Hey all! 8th grade science teacher and aspiring principal checking in from Alpena, MI. Got the kid to bed, and ready for a great chat tonight You out here @TeachMrB? #MEMSPAchat
Hello MEMPSA Friends,
Amie from Sunset Lake w/ Vicksburg Schools, checking in. Class was cancelled so I can join in tonight! It's nice to be with you this evening! #MEMSPAchat
Q1: Research by John Hattie @VisibleLearning shows an effect size for Feedback of 0.7.
What does quality feedback look like, sound like, and feel like? #MEMSPAchat
A1: Feedback needs to be authentic, provide multiple modes, push/challenge thinking, and affirm the great things that are observed and happening.
#MEMSPAchat
Q1: Research by John Hattie @VisibleLearning shows an effect size for Feedback of 0.7.
What does quality feedback look like, sound like, and feel like? #MEMSPAchat
A1: My number one goal with feedback is to empower people and have them leave inspired to take their skills to the next level, with a either a specific plan or big dreams that will become a specific plan. #MEMSPAchat#Path2Serendipity
A1- Huge qst to get us going:) Looks like-person meeting the other person where they are at. Sounds like- specific and clear. Feels like- SUPPORT #MEMSPAchat
A1: Quality feedback is timely, well planned, clearly states how students and their learning is impacted, and focuses on support and growth of teachers. #MEMSPAchat
Q1: Research by John Hattie @VisibleLearning shows an effect size for Feedback of 0.7.
What does quality feedback look like, sound like, and feel like? #MEMSPAchat
Q1: Research by John Hattie @VisibleLearning shows an effect size for Feedback of 0.7.
What does quality feedback look like, sound like, and feel like? #MEMSPAchat
A1: Quality feedback should feel like the end of an episode of "Full House". It may be uncomfortable, but in the end both parties know that they only want the best for each other and together they can get there. #MEMSPAchat
Q1: Research by John Hattie @VisibleLearning shows an effect size for Feedback of 0.7.
What does quality feedback look like, sound like, and feel like? #MEMSPAchat
Q1: Research by John Hattie @VisibleLearning shows an effect size for Feedback of 0.7.
What does quality feedback look like, sound like, and feel like? #MEMSPAchat
A1: It is void of judgement/evaluation. It’s specific and focused so that it is not overwhelming. It highlights the positives and is supportive with clear next steps for growth. #MEMSPAchat
A1: growth mindset focused, give positive/strength, provides growth opportunity, is wanted, open conversation, relaxed, one on one, active listening, sharing #MEMSPAchat
A1. It is daily/consistent, it is authentic and helps learners improve. Here is a great article on Feedback Is Crucial To Success In School Systems #MEMSPAchathttps://t.co/VkJ8Yi3JEx
Formative feedback is super important because it's immediately usable for us + for the student. The student uses it to grow in the moment + we use it to give ourselves feedback on how we need to adjust to get students to mastery. #MEMSPAchat
A1: Quality feedback looks like ideas for improving, sounds like an assessment of performance, and feels like positive support for building one's capacity. #MEMSPAchat
When I train peer tutors at @Skyline_WC, I tell them that feedback doesn't mean you're the "error police." You can comment on what students are doing well + help them replicate that across the current assignment + future assignments. Take an asset-based approach! #MEMSPAchat
Q2: @SeanCovey reminded us at #MEMSPA18 that before we give feedback, we must “Seek first to understand.”
Why is this habit so critical when providing feedback?
#MEMSPAchat
A1: Quality feedback feels like we're in this together. Sounds non-judgemental (and is non-judgemental). Looks like us sitting next to and not across from one another. #MEMSPAchat
A1: I think it's always going to look, sound and feel different as each T appreciates something different. Bottom line... know the teacher and give the feedback. #MEMSPAchat
A1: Quality feedback is prompt, constructive, honest, and framed positively. If you make a suggestion to a teacher, be prepared to proactively support and encourage them. Making them feel supported and letting them know their hard work is valued is so important! #MEMSPAchat
A1: Great feedback is shared in common language/terms that receiver understands/accepts as legit, measurable & w established timeframe for checking back in, followed up w more feedback on adjustments made #Memspachat
Just lurking a bit tonight Greg and love your comment. Using feedback to hit high targets requires quality assessing with clear scaffolded levels of learning. Only then can we be clear about next steps #MEMSPAchat
A2: I always provide time at the beginning of my meetings with my Ts for them to share a reflection of what I observed, then I ask follow up questions. They can see Qs I have in their observation feedback so they are prepared. This helps me understand where they are #MEMSPAchat
A2: If we don't listen first, ask questions and really want the answers, we depower our Ts and put them on the defensive. If we seek to understand, we know exactly where they are coming from and can build on their strengths and what they already know. #memspachat
Right on! Students need to be *actively* involved in the feedback process, whether it's giving themselves feedback + looking at their own performance or providing feedback to other students in a Writing Groups framework, which I've had a lot of success with. #MEMSPAchat
A2: We have to assume positive intentions and seek clarity, especially if the feedback may be "heavy" for the teacher. This provides a better understanding and insight; it may shift/change your feedback. Question with authenticy.
