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Providing Feedback to Educators

Providing Feedback to Educators . September 23, 2013 ACT FOR YOUTH Provider Day Judith Ross-Bernstein Professional Development Consultant. Agenda. 10:30-10:40 Goals and purpose 10:40-11:10 Technical assistance 11:10-11:30 From Note-Making to Rubric 11:30-11:45 Discussion.

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Providing Feedback to Educators

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  1. Providing Feedback to Educators September 23, 2013 ACT FOR YOUTH Provider Day Judith Ross-Bernstein Professional Development Consultant

  2. Agenda 10:30-10:40 • Goals and purpose 10:40-11:10 • Technical assistance 11:10-11:30 • From Note-Making to Rubric 11:30-11:45 • Discussion

  3. Goals & Objectives Participants will be able to understand the purpose, methods and protocol of the feedback cycle. • Differentiate note-taking from note-making • Observe educator objectively, write with detail • Discuss feedback with educators supported by feedback form language • Transfer observations and feedback to on-site feedback form

  4. Why observe educators? • Give constructive feedback • Inform subsequent trainings • Professional development • Enhance quality • Accountability • Examine fidelity • Assess level of student engagement

  5. Onsite Feedback Form Protocol* • Familiar with EBP and On-Site Feedback Form • Arrange visit and feedback • Prepare EBP outline • Arrive early • Complete observation • Discuss feedback • Complete Form *http://www.actforyouth.net/health_sexuality/sexual_health/community/capp/quality.cfm

  6. “No monuments record the bravery of teachers.” Jane Tompkins

  7. What is your comfort level ? Observing ? Giving Feedback? 1 No comfort No experience No knowledge 2 Some comfort Some experience Some knowledge 3 Comfortable Have experience Knowledge 4 A lot of comfort Much experience Wide Knowledge

  8. “No monuments record the bravery of teachers.” Note-taking approach • Like anthropologist field notes • Limited judgment • Record fully instructor & youth behaviors • Freeze frames/snap shots • Notes/Grounding for Educators to refer to and reflect Jane Tompkins

  9. “No monuments record the bravery of teachers.” Note-taking approach • Post observation- meeting to discuss • Collaborative meaning-making • Draw out the purpose of teaching behaviors (intentionality) • Put behaviors in teaching- learning language • Add interpretive comments Jane Tompkins

  10. Observation or Interpretation? • 2 kids stand high on round object, mat or carpet below • She’s afraid • He wants to help her • She’s jumping for the first time • Girl wears purple tops and bottoms • Big boy’s head points down & turned to her • He wants to go first • Room looks void of furniture or adults • She’s a young peer • Little girl looks down, fingers curled • She is crying • Boy’s arm is reaching toward her • He’s not letting her go • He is telling her the rules of his game

  11. Observation Interpretation • 2 kids stand high on round object, mat or carpet below • Room looks void of furniture or adults • Girl wears purple tops and bottoms • Little girl looks down, fingers curled • Big boy’s head points down & turned to her • Boy’s arm is reaching toward her • He’s her big brother • She’s a young peer • She’s jumping for the first time • She’s afraid • He wants to help her • She is crying • He wants to go first • He’s not letting her go • He is telling her the rules of his game

  12. Observation Methodology HOW TO OBSERVE? TWO PARTS A. Observation (Note-taking) Quality of pieces: Describing in detail Being objective • Interpretation (Note-making) What do the behaviors in context mean?

  13. Exercise: Live Video • Video- • View twice • Powerful Teaching and Learning: High School Social Studies (2:13) • Note-taking • develop your own method • What educator’s actions did you observe? • Note-making: What feedback can you provide? • Caveat

  14. Note-taking to Note-making

  15. Note-taking:What behaviors did we see?

  16. Note-taking:What behaviors did we see?

  17. Note-taking-Note-makingWhat can we discuss with Educator?

  18. After the conference- Complete Form

  19. Review Protocol • Familiarize EBP and On-Site Feedback Form • Arrange visit and feedback • Prepare EBP outline • Arrive early • Complete observation • Discuss feedback • Complete Form

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