Giving feedback to teachers is an integral part of an instructional leader’s job. In an ideal world feedback does not create friction while promoting a culture of high expectations for performance.
Some feedback may be evaluative in the form of tangible summative TESC scorecards.
Some feedback may be conversational based on anectdotal evidence after informal walkthroughs.
What do these intangible conversations look like?
The linked article explains three categories of conversations with teachers after walkthroughs.
- Directive (boss): Telling a teacher what needs to change
2. Reflective (coach): Asking a teacher questions after a visit
3. Reflexive (servant): Listening to teachers and making changes
All three styles will come in handy depending on the context, thus each is useful for an instructional leader to sharpen.
One reply on “Feedback Approaches”
These are three great points. The key for the leader is to know when, and why, to use each of the three. There is nothing wrong with any of these options. The challenge of leadership is to be able to identify when, where, and most importantly why the leader should use each of these at key times for the greatest positive impact for the school culture.