#MEMSPAchat
Q2: @SeanCovey reminded us at #MEMSPA18 that before we give feedback, we must “Seek first to understand.”
Why is this habit so critical when providing feedback?
#MEMSPAchat
A2: Everything is a matter of perspective. Assumptions can lead down a dangerous path when providing feedback. Questions also lead to self reflection and a greater connection to the feedback given. #MEMSPAchat
A2: By seeking to understand we not only dispel any misconceptions we have, but show the other party that we value their thoughts and insights and want to work together toward the same goal. We want to empower them and guide them through a thought process! #MEMSPAchat
Q2: @SeanCovey reminded us at #MEMSPA18 that before we give feedback, we must “Seek first to understand.”
Why is this habit so critical when providing feedback?
#MEMSPAchat
A2: We have to understand first where the receiver is coming from, understanding their perspective so we provide feedback that can be received. #MEMSPAchat
Q2: @SeanCovey reminded us at #MEMSPA18 that before we give feedback, we must “Seek first to understand.”
Why is this habit so critical when providing feedback?
#MEMSPAchat
A2: Every student has a STORY (Strengths, Tendencies, Opportunities, Resources, Yearnings) To@knownthem well@is to teach them well! #Significant72#AcronymNight#MEMSPAchat
A2: we need to understand the process and not just the product with students. Thinking in math... they might not have that final answer bc of a calculation error but understand the process. As well helping them with where they are getting stuck in the process #MEMSPAchat
A2: Curiosity is skill that I've learned (and am still learning) the hard way as a new leader. Very rarely do we know all pieces in play. If we are going to learn together, curiosity is step one! #MEMSPAchat
A2: Communication is a two way street, and in order to provide meaningful feedback you have to understand who you are speaking with. How do they prefer to receive their feedback? Having an understanding of each other will minimize miscommunication and pushback #MEMSPAchat
A2: Listening to understand not only gives them a voice, it helps us understand their "why". It takes the judgement out and turns feedback into a professional coaching and reflective conversation. #MEMSPAchat
Q2: @SeanCovey reminded us at #MEMSPA18 that before we give feedback, we must “Seek first to understand.”
Why is this habit so critical when providing feedback?
#MEMSPAchat
A2: We cannot possible know all elements framing a product or lesson. We naturally make assumptions about what we see. Start with a probing question to understand those things we don’t know to challenge the assumptions we make. Then conversational feedback. #MEMSPAchat
A2: Understanding what risks a teacher is taking or what thought has gone into a plan allows for the opportunity to give feedback that encourages and inspires those amazing efforts! #MEMSPAchat
A2: Knowing the recipients situation and having empathy will help in delivering feedback in a way that will empower rather than defeat that person. Always build on the person's strengths. #MEMSPAchat
A2. I think it's important to know a teachers why before questioning them. Not knowing what happened before I got there and what their direction after will be, makes it hard to be critical. Once you understand their intentions you can share ideas. #MEMSPAchat
A2: Builds the relationship and opens up to all the stakeholders. We must seek to understand so the feedback is correct, useful, and impactful. #MEMSPAchat
A2: To truly assess to understand we must embrace the meaning of the word assess, "to sit beside" We must engage in a S/T conversation based on clear evidence of learning to build next steps and confidence, especially with those that struggle. #memspachat
A2 it’s so important for those you give feedback to, to have a voice! I always have my students grade themselves on assignments to see where they think they are in their understanding. We need to let them explain their thinking so we can help them improve! #MEMSPAchat
If we start a feedback meeting with questions and seeking to understand, the area for improvement unfolds naturally and in an empowering way. #memspachat
This is why face-to-face grading conferences are powerful, especially we've built great relationships: it's a conversation with flattened power hierarchies that helps us talk with students as readers, writers + scientists rather than as subjects. #MEMSPAchat
Jonathan from SW MI
A2: from our perspective things may not be as they appear. We often don't have the full picture of what may have happened the previous day or moment before we arrived. Ask questions, gather information, get clarity...then discuss #memspachat
A2: It’s difficult to help with guidance and direction if you don’t know where people have been or plan on going! Knowing the person, situation, environment helps to drive the conversation. #MEMSPAchat
A2: Following Golden Rule, we must first seek to understand if we want others to first seek to understand us. Otherwise, trust erodes, misunderstandings increase. Establishing common & best intentions key to tough convos, esp when empathy & grace needed from all #Memspachat
A2: "Seek first to understand" checks our thinking to ensure that our feedback is aligned with where we are guiding students on their learning path. We must understand the destination and the path before our feedback can be effective. #MEMSPAchat
Q2: @SeanCovey reminded us at #MEMSPA18 that before we give feedback, we must “Seek first to understand.”
