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Set-Up
Feedback is central to the continuous improvement process. Effective feedback is not criticism or a litany of mistakes and errors. Nor, is it comprised only of general aphorisms, such as “great job” or “way to go.” Rather, valuable feedback is focused, practical, descriptive, timely, and based on performance data. A coach may share a positive message about how a teaching practice was implemented with fidelity and provide evidence that demonstrates student success. However, at times coaches need to address a difficult situation where the teacher is not reaching designated improvement targets. Whether the news from the coach is affirmative or highlights deficiencies, it should be delivered within a constructive context that fosters professional growth. Therefore, establishing a supportive, trusting coaching relationship lays the groundwork for helping teachers to accept a wide range of feedback and make substantive changes in their teaching practices.
Keep in mind, as coaches provide feedback to teachers it is important for them to:
- Give concrete, descriptive, useful examples, rather than general comments.
- Keep suggestions action- and solution-oriented.
- Share one or two aspects of the lesson that went well.
- Target one or two aspects of the lesson needing the most improvement.
- Refrain from making inferences of motives, intentions, or feelings.
- Share expectations for teachers during the debriefing process, such as:
o Be open to what they are hearing;
o Keep a record of targeted improvement areas as well as effective practices; and
o Ask for specific examples for clarification
- Remain enthusiastic about opportunities for change, improvement, and professional growth.
And, remember the words of one of the most successful coaches in the history of sports, John Wooden:
“A coach is someone who can give correction without causing resentment.”
Now, review the following Challenge Question, reflect on it as you complete activities in this module, and be prepared to answer the question during Wrap-Up.
