpd
A6 It's important for admin to be present in classrooms consistently, not just for the 45 minute observation. Come in, chat with the kids for a bit, take in what you're teaching, and leave a quick note. #personalizedPD
A6: In my Professionally Driven model, there are no teachers and administrators. Every adult owns the label Educator, b/c all are in charge of learners of some kind. Therefore, all educators embark on their learning journey -> https://t.co/Y3cVuvxlZD#personalizedpd
A5: It starts with relationships. From my perspective, both giving and receiving feedback that is productive starts with the establishment of relationships first. Hard to have a meaningful impact if both parties aren’t vested 1st. #PersonalizedPD
A6: As a preservice teacher I am very reliant on modeling right now! Connections to excellent Ts and As mentors who can show me what steps to take and techniques on how I can improve is key #personalizedPD
A6: it's important to understand Ts professional goals first. Then feedback convos can include Qs that highlight how to attain the established goal. The buy-in and motivation are already there, leading to greater agency #PersonalizedPD
In WI, we have an educator effectiveness model we use to evaluate. Admin uses a rubric of specific points. I don’t agree with how scoring is done (top is not a permanent state, hard to get from observation) but it is a road map when applied correctly/consistently. #personalizedPD
A6: The TTESS model of T evaluation in TX is based on forward movement instead of the, "perfect, exceeds-expectations model." Ts pick individual goals. #personalizedpd
A7: Before I became an A, a former superintendent told me that I have a tendency to wear my frustration on my face. He told me that if I want to be a good leader, that has to change, and it has.
#PersonalizedPD
A7) I think the best feedback that I received was through a third party. I used a lot of ASL at the time. My class was at a field meet, and during the entire event I did not have to speak. All ASL. Our new Superintendent had someone tell me, how awesome that was! #personalizedPD
I think some never knew, some forgot some of the key pieces—and (thankfully) some know good instruction and how to support teacher growth. #personalizedpd
Good chat....Good chat....Good Chat.......Good Chat......
Make sure as you leave you say,
Thank you, Brian @bkulak11 for leading a great #personalizedPD chat tonight!
Join us again next week from 8-9PM, CST.
A6: Provide evidentiary examples from practice, seek out opportunities for peer-to-peer observation & modeling of sound pedagogical practices as well as embracing opportunities for growth through experimentation. Take & support risks when practical. #personalizedPD
A7: I tend to be afraid to ask for help and don't want to give anyone the impression that I don't how to do something. One of my professors told me don't be afraid to ask experienced teachers for help/guidance. I will remember this when I begin teaching! #personalizedPD
A6: Feedback must be rooted in formative assessment, meaning learners must know where they are, where they are going, and how to get there. #PersonalizedPD
Thank you @bkulak11 and chat participants for allowing a preservice teacher to participate! I have picked up great pointers and ideas for the future! #personalizedPD