Why is this habit so critical when providing feedback?
#MEMSPAchat
#MEMSPAchat is rockin in Michigan, North Carolina, California, New York, Illinois, Indiana, and now Utah. Love the outreach! PLEASE EVERYONE, tells your colleagues about this amazing collaborative chat each/every Thursday!
A3: I look for how is the feedback being implemented/ is it being implemented. Is it being used intentionally or for compliance. Is it a learning experience or ignored? Then during my meeting, I ask for reflection on the previous work on. #MEMSPAchat
A3: The proof is in the pudding! I had a T text me today about the improvements she made after our feedback meeting yesterday. Growth, not perfection, is the goal! #memspachat
A3- there’s nothing better than listening to the needs of each staff member, focusing on that need and helping them grow! I love when I get that thank you email or text. Validation for both of us. It’s about coaching! #memspachat
A3: I think anytime a conversation continues after/beyond the initial feedback is a good sign that it was effective. If it's one and done and both parties have left those thoughts and moved on perhaps we missed our mark. #MEMSPAchat
A3: Feedback is effective when we see small changes that result into an authentic coaching cycle for that staff member that results in better instruction for our students.
#MEMSPAchat
I've implemented self-reported grades. Students reflect, either face-to-face or digitally, and they rate themselves, which has made for more honest reflection, a greater motivation to revise + an empowerment that moves beyond traditional metrics of success. #MEMSPAchat
A3: When staff ask additional questions of inquiry, try something that was suggested or it's observed in action. I am fortunate to have a great staff who are always willing to try new things! #mortonchat#MEMSPAchat
A3. Feedback is effective when you see small changes. Feedback is making an impact when you see those changes become apart of daily practice/habit. #MEMSPAchat
A3) love when a staff or student comes back with feedback on the feedback they were given. Both successes and struggles means the feedback was received and implemented #MEMSPAchat
I know feedback has been effective give when the recipient has internalized the why behind the change. Not interesting in them “doing the next one right” but that they understand how to use the fdbk to level up their learning. #MEMSPAchat
A2: "Seek first to understand" checks our thinking to ensure that our feedback is aligned with where we are guiding students on their learning path. We must understand the destination and the path before our feedback can be effective. #MEMSPAchat
Q2: @SeanCovey reminded us at #MEMSPA18 that before we give feedback, we must “Seek first to understand.”
Why is this habit so critical when providing feedback?
#MEMSPAchat
A3: When your feedback affects a change in teacher instructional strategies you know you’ve made an impact. It can’t come from fear of some future consequence. #MEMSPAchat
A3: First, I have to applaud the question: What do you look for to ensure that feedback is having the intended impact! Too often we focus on what we are going to do/say and don't pause to reflect on whether what we did/said had the desired impact. #ChaseImpact#MEMSPAchat
A3: effectiveness comes from the conversation that was had, the ideas that were generated through a two discussion AND implemented in daily instructional practice. #memspachat
A3: Obviously there should be growth as a result of effective feedback, but more important is an increase in self-confidence as the person realizes her/his own improvements and the satisfaction of realizing that effort affects impact. #MEMSPAchat
A3: We know our feedback is effective when we start to see steps toward the identified and agreed upon focus areas. I love having follow up conversations with teachers about their growth and how that relates to feedback they've received previously. #MEMSPAchat
A3 When teachers come back around and share some of their reflections or ways they tried something after we talked OR seeing subtle changes always make those hard conversations easier the next time. #MEMSPAchat
Q4: A very wise mentor once told me, “There’s no such thing as constructive criticism.”
