Continued focus on feedback . . .

I received a comment from Jonathan to my request for feedback and he brings up a good point.


I believe, as each school site works to develop a thorough understanding and seamless implementation of Classroom 10 concepts, each school will probably need their own unique support.

My school site, for example, is not in the same place as Cedar River Middle School with its understanding of Classroom 10. I have had conversations over the years with a staff member at CRMS and their understanding is very much advanced from our site.

Schools like CRMS may be ready for feedback at this time, where my site may benefit from more basic types of support.

His observation is accurate as each building is at different places that require differentiated support. Even within a school, in my observations across the district, teachers are at varying places on implementing key content learning goal and key content checks for understanding. This would also suggest the need for differentiated support structures to be put in place. It also makes the teacher leader position more critical as there are not enough administrators to support the number of teams that we have in our very large schools. Teacher leaders must and will be a part of what Jonathan calls the more basic types of support and will also become part of the feedback structure so essential in a change initiative.

Feedback becomes essential when teachers have experienced an adequate level of learn, observe, practice and can be expected to be implementing the eight components of the goal or some specific component(s). It can also be supportive as teachers are first attempting the new practices, but can be counterproductive in the absence of adequate knowledge and for some a safe place to try them.

So, to push a little further on this feedback thing, what must be in place for teachers to use feedback from their teacher leader colleagues or others to support them in changing their practice? What do you see as the framework for collecting and delivering effective feedback? The most effective feedback would come from whom?

This feedback thing is not just about this initiative or work in schools. We use it with students to support learning, we use it as parents to support learning and growth, coaches would not be successful without the capacity to use feedback to change behavior, and the list goes on. We need this component in our work and are ready to embark on preparing teacher leaders with the knowledge and skills to collect and provide it. How will teachers receive it?