A Message for Leaders…
As a school leader, one of your primary responsibilities is to ensure that your teachers are growing and improving in their instructional practices. In order to achieve this, it is essential to provide teachers with regular and effective feedback.
Why feedback?
Feedback is a critical component of teacher growth and instructional improvement. It allows teachers to reflect on their practice, identify areas for improvement, and make changes to their instruction to better meet the needs of their students. When teachers receive feedback, they are better equipped to make informed decisions about their teaching and are more likely to engage in ongoing professional development.
All feedback is not the SAME
Effective feedback is timely, specific, and actionable. It should be provided on a regular basis and should focus on specific areas of a teacher’s practice. Feedback should be based on evidence, rather than opinion, and should be delivered in a supportive and non-threatening manner.
Which feedback is best?
There are several different types of feedback that school leaders can provide to their teachers. These include:
- Formal Observations: Formal observations are a structured process in which school leaders observe a teacher’s instruction and provide feedback based on specific criteria. Formal observations are typically conducted once or twice per year and provide teachers with a comprehensive assessment of their instructional practice.
- Informal Observations: Informal observations are less structured than formal observations and can be conducted at any time. School leaders can drop in on a teacher’s class and provide feedback based on what they observe. Informal observations are often used to provide teachers with ongoing feedback throughout the school year.
- Peer Feedback: Peer feedback is feedback provided by colleagues. Teachers can observe each other’s instruction and provide feedback based on what they observe. Peer feedback is often less intimidating than feedback provided by a school leader, and can be a valuable tool for ongoing professional development.
- Student Feedback: Student feedback is feedback provided by students. Teachers can use surveys or other tools to gather feedback from their students about their instructional practice. Student feedback can be a valuable tool for identifying areas of strength and weakness in a teacher’s practice.
Differentiation is Necessary
In addition to providing feedback, school leaders should also work with their teachers to develop individualized professional development plans. These plans should be based on the feedback provided and should be designed to help teachers improve in specific areas of their practice. Professional development plans should be ongoing and should be reviewed regularly to ensure that they are effective.
Creating a Culture of Feedback
Finally, it is important to create a culture of feedback within your school. Teachers should be encouraged to provide feedback to one another and to their school leaders. Feedback should be seen as a tool for growth and improvement, rather than as a criticism of a teacher’s practice.
Fueling Growth & Improvement
In conclusion, feedback is a critical component of teacher growth and instructional improvement. School leaders should provide regular and effective feedback to their teachers, based on evidence and provided in a supportive and non-threatening manner. Different types of feedback, including formal and informal observations, peer feedback, and student feedback, should be used to provide teachers with a comprehensive assessment of their instructional practice. School leaders should also work with their teachers to develop individualized professional development plans and create a culture of feedback within their school. By doing so, teachers can continue to grow and improve, and students can receive the best possible instruction.