How does this statement influence your feedback techniques?
#MEMSPAchat
A3: I think you can tell if your feedback is effective almost immediately. Body language and depth of response are early indicators of how feedback is received. Being in tune with your people, and knowing them enough to sense and respond to their vibes is crucial. #MEMSPAchat
A4: Feedback is effective when you are able to not just see measurable improvements in growth area but also when you see greater willingness to take healthy risks, increases in self-efficacy. Also when you hear their feedback/self-talk evolve! That’s my fav #Memspachat
A4: If feedback feels like criticism, we get defensiveness. We don't want feedback to result in a determination to prove us wrong. Effective feedback must result in authentic reflection. #memspachat
Yes. A students learning progress is not based on a one time event, but is a trajectory. Our job for is to change that trajectory not just for those that struggle, but to grow stronger learning for ALL students. One step at a time. #MEMSPAchat
A4: As a high school athletic coach for 15 years the school is now my team. I look at where we are and provide feedback that will help develop individual skills to a point that the team can "win". Once we view feedback as criticism it becomes a negative.
#MEMSPAchat
Q4: A very wise mentor once told me, “There’s no such thing as constructive criticism.”
How does this statement influence your feedback techniques?
#MEMSPAchat
A4: Constructive criticism focus on the negative rather than positive and opportunity to improve. I read The Feedback Fix before school this year and have found that FeedForward is more effective... looking ahead at what can change not what's going wrong. #MEMSPAchat
Q4: A very wise mentor once told me, “There’s no such thing as constructive criticism.”
How does this statement influence your feedback techniques?
#MEMSPAchat
A4: when fdbk meets negative emotion (the reptilian brain/ie Amygdala Hijack) no one wins! Fdbk must offer students sense of hope and encouragement! #MEMSPAchat
I'm always looking for students to meaningfully consider changes to their process + to their mindset. These kinds of "second-order changes" that move beyond simple revision of the product are harder to get to, but, ultimately, can be more lasting + impactful. #MEMSPAchat
Q4: A very wise mentor once told me, “There’s no such thing as constructive criticism.”
How does this statement influence your feedback techniques?
#MEMSPAchat
A4: When giving feedback my first desired outcome is to get the T or S to reflection - hard to do when they feel attacked (which tends to happen with criticism). #MEMSPAchat
A4: criticism does not provide growth opportunities. It kills culture and trust. Criticism is not something that provides learning but instead puts negativity into the culture. #MEMSPAchat
A4. Criticism has a mean spirit. Your just trying to make a point, show power, with no plan of improvement. Feedback is a team working towards getting better. #MEMSPAchat
A4: That’s why we use the term feedback instead of criticism. We want teachers to try new things, think about practice and believe that they can change. #MEMSPAchat
A4: Is any criticism good?
Constructive feedback...yes. Constructive challenges...yes.
Constructive thoughts..yes.
Constructive ideas...yes.
"Criticism" has too much of a negative connotation to it, regardless if we attempt to say it's positive.
#justmythoughts#MEMSPAchat
Q4: A very wise mentor once told me, “There’s no such thing as constructive criticism.”
How does this statement influence your feedback techniques?
#MEMSPAchat
A3: Now to answer the question. :) I look for a shift. If my feedback was effective, the learner made an essential shift and recognized how that shift would help them achieve his/her learning goals. #MEMSPAchat
No one, including the principal, woke up and wanted to do anything less than their best for the school. Criticizing those efforts "constructively" won't help. Asking the right questions or acknowledging the growth is whats appreciated and is what inspires each of us.#MEMSPAchat
A4) fine line between criticism and critically analyzing lessons/strategies. Criticism gives impression of no hope for growth and overly negative. Looking critically can lead to reflection, growth, further discussion #MEMSPAchat
A4: I think of constructive criticism as being based on opinions. In our field we cannot base our work on opinions - it needs to be backed by data, research, and best practices. Our feedback should follow suit. #MEMSPAchat
A4: Never heard that, but great perspective! We can’t afford to criticize others in this field, just have open, honest conversations. This can be done in a respectful way. #MEMSPAchat
I was also taught to focus on the positive. Help them see what they are doing well and what they are on the verge of doing... this will continue to motivate and encourage their hard work and efforts. #memspachat
A4: Criticism destroys trust. When we empower teachers to take risks as a result of our feedback, we need to make sure we support them every step of the way to more positively impact our students and not shoot down their efforts with criticism. #MEMSPAchat
Q4: A very wise mentor once told me, “There’s no such thing as constructive criticism.”
