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Preparing and sharing feedback

These resources support administrators and other observers as they craft accurate, personalized feedback on classroom practice to help teachers learn, grow and thrive as professionals.

Included Resources

This handbook outlines best practices and resources to support educators in sharing meaningful feedback on teaching practice. Meaningful feedback helps teachers connect their areas of strength and priority areas for growth in their professional practice to next steps that will improve students’ learning. These resources support an ongoing feedback process where feedback-givers and teachers collaboratively collect and make meaning of evidence related to teaching practice, and use it to inform the development of next steps in order to refine teaching practice and advance student learning.

Specifically, this handbook contains:

  • an overview of key research that shows the critical role that the feedback process plays in supporting teacher development and student learning;
  • a discussion of the importance of building trusting relationships as the foundation of the feedback process, as well as ways in which the feedback process can itself build trust;
  • promising practices and resources for engaging in all steps of the feedback process, including gathering evidence, preparing to share feedback, engaging in feedback conversations, and following up;
  • guidance for engaging in milestone conversations to reflect on the feedback process over time; and
  • an appendix of resources to support prioritizing and engaging in all stages of the feedback process.

Access a version compatible with assistive technology and screen-readers.

This optional tool can be used by feedback-givers to reflect on an observation and begin to craft feedback to share with the teacher. This thinking serves as the foundation for a conversation in which the teacher receives accurate, personalized, Danielson Framework for Teaching-aligned feedback on his or her instructional practice, and the school leader and teacher collaboratively identify next steps to help the teacher grow and thrive as a professional.This tool can be used by school leaders or teachers to reflect on an observation of teaching practice and begin to craft feedback to share with the teacher.

This chart includes examples of questions and prompts that support a collaborative dialogue during feedback conversations.

In this video, a principal debriefs a formative observation of a lesson with two fourth-grade teachers. Through discussion of one teacher's interaction with a student, they explore next steps that can further support student independence.

"Video reflection guide" is a tool that can be used to support reflection, self assessment, and discussion of the video "Debriefing a Lesson at PS 359."

This professional learning cycle is designed to support teachers in preparing to engage in feedback conversations on their professional practice. 

This professional learning cycle is designed for school leaders developing their skill in engaging teachers in collaborative feedback conversations.

This professional learning cycle is designed to support teachers in sharing evidence-based, targeted feedback through Reciprocal Peer Mentoring inter-visitations.

Standards:
Quality Review Indicators 4.1 Teacher Support and Supervision
Audience:
Educational Use: