Good Morning Welcome Back! Create the Learning Space How will we - PowerPoint PPT Presentation

Good Morning Welcome Back!

Create the Learning Space • How will we collaborate and learn together as a community of professionals?

Exit Ticket Take-Aways Feel Meaningful Learning

Today’s Session – Ple Please note time time adju justme tment 8:45 – 10:15 Creating a Culture of Feedback (Continued): Learner-Focused Feedback that Supports Instructional Transformation 10:15 – 10:30 Break 10:30 – 11:45 Strengthening the Talent Development System: Using Professional Learning for Change and Impact 11:45 – 12:00 Break 12:00 – 1:00 Lunch and Conversation with Dr. Aaron Fisher – “ Improving Behavior And Mental Health Supports Through Systems Leadership ” 1:15 – 2:45 Roundtables – Expanding Opportunities to Deepen and Strengthen 2:45 – 3:00 Break 3:00 – 3:30 Team Share Out and Closing – LIFT Up! 3:30 – 4:00 TEAM TIME - Plans for Moving Forward: Implementation and Engagement

FEEDBACK FOR INSTRUCTIONAL TRANSFORMATION LEARNING FOCUSED FEEDBACK

GUIDING QUESTION What kind of feedback contributes to instructional transformation in the classroom?

THIS SESSION IS ABOUT… Thinking about and practicing learning focused feedback so that it results in new insights, knowledge, and skills allowing each person to making improvements to practice.

CHECKLIST • 1 - WHY DO I WANT TO PROMOTE LEARNING FOCUSED FEEDBACK? • 2 - WHAT MISCONCEPTIONS DO I (WE) HOLD ABOUT FEEDBACK? • 3 - WHAT IS OUR SHARED OPERATIONAL DEFINITION OF FEEDBACK? • 4 - WHAT IS THE DIRECTION OF FEEDBACK IN OUR PRACTICE? • 5 - WHAT TYPES OF FEEDBACK DO I (WE) USE? • 6 - WHAT TEN MOVES CAN I USE TO ENGAGE IN LEARNING FOCUSED FEEDBACK?

DEFINITION TYPES MOVES LEARNING FOCUSED CHECKLIST FEEDBACK REVIEW

FEEDBACK REVIEW • Conditions, Protocols, Purpose, Questions, Moves • REFLECT: • What kind of feedback has supported change? • What is your current challenge with feedback? • 1 - Write - one minute • 2 - Share – Round Robin • 3 - Post

FEEDBACK MISCONCEPTIONS • 1 - Feedback occurs only in performance evaluation . – people want frequent, honest feedback focused on growth (2013 State of the American Workplace Report) • 2 - People are feedback adverse . – type of feedback is insufficient to repeat or correct a practice. (WorldatWork, 2009). • 3 - The feedback sandwich softens critical feedback. – miscommunicates the intent of the feedback (Killion, 2015). • 4 - People prefer positive to negative feedback . if they had more feedback that was constructive, they would succeed faster. (Hattie & Timperley, 2007). Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

DEFIN EFINITIO ITION: LE LEARNI NING NG FO FOCUSED FEEDBACK • “ A dynamic, dialogic process that • uses evidence to engage a learner , internally • or with a learning partner, in constructing • knowledge about practice and self.” Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

TRADITIONAL FEEDBACK LEARNING FOCUSED FEEDBACK Product Process Expected Desired Opinion/Judgement Criteria-based Untimely Timely Impersonal Responsive to learner Occasionally Frequent Past-focused Future-focused One-way Reciprocal Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

FE FEEDB DBACK CK DIRE DIRECTIO IONS NS UNIDIRECTIONAL CONVERSATIONAL SELF-GENERATED DELIVERED TO THE DISCUSSED WITH BY THE LEARNER LEARNER LEARNER I give feedback. We talk about feedback I’m asking for I get feedback. together. feedback. Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

NINE TYPES OF FEEDBACK • UNIDIRECTIONAL LEARNING FOCUSED • DESISTANCE ASSESSMENT • • CORRECTION ANALYSIS • APPROVAL CONSTRUCTION • • ATTRIBUTION DESCONSTRUCTION • EVALUATION Killion, J. (2015). The Feedback Process: Transforming Feedback fo Learning. Learning Forward.