How does this statement influence your feedback techniques?
#MEMSPAchat
A:4 Feedback should be used to help build a t's sense of competence. When you frame a conversation as a critic and not an advocate you can produce defensiveness. #memspachat
Q4: A very wise mentor once told me, “There’s no such thing as constructive criticism.”
How does this statement influence your feedback techniques?
#MEMSPAchat
A4: Adults are very much like children. We are often harder on ourselves than anyone else will be. When providing feedback, focusing on positives and using them as a launching pad will be way more effective than pointing out flaws. #MEMSPAchat
I was also taught to focus on the positive. Help them see what they are doing well and what they are on the verge of doing... this will continue to motivate and encourage their hard work and efforts. #memspachat
A4: Criticism is threatening and subjective. On the other hand, feedback is aligned with established norms/guidelines/criteria and is provided in the context of a trusting, supportive relationship with a growth mindset. #MEMSPAchat
A4: Constructive criticism falls into Deficit Model Thinking & often not instructive towards/informed by desired processes or outcomes. Tends to not be solution-oriented, leaving receiver feeling negative w/o tools to DO something to improve #Memspachat
Done well, feedback builds relationships + strengthens ties, but criticism shuts people + cultures down. The former comes from abundance + trust, the latter from scarcity + distrust. #MEMSPAchat
A4: I look at feedback as coaching. We can coach through questions or coach through instruction. I also think our feedback should help someone leverage their strengths to address any opportunities for growth. #MEMSPAchat
Q4: A very wise mentor once told me, “There’s no such thing as constructive criticism.”
How does this statement influence your feedback techniques?
#MEMSPAchat
A5: As an young buck administrator I focused too much on what I wanted to say, what I wanted to change and how I thought things should look. Once "I" became "we" my feedback became much more impactful. #MEMSPAchat
A5: My biggest feedback fails happen when I’m not searching for understanding. When I only look for right or wrong, rather than where in the process the person’s mistake occurred I am not doing my job! #MEMSPAchat
A5: Pointing our the wrong things. Things that really didn’t impact the evaluation as much as others. Learned to stay on point, be more prepared, and give more intentional feedback. #MEMSPAchat
A5: As an young buck administrator I focused too much on what I wanted to say, what I wanted to change and how I thought things should look. Once "I" became "we" my feedback became much more impactful. #MEMSPAchat
I'm blessed to work with some amazing teachers in Schoolcraft! The "feedback fail" I've learned is simply not giving enough. They appreciate knowing and growing and do a good job of encouraging me to find ways to help them with that. #MEMSPAchat
A5: Early on in my admin career thinking I knew everything and had all the answers, observation, correction and out. No questions, no seeking clarity, no understanding. This moved moved me collaborate with my Ts in the FeedForward process (& I get FeedForward too). #MEMSPAchat
A5: I know longer use the sandwich model (positive, negative, positive). It leads to misconceptions behind intent and the true feedback does not make the necessary impact. oh those rookie years....#MEMSPAchat
A5) looking at too much...annual goal meetings with teachers help focus on specific areas they want to target. Helps drive feedback and create conversation throughout the year #MEMSPAchat
A5: I used to give too much feedback. I have learned to give praise to what I wish to see continue and then only probe into and give feedback on 1-2 high leverage opportunities. #MEMSPAchat
A5: my biggest learning experience has been that there must be a time table established. Set the limit to when you expect to see the feedback. #MEMSPAchat
A5: I learned that “my way” might be best for me, but not someone else. Teaching is an art and others use different styles, techniques, and media. #MEMSPAchat
We also have to differentiate our messages: not everyone needs the same thing in the same way at the same time. This goes back to relationships: knowing your teachers + students. We need to know how our feedback can lift people up, not tear them down. #MEMSPAchat
A5: I'm sure that I've had more "fails" than I'm aware of...ask my team!:)
I think I miss when I don't want to be too direct/hurt feelings...I want to just see the positive, but something needs to be improved on or grown in. Fear of how it's received.
