Consider how most classroom teachers receive feedback on their performance. Traditionally, a teacher gets feedback only from an administrator as part of an evaluation—often after the administrator has visited his or her classroom only once. The next observation, if there is one that year, usually isn't done until the following semester.
Would we consider this kind of feedback arrangement to be good practice with students? It's unlikely that we'd expect mastery from a student who received such paltry feedback and follow-up. With the traditional arrangement, teachers don't receive enough feedback to help them grow. How can we develop a model through which teachers get regular feedback on classroom skills—from one another?
Join us Sunday night at 8 PM for #edchatri as we discuss what good feedback should look like.
Don Miller -