TYPES OF FEEDBACK UNIDIRECTIONAL CONVERSATIONAL SELF-GENERATED DELIVERED TO THE DISCUSSED WITH BY THE LEARNER LEARNER LEARNER DESISTANCE CORRECTION ASSESSMENT ANALYSIS APPROVAL ATTRIBUTION CONSTRUCTION DESCONSTRUCTION EVALUATION Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

EXAMINE YOUR CURRENT FEEDBACK PRACTICE • How is your current feedback practice? • USE THE TABLE. • a) Estimate the percentage of your current feedback in each feedback typology. • d) Determine your desired percentage of each feedback type. • e) Cite potential applications for the changes. Killion, J. (2015). The Feedback Process: Transforming Feedback for Learning. Learning Forward.

• Ask Questions • Use Evidence TEN • Accentuate the Positive • Distance Emotion MOVES • Focus on Outcomes • Shared Goal • Plan for Support • Follow-up Actions • Micro-expressions • Clear Message

PRACTICE THE TYPES OF FEEDBACK AND THE MOVES • It is 2-3 weeks until the state assessment. Spring fever is in the air. Most talk is about “next year” when the faculty gathers or talks in small groups. Instructional time for students is spent in test prep with teachers “covering” material or telling students about test taking strategies. Students spend time passively • listening to teachers “cover” and engage at a low cognitive demand – quite the opposite of the demand required on the test. Inappropriate/disengagement behavior has increased.

PRACTICE • 1 - READ THE SCENARIO. • 2 - IDENTIFY THE BEHAVIOR TO CHANGE. • 3 - CHOOSE A TYPE OF FEEDBACK THAT COULD CHANGE THE BEHAVIOR. • 4 - PRACTICE GIVING FEEDBACK USING 1 0R MORE OF THE 10 MOVES.

CHECKLIST • 1 - WHY DO I WANT TO PROMOTE LEARNING FOCUSED FEEDBACK? • 2 - WHAT MISCONCEPTIONS DO I (WE) HOLD ABOUT FEEDBACK? • 3 - WHAT IS OUR SHARED OPERATIONAL DEFINITION OF FEEDBACK? • 4 - WHAT IS THE DIRECTION OF FEEDBACK IN OUR PRACTICE? • 5 - WHAT TYPES OF FEEDBACK DO I (WE) USE? • 6 - WHAT TEN MOVES CAN I USE TO ENGAGE IN LEARNING FOCUSED FEEDBACK?

Take a Break!

St Stren engthen ening g the e Talen ent Devel elopmen ent System em: Us Using Prof ofessi ssion onal Le Learning for or Ch Change and Imp Impact

LE LEARNI NING NG INT NTENT NTIONS NS • Deepen understanding of Talent Development (Domain 2) with a focus on professional learning . • Conduct a self-assessment to identify areas of strength and areas for strengthening professional learning systems. • Engage with other school and LEA teams to share ideas about how to enhance/improve professional learning systems for deeper, sustained impact.

Guiding Question How can we improve professional learning systems to optimize teacher and student success?

REVIEW Talent Development Placemat Pathways Into Initial Workforce, Certification the Profession Shortage, and and Licensure Mobility Data Program Elevating Approval and the Status Accreditation of the Profession Educator Environment Recruitment, Selection, and Hiring Career Advancement and Tiered Licensure Assignment Evaluation Recertification and Transfer Induction and and and Compensation Mentoring Professional Continuing Learning Licensure

REVIEW: EVIEW: Teaching and Learning Conditions Time Teacher leadership Facilities and resources School leadership Professional Learning Community support and involvement Managing student conduct Instructional practices and support Source: New Teacher Center http://teachingconditions.org/constructs 28

CONVER VERSATIO TION FL FLOW GETTING GROUNDED: EXPLORING POSSIBILITIES: NARROWING IN: How can we use the What do leaders do in Where are we now and how standards for professional turnaround settings to ensure can we improve? learning to guide our student and teacher success? Professional Learning Self- improvement efforts? What are the range of Assessment and Action possibilities? Steps Inquiry & Inquiry & Clarity of Focus & Reflection Reflection Unifying Purpose