#berealbehonest#MEMSPAchat
A5: I used to think fdbk given to learner was most important. Now realize via Hattie that fdbk for me on my instruction is most important. Now incorporate tools and daily prompts to give both Sa and me fdbk on where we are in the learning process and where to next. #MEMSPAchat
Check out this book recommendation! There is a difference in the type of feedback we provide depending on where a student is on the learning journey: Feed Up, Feed Back, Feed Forward. #MEMSPAchat
A4: Constructive criticism focus on the negative rather than positive and opportunity to improve. I read The Feedback Fix before school this year and have found that FeedForward is more effective... looking ahead at what can change not what's going wrong. #MEMSPAchat
Q4: A very wise mentor once told me, “There’s no such thing as constructive criticism.”
How does this statement influence your feedback techniques?
#MEMSPAchat
A5: So this is super embarrassing, but true. Years ago told a teacher that the lesson was lackadaisical. It was insulting, it was not actionable feedback, it hurt our relationship, & it crushed the teacher. I had an opportunity to apologize and I definitely improved. #memspachat
A5: I provided feedback to a paraprofessional during a situation in which she needed to improve, rather than waiting until a later time when she could process and reflect. She had a hard time finishing her work that day, which was totally my fault. #MEMSPAchat
I've also seen it happen where leaders give feedback to a whole group that's really only aimed at a small percentage of that group because they didn't know how or weren't willing to go direct, which is a huge issue. I did this early on + it was a big mistake. #MEMSPAchat
Apologies for the confusion...I was trying to recommend the book that you spotlighted. :) Not sure, but I believe the three approaches I mention come from that book--or one like it? I sometimes mix up my sources. :) #MEMSPAchat
A5) I try to look for some positive aspects first. Sometimes that’s not easy to do. I know with receiving feedback, I don’t want to feel like I’m a failure/disappointment. I am more open to receive feedback with acknowledgement of things I have done well. #MEMSPAchat
A6: In #LeverageLeadership, I learned to schedule feedback meetings well before the observation. Ts know that I will be in their classrooms sometime in the 24 hours before we meet. I explain it in this video:
https://t.co/r2PrHWc6cX#memspachat
A6: Not always easy, but I try to do it in the moment. Leave a little note, check in during planning time, often with a question or seek input from the T. #MEMSPAchat
A6: Feedback has to be regular and ongoing. Time needs to be given priority over management tasks - delegate more of those tasks to others. #MEMSPAchat
A5: Don't you love it when your PLN pushes for transparency? My feedback fails fall into one basic category--I did too much talking. I have worked hard to shift my approach. Ask better questions. Talk less. Listen more. #MEMSPAchat
A6) timely is vital. Try to connect in conversation during next passing time after being in classroom, even if just for a few seconds. Electronic walkthrough form to teacher by end of day...doesn’t always happen, but what I aim for #MEMSPAchat
A6: Remember that the paperwork will still be there tomorrow. Your teachers need you, your students need you, your community needs you. Make time for what is truly important. I’m sure this is WAY easier said than done, and I hope I can live by this when I am an admin. #MEMSPAchat
A6: I love the DIRT Daily Individualized Reflection Time method from England. Students must have time set aside daily at least 15 minutes to get into the dirt and “enact “the feedback provided. #MEMSPAchat Sorry another acronym:)
Alright #MEMSPAchat. I have a date with a 7 year old and his bedtime chapter book! You know there's no missing that! Have a great night everybody! Thanks for the great chat!
A6- Doodle calendar for those check in meetings is helpful. I also feel using Google Docs with back and forth comments sometimes gets the feedback in a timely manner if you can't find the face to face time. #MEMSPAchat
A6: Teaching and learning are my #1 priority. So those feedback conversations have to be priority. Whenever - walking in the hall, prep time, before/after school. Whatever it takes! #MEMSPAchat
A6: Feedback meetings are always scheduled when the observations are. We will always meet within 2 school days. Feedback is timely and T's don't have to worry! #MEMSPAchat
A6: I think it's important to schedule it... Just like you need to schedule time for the observation, schedule time to provide and discuss the feedback! #MEMSPAchat
Praise. Probe. Action Items. Makes for a great dialogue meeting template for conversation. I will add notes to my prepared notes during our conversation to be included in the written feedback after we are done. #MEMSPAchat
A6: You can only provide feedback when the teachers/students are present. Paperwork and emails are for after school. I use Boomerang to pause my inbox and send emails at scheduled times. #MEMSPAchat
Right! It's a mindset: are we starting from scarcity + deficits or abundance + assets? Everyone has qualities that deserve our praise. If we can't find some good in everyone, the problem likely isn't the person getting the feedback, but the person giving it. #MEMSPAchat
A6: This must be prioritized. I set a goal of 24 hours. If the T or I can’t come together in 24 hours then we touch base to schedule it at our next opportunity. Sometimes, of the Ss go into Daily 5 or workshop, I offer to talk right there in the room before leaving. #MEMSPAchat
I remember you sharing that at one of your presentations. I thought it was very brave to share your mistakes and how you learned from them. I have tried to use this advice for my own leadership practices. :) #MEMSPAchat
A6: Try to schedule the meeting in the next day or two before I leave the Ts classroom. Add some quick thoughts in the description on Google Calendar invite and reference noticing/wondering needing a response.
