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.