Feedback+for+Teachers

Teacher Feedback - Informed Professional Dialogue

Feedback following observation is likely to be most effective when it encourages a very full and active contribution from the observed teacher. The role of the observer is to prompt self-evaluation and draw on information and evidence gathered from observation to promote and deepen the observed teacher’s learning and professional development.

__Feedback is an opportunity for__ * teachers to prepare an action plan together (aspects of which may also be the· focus of subsequent observation).  __The golden rules for observers in giving feedback are__: * briefly describe what has been observed, based on evidence and asking for· clarification where needed;
 * the observer to ‘paint a portrait’ of what he/she has observed (with regard to the· focus for which has been decided on prior) * teachers to interpret together the data/evidence collected by the observer; * the observed teacher to ask for specific feedback;  * the coach to ask open questions to enable the observed teacher to clarify issues and identify options for development; and
 * encourage the observed teacher to give his/her own perceptions;·
 * avoid being judgemental but, rather, offer affirmative and constructive comments· which separate behaviour from the person and his/her professional identity; and
 * generate interactive, probing and developmental dialogue between ‘equals’.·

__Prompts to promote self-evaluation and interactive discussion might include:__ “Given your intention to ….. (evidence) …… how do you think the lesson went?”· “When ….. (evidence) …… why do you think that was?”· “What do you think would happen if .….?”· “What have I said that you think makes a positive contribution to your learning?”· “What would you like me to observe in future?”·

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