#memspachat
A5: I used to give too much feedback. I have learned to give praise to what I wish to see continue and then only probe into and give feedback on 1-2 high leverage opportunities. #MEMSPAchat
A5: so many & still counting!! My big 2 currently: 1. Generational shift in feedback expectations btwn Millenials & Gen-Z (have both on my team rn!), 2. Not sugarcoating negative behaviors/unhealthy processes to spare feelings - ends up biting the booty in long run #Memspachat
A6. Feedback is provided differently depending on what I am doing. Ex if it is a learning walk I might leave a sticky note, if it is an observation, it is scheduled. If it is for an idea or a paper someone wants feedback on I try to do that within 24 hrs. #MEMSPAchat
Getting people, whether students or staff, to reflect on their own work is vital + not something schools make space for all the time. Being a reflective practitioner is also not an innate skill, so we have to provide frameworks + training for those who need it. #MEMSPAchat
A6: Feedback can come in a variety of modes...we commit to a minimum of 6-9 Mini Observations with feedback. It probably takes 15-20 minutes to craft that feedback. This is our work as instructional leaders, we have to MAKE the time.
#stillgrowinginthis#MEMSPAchat
A7: We are using the model in 4 Disciplines of Execution by @seancovey to ensure that our focus is narrow and is included in all formal and informal observations. #MEMSPAchat
Such a GREAT focus! We often think of feedback as teacher to student--and overlook the student to teacher feedback--or even the student to student feedback. #MEMSPAchat
A5: I used to think fdbk given to learner was most important. Now realize via Hattie that fdbk for me on my instruction is most important. Now incorporate tools and daily prompts to give both Sa and me fdbk on where we are in the learning process and where to next. #MEMSPAchat
A6: I spend at least 30 minutes after each classroom observation crafting formative feedback for each teacher, providing at least one new idea aligned with the teacher's areas of focus. However, my emails, texts, and chats are probably just as valuable. #MEMSPAchat
A7: feedback is based off of our framework/evaluation tool. As well, goals we have set are tied into the various aspects of the framework and SIP to help me identify areas of focus for each T. #MEMSPAchat
Ha! No way. I have great mentors who I've learned from and colleagues who I have harvested from. Best part is that I have fantastic teachers who make dialogue meetings great talks on education and sometimes personal lives, too! #memspachat
A7: We are focusing on our district strategic plan, along with our building plan, so conversations revolve around how practices are helping to meet these goals. #MEMSPAchat
A7: Your staff actually needs to know your SIP. Many don’t - ask them at your next staff meeting. You should use staff PD to grow those goals throughout the year. #MEMSPAchat
A7: We first have to make sure our school improvement plan is aligned with the areas we are working to improve. So often we just go through the motions with school improvement and they are not aligned with the goals we work on day-to-day. #memspachat
A7: Professional growth goals are identified and aligned with our evaluation tool and SI activities/strategies. I make it a point to link what I saw to their goal and continued growth. #MEMSPAchat
As a team, we narrowed our SIP down to make it usable + actionable beyond a website upload that looks good: everything is focused on narrowing our achievement gaps + building equity in our school. That's the right work + a SIP should provide that focus + clarity. #MEMSPAchat
A7: Working on this right now in the Transformation Zone. Aligning Continuous Improvement, MTSS Practice Profile, with Literacy Essentials and Evaluation Tools...Oh my #MEMSPAchat
A7: I think it's important to ensure that your feedback is focused on student growth. If you are keeping it focused on students you can't go wrong and you'll hit you SIP goals! #MEMSPAchat
A6: Everyone is v busy but if I’m struggling to “make time” for feedback, I know my priorities are off! It’s such an integral part of the whole process, no matter the age/skill level. The drip, drip, drip (timely, continuous) method of feedback = Culture of Feedback #Memspachat
Q8: Challenge Question: Everyone deserves feedback, especially Principals! Name one person you will ask to give you feedback tomorrow and in what regards.
