As a learning specialist, one common piece of feedback given to teachers is about using visual supports. However, simply saying “Add visual supports” isn’t enough. A more specific approach is needed to help teachers understand what’s expected of them.
A confused teacher might respond by inserting anchor charts, making a set of visual prompts, or putting pictures next to every problem on a worksheet. None of these responses would hit the actual target, and the teacher would likely spend valuable time trying to decipher the intended meaning.
Contrast this with more specific feedback for visual supports. For example, telling the teacher to take pictures of their class sitting properly on the carpet, at tables, and in the reading center, and then posting these pictures as visual examples for students to review before transitioning to different spaces. This feedback is actionable, and the teacher knows exactly what to do and how to do it.
A mismatch between what a school leader or specialist means and what a teacher understands is called a feedback gap. This gap typically causes friction, as teachers rely on guesswork that might not align with the original intent.
Feedback is more effective when both parties are aiming at the same target. A shared understanding of next steps and clear criteria for success reduce frustration and save time for teachers and leaders alike.
Clarifying Feedback for Teachers and Administrators
To bridge the feedback gap, teachers can ask three successive questions to help them better understand the feedback they receive and what leaders expect from them. These questions can be asked in the moment or as email follow-ups.
The first question is: “Can you help me understand specifically what you’d like to see done differently?” This shifts the feedback from a broad concept to something observable. The second question is: “What would this look like in practice?” This is the action step, leading to examples and/or modeling of the expectation.
The third question is: “What would success look like next time?” This helps to clarify the level of expectation and prioritize efforts during the next expected step. After posing these questions, a brief recap email can eliminate guesswork and ensure both parties are on the same page.
Administrators can also take proactive steps to provide clear feedback. Using specific, observable examples instead of broad labels is essential. For example, instead of saying “Increase critical thinking in your lessons,” a leader could say “Add two more ‘why’ questions to your discussion,” which can help students develop critical thinking skills.
Related: Schools Merge STEM with History to Forge Critical Thinkers
Prioritizing one or two actionable steps, rather than multiple disconnected suggestions, can also help. Leaders should narrow the focus for teachers to make the feedback as clear as possible. Additionally, clarifying when feedback is an immediate priority versus when it’s intended for long-term growth can help teachers manage their workload and goals.
Strategies for Effective Feedback
By using these strategies, teachers and administrators can work together to clarify instructional feedback and reduce the feedback gap. This can lead to more effective implementation of new practices and improved student outcomes.
In one example, a veteran teacher was able to successfully implement differentiated instruction after receiving actionable feedback from a school leader. The leader provided specific, observable examples and prioritized one or two actionable steps, helping the teacher to understand what was expected and how to achieve it.
The teacher’s willingness and interest in implementing differentiated instruction were always there, but she needed clear guidance and support to make it happen. With the right feedback and approach, she was able to become a champion of differentiation at her school.
According to the report, a shared understanding of next steps and clear criteria for success are key to effective feedback. By working together and using specific, actionable language, teachers and administrators can bridge the feedback gap and improve student outcomes.
In the United States, the US Department of Education provides resources and guidance for teachers and administrators on effective feedback and instructional practices.
By focusing on clear, actionable feedback and prioritizing shared understanding, educators can work together to improve teaching practices and student outcomes. This approach can help to reduce frustration and guesswork, and ensure that teachers and administrators are working towards the same goals.
They can achieve this by implementing formative assessment strategies.
It helps.
Leave a Reply