#kyadmin Archive
#kyadmin is a great way for Kentucky School Administrators to share strategies, educational resources, and more.
Monday February 1, 2016
7:00 PM EST
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Welcome to our chat on Feedback and Followup! Please introduce yourself and tell us how you elicit feedback from teachers!
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Shelee Clark, Lakewood Elementary Principal, I used a set of questions with my Ts during mid year conferences to gain feedback
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Allyssa Binkley, Reidland Elementary, Google doc surveys, email, face to face
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Alison Gregory, Graves Co. I always use a google form to elicit feedback from all work days and PD days :) love google!
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We use a lot of Google Forms at my school too....sometimes I wonder if I use too many.
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Great To see you tonight!!!
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Jamie from GoNoodle joining again! We have a feedback board on site for Ts to contribute, vote, and chat abo. ideas! Strength in #
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Matt, elem lead learner from IL joining in
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Philip West, Green Co MS. I also use a lot of Google forms, but mainly informal conversations.
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Erika Bowles from Boone County,
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Q1 Besides the PGES framework, what tools or structures do you use to provide instructional feedback to teachers?
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A1-I have begun using to provide timely feedback to staff
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Good heavens - forgot hastag! Connie, prinicpal from Boone County. We love Google forms
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looking forward to a great chat
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A1: Voxer, one-on-one meetings, email, data talks in PLCs, post evals, vertical team meetings.
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Amy from Glasgow. Running late.
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A1. We have a district walkthrough form for feedback. We started a writing check that is based on a set of criteria for feedback.
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Q1 I like to leave post it/positive notes on their desk after being in their room about something great I saw.
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A1 I have used a stars and stair steps sheet that has been the most useful...in my opinion. But i have used post it notes, too
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A1: We are trying Voxer for the 2nd half of the year for both classified and certified staff. Others: post conf, email, team meet.
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A:1 Voxer, email, post it notes, verbal conversations, team meetings, shout outs
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Q2 Should feedback elicit action? If so, how much feedback is "just enough" to promote action but not cause panic?
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A:1. I've tried google docs but haven't got the hang of it..sending out to my team with just their feedback
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Going to be in and out. Working on homework with the kid.
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My growth word this year is feedback. I don't feel like I've grown much at all.
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A2. Feedback should elicit action. Robyn Jackson recommends giving feedback based on type of teacher. Some can handle more.
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A2-I try to provide at least one focus idea following each observation for at to focus on moving forward
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A2 I have an instruction'l focus every 2 months. The feedback I gv is centered around that focus. I leave 1-2 things
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A2. Our new PLC model will require action based on feedback as we explore a new instructional tool every 3 weeks.
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A2: Ha! love the distinction between action vs panic. Feedback CAN elicit action or it can promote reflection or inspiration.
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A2 my teachers also know the focus - through my Wednesday Coach notes...I've slacked on these lately!
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but even reflection/ inspiration is action....isn't it.
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I think that is a great idea, but feel some staff may need more direction even if they can't handle it at that point
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A:2. I save panic mode for face to face. Walk through feedback is what I saw as effective practice. One on one for "what ifs"
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would you share a copy of those notes
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Beth Brandenburg, Principal, North Park Preschool/Kindergarten Hardin Co. We use Google form surveys, email, face to face convos.
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I agree that panic mode is definitely face to face. That requires intentional convo that is best handled in person.
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Q3 - Follow up to feedback is KEY! What process do you use to follow up?
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chatting with y'all in Kroger tonight!
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Some staff require very basic steps that have to be very sequential. Level of readiness for feedback is key.
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Plan to send out to HCS principals later this week or next...still tweaking my materials.
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as much as possible face to face, small group or via email
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A3: Very intentional with follow up. Schedule discussion time or meeting. Timelines are helpful for this.
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A3 We set a date :) When can I come see this in your room? When will you build that assessment I would love to see it, etc.
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A3-I try to provide feedback in a face to face meeting to ensure everyone is clear
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A3. Follow up is not my strong suit. I am doing some in mid year conferences this year.
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A:3. Very intentional. Mark it in my calendar or I forget. Sometimes set up accountability partnership between teachers.
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A3 I also follow up with another observation to check on implementation with notes - accountability is not just key for students
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great idea with the partners...and they don't even have to be in the same grade level!!
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I totally agree, what gets monitored gets done https://t.co/KTme8a7zHc
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A3 I also follow up with another observation to check on implementation with notes - accountability is not just key for students
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A3 brought up a good point. We have been working on engagement - sometimes I pair teachers up on a strategy together
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Additionally a lack of followup is disastrous for the long haul and seriously damages relationship and credibility.
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A2. Walkthrough feedback is not usually corrective, but when it is and action is expected, a face to face happens.
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Q4...shew time flies!! Ok how can we better use the PLC structure to both provide feedback and follow up? Share ideas!
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I agree! My most talented teachers WANT feedback and constant conversation!
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Yep! Yep! They will actually become discouraged without it wondering what they can do to improve.
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A3 we do a follow up observation, possibly follow up in PLC conversations to get ideas. https://t.co/GOaXlH69uT
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A3 I also follow up with another observation to check on implementation with notes - accountability is not just key for students
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A4 - placing it on the agenda is key- having them share creates a genuine talk but many times its starts"Susietalk to us about