#MEMSPAchat
A7: Teachers align their areas of focus for improvement with our building and district SI goals, and I provide feedback based on their individual goals. In this way, we are all focused on our common vision. #MEMSPAchat
A6: My Principal @Rodgersrockets was always great about scheduling a post observation conference with me so we could discuss the lesson. I will strive to do the same. #MEMSPAchat
A7: As I have learned to focus on only 1 or 2 feedback opportunities, I immediately realize how critical those 1-2 opportunities must be high leverage and in relation to our mission, vision, values,and goals. If it’s not, don’t give the feedback. #MEMSPAchat
Once again, peeps on #MEMSPAchat please FOLLOW @classcatalyst - It’s a great tool coming for SEL, & you are going to hear more about come April/May! Love this! RETWEET
I just want to share that the Spartans took some 1st half feedback from Coach Izzo, probably not constructive either, and put it to the Hawkeyes the 2nd half. 82-67 win! #GoGreen#memspachat
A8: My new RR teacher, she's young and energetic but I need to be sure I'm "feeding" her what she needs to continue to grow and become an exemplary teacher. Great challenge! #MEMSPAchat
Q8: Challenge Question: Everyone deserves feedback, especially Principals! Name one person you will ask to give you feedback tomorrow and in what regards.
#MEMSPAchat
A8. I am a believer that everyone needs feedback and it is not about a hierarchy. I ask for feedback from everyone, teachers, parents, students other peers etc #MEMSPAchat
A8- I think I will ask my husband for feedback. It's been a busy year with school and coursework-- I need to ask..."How am I doing on the homefront with balance?" #MEMSPAchat
A7: I don’t have an awesome answer for this question, other than to completely immerse yourself into your role as a leader. If you are immersed and you genuinely believe in your schools improvement goals, then aligned feedback should come naturally. #MEMSPAchat
A8: I have a couple go to teachers who regularly provide feedback. I just had a coaching session with our superintendent. Staff survey next week. Tomorrow I'll look to those we often forget parents and community members.
#MEMSPAchat
Q8: Challenge Question: Everyone deserves feedback, especially Principals! Name one person you will ask to give you feedback tomorrow and in what regards.
#MEMSPAchat
Rather it's feedback or any initiative we are working on we always try to tie it back to our school improvement goals... keeping in mind our goals are focused on students and improving learning both academically and socially. #MEMSPAchat
A8) I’ll ask for feedback from my husband. He calls it like he sees it. Zero sugar coating & I respect his viewpoint. Topic will be determined. #MEMSPAchat
A8: I want to get feedback from my K-3 literacy coach and focus on our weekly check-ins. How am I doing in supporting her efforts with our teachers? #MEMSPAchat
Q8: Challenge Question: Everyone deserves feedback, especially Principals! Name one person you will ask to give you feedback tomorrow and in what regards.
#MEMSPAchat
Thanks for a great #MEMSPAchat everyone - Awesome questions @TCRyanSchrock, thanks for helping me learn on a Thursday night! Ready to finish out the week strong!
Q8: Challenge Question: Everyone deserves feedback, especially Principals! Name one person you will ask to give you feedback tomorrow and in what regards.
#MEMSPAchat
Thank you Ryan for an Outstanding Night!!! Great job everyone, lots of learning here tonight!!! Have a wonderful weekend! I'll see a couple of you tomorrow in Mt. P for #mindfulnessretreat Stay warm!
#MEMSPAchat
Q8: Challenge Question: Everyone deserves feedback, especially Principals! Name one person you will ask to give you feedback tomorrow and in what regards.
#MEMSPAchat
Meeting with our transportation director and bus drivers tomorrow. Looking for feedback on how I can support them and students outside of the physical walls of the school. #MEMSPAchat
Wow, thanks @TCRyanSchrock for a great chat. I can't believe how quickly the time goes. I'm so glad I didn't miss a minute tonight. So many great ideas & thinking shared again tonight. Until next week! #MEMSPAchat
A8: actually have mid-year feedback survey going out tomorrow morning at 9:00am. If you want a copy of what I send out direct message me with your email. #memspachat
