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Feedback Is A Gift  

At NEHS, we believe “​feedback is a gift​”. Feedback allows us to design with our scholars, families and community. It
unlocks change and innovation. Feedback allows a space for us to reflect in an effort to continuously improve as a system
and as individuals. Whenever and however you receive honest and open feedback, you should consider it a valuable gift.
It is important to remember that not all gifts arrive in neat packages--This remains true for feedback. There is
transformational power in high quality feedback.” Giving feedback is one of the best ways to help our team develop and
move closer to being even more creative, communicative, collaborative, critically conscious, and prepared to make the
next great leap forward. To get better at providing feedback is to change “your mental model to seeing it as “a gift.” If you
do it right, the other person also feels cared for, valued and closer to you in our pursuit of collective efficacy . So there are
secondary and more important gifts that come from giving someone feedback well. Because we place such a high value on
feedback, EVERYONE at NEHS receives and gifts feedback.

Collectively, we will share feedback with each other this year using AIC (Affirm, Impact, Challenge) feedback. This can
sound something like:
“I would like to ​affirm​ the use of your data tracker during your Do Now. The ​impact​ was you were able to see
almost all students mastered the review and preview question and that you didn’t need to spend time covering it in
class. I ​challenge​ you to share this data with students and tell them why you are making the adjustments to honor
their prior knowledge.”
This way, we are sharing not only celebrations with each other but evidence from our observations/interactions and the
impact it had on an individual, our students, and/or our school.

Feedback Loop: AIC   


Start with a “cue”   
​ A​ffirm: Key Strength   
 

 
C​hallenge/Continue: Key Lever ​I​mpact: 
Rationale   
NEHS Coaching Model
In the spirit of continuous improvement, we have adopted a coaching model, not as an evaluative tool, rather a blueprint to
foster continuous growth for each individual.

Coaching BluePrint 
Our coaching scope and sequence was adopted from Paul In ​Get Better Faster: A 90-Day Plan for Coaching New
Bambrick-Santoyo’s book ​Get Better Faster​. Teachers​, Paul Bambrick-Santoyo shares instructive tools to
support school leaders in effectively guiding teachers to success.
Over the course of the book, he breaks down the most critical
We also adopted the “​See It. Name It. Do It.”​ coaching
actions leaders and teachers must enact to achieve exemplary
regimen from Bambrick-Santoyo’s coaching framework
results. Designed for coaches as well as teachers, ​Get Better
conceptualized in his books ​Leverage Leadership, Driven Faster​ is an integral coaching tool for our school to support both
by Data, and Get Better Faster​. student and teacher success.

Core Principles of Our Coaching Process 


Go Granular Make Feedback More Frequent
Provide Bite-Size, Actionable Feedback that can be At least 3, 15-min observations each week
implemented within one week.
Weekly Coaching Meetings
4 Coaching Leverage Points 
1  Lock in frequent and regular observations
By receiving weekly observations and feedback, a teacher gets more coaching in
Regular 
one year as most receive in fifteen.
Observation 

2  Choose the best action steps for improvement in each classroom observation
Rather than an end-point evaluation, the ​Scope and Sequence​ offers a coaching
Right Action 
blueprint. It shows the granular increments by which to measure success, and the
Steps  ideal order in which to put each piece in place.
• Break down the action step to make it relevant to the teacher’s classroom,
and you now have a clear vision of what teacher and student action will
spell success for that action step;
• Observable and practice-able – You can observe the steps in action;
• Highest Leverage – identify actions that address the most urgent
challenges;
• Bite-sized action steps are specific and can help teachers go back and do
right away.

3  Give face-to-face feedback that practices action step


The FeedBack Meeting (See It. Name It. Do It.):
Effective 
1. PRECISE PRAISE​: Narrate the positive
Feedback  2. PROBE​: State targeted open-ended question about the core issue
3. ID PROBLEM & ACTION STEP​: Identify problem; state concrete
action step that will address issue
4. PRACTICE​: Role play/simulate how teacher could have improved current
class
5. PLAN AHEAD​: Design/revise upcoming lesson plan components to
implement action
6. SET TIMELINE​: Establish time by which to accomplish action step

Resources for Practice:


● “​Get Better Faster”​ , Paul Bambrick-Santoyo
● “​Teach Like A Champion”​ , Doug Lemov

4  Create systems to ensure feedback translates to practice


One Tracker for All Teacher Interactions
Accountability 
○ Tab for each teacher: date, type of interaction, 1-2 action steps from each
meeting, evidence of accomplishment;
○ Summary tab with all teachers and most recent actions.

Purpose
○ Make sure all teachers are receiving the right proportion of teacher
observations according to their needs;
○ Track our recommendations more systematically to be able to hold
teachers accountable for implementation;
○ Set specific goals for teacher success & accurately track progress toward
that goal;
○ See trends in recommendations throughout the year.

Observation Tracker—Individual Teacher Tab:

 
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NEHS Coach Flow Chart