How to Get Valuable Feedback – Connected Principals. There is no question that educational leaders today deal with a relentless stream of competing demands, requiring them to work at a rapid pace, shifting quickly from one task to another.
Often the survival cry of “let’s get it done” is overheard from school leaders as they zigzag between incidental needs and project deadlines. As a result, sometimes school leaders hesitate to stop and seek feedback on the issues that surround them. Some leaders may feel that gathering feedback slows down the pace or creates unnecessary obstacles that could be avoided.
Under constant pressure and accountability to be both effective and efficient, it’s easy to see why school leaders can be tempted to skip over the feedback process. But when they do so, they risk the opportunity to launch the best ideas, build quality stakeholder and cultural investment, and make the strongest decisions they can. Why feedback Feedback logistics Inquiry model One model of feedback gathering is questioning. Giving Student Feedback: 20 Tips To Do It Right. Hattie: Teacher quality & role of feedback. For the past few years I thought budget cuts and diminishing resources were going to make me want to leave my position as principal.
As the years went on, and I became more ingrained in my school community, I worried that testing and accountability were going to send me over the edge...but our staff, students and parents always made me focus on the big picture. Testing was the worst part of the job but it wasn't the only part. There were far better reasons to stay. School communities are just that strong. They can make an impact...not just on the students but on those who work with the students. In Queensbury, NY where I was raised, I thought my teachers were the most important people on earth.
Even though I struggled in school (i.e. retention, low grades, barely graduating from high school, etc.), public education was something my family respected. As much as I respect public education, I think schools can be better. Feedback & Coaching: Putting the Pieces Together. Feedback is apart of every organization and a very important part of leadership and employee development.
Daniel Pink’s book Drive explains, “We inhabit a landscape of lush feedback in most realms of our life. We play a video game and we get a score. We press a button on the ATM and we get our balance. We send a text and we get a sound that confirms the message has been sent. [But] when we step through the office door we enter a feedback desert.” Organizations succeed more based on habits than strategic decisions. There are many forms of coaching: Sports Coach, Life Coach, Voice Coach, Fitness Coach, Health & Wellness Coach Coaching is an essential feedback tool for growing leaders and for leaders to help others succeed. Peer Coach, Leadership Coach, and Business Coach should be apart of every organization’s culture.
No matter what type of coach, there are a few basic fundamentals of coaching: Collaboration - Both parties have to identify the goal and come up with a plan together. Using Tech Tools to Provide Timely Feedback. One of the most powerful moments in my teaching journey was the summer I immersed myself in feedback and checking for understanding.
It forced me to ask myself what and if my students were actually learning. I learned the importance of the language I used. I also learned effective ways to track student progress toward learning goals that will inform the feedback I give students. While my effectiveness as a teacher has grown exponentially, I still have a lot to learn. Since I teach in a lab, I also have both the challenge and the perk of most student work being completed on the computer. 1) The Comment Feature. Feedback examples. During our monthly TLCs at Temple Moor we have recently been focussing on student ownership of learning – alongside this the Learning Team have been working hard on designing and implementing a creative, realistic and purposeful assessment policy for the whole school and faculties.
For me the term assessment or marking can lead to a confused message – we need to focus on feedback, specifically the quality of feedback given either by teachers or by students to each other. Peer assessment is obviously an important part of feedback and as Black and William (2009) stated one of the five major strategies for effective assessment for learning is “activating students as the owners of their own learning”. But how many times in a lesson during a self assessment activity is the feedback written or articulated by the students ineffective? …the usual comment – does the missing “it” also show that students don’t put a great deal of time and effort into their comments for each other? Public Critique.