research-based Strategies

PREPARE

"Preparing carefully for feedback conversations is one way to convey to those in your care that your attention is firmly and fully with and for them" (Drago-Severson & Blum-DeStefano, 2016, p. 133). Strategies to prepare include thinking about the person you are giving feedback to (Drago-Severson & Blum-DeStefano, 2016), revisiting your observational data to prepare the topics you would like to discuss, and planning how you will phrase the feedback for that particular person (Aguilar, 2013). Know what kind of knower your colleague is can help determine how to phrase the feedback so that it will be received in a way that they can successfully use it to make forward progress (Drago-Severson & Blum-DeStefano 2016).

ASK PERMISSION

Before providing feedback, ensure that your colleague is in a position to receive feedback by asking them permission to give feedback (Aguilar, 2013; Drago-Severson & Blum-DeStefano, 2016; Knight, 2019). This simple act ensures that your colleague has the time to listen intently (Drago-Severson & Blum-DeStefano, 2016), shows respect, and allows them to be in control of the situation (Aguilar, 2013).

BE TRANSPARENT

Early in the conversation, let the teacher know more about the purpose of giving feedback. Questions they may be interested in are:

•How long will the feedback session last?
•Is the information you will share "good" or "bad"?
•Are you there for formative or summative assessment?
•Are you there as a supervisor or colleague?
•If you are taking notes, what is the purpose for them?

(Drago-Severson & Blum-DeStefano, 2016)

CHECK IN

Start your conversation by checking in with your colleague, allowing them the opportunity to share their most pressing need in that moment (Drago-Severson & Blum-DeStefano, 2016; Knight, 2019). Checking in allows you to ensure you are on the same track as your colleague (Knight, 2019), builds connections (Drago-Severson & Blum-DeStefano, 2016), and shows compassion for your colleague (Drago-Severson & Blum-DeStefano, 2016).

LISTEN

Truly listening in a feedback session elevates the session from give and take to a conversation in which both voices matter (Drago-Severson & Blum-DeStefano, 2016). It is important for both the feedback giver and the feedback receiver to be in-the-moment through listening and striving to understand what the other is saying (Drago-Severson & Blum-DeStefano, 2016). Knight (2019) lists four elements for effective listening: commit to listening, ensure your conversation partner is the speaker, pause and affirm before responding, and limit interruptions.

GET CLARITY

Make sure you clearly understand the feedback being given by asking questions for clarity. Ask one question at a time so that the answer can be clearly thought out and directed to answer that single question (Knight, 2019). Sometimes, asking for clarity is necessary because of a distraction or mind-wandering--in this instance, ask for repetition of what has just been said (Knight, 2019). Clarity is also important when determining the picture of "optimal" (Knight, 2019).

ASK FOR MORE

The feedback giver asking for more information allows teachers to reflect more deeply, look for additional strategies, and delve deeper into the conversation by digging deeper than surface level about an observation (Knight, 2019). Asking for more about what something would look like drives a conversation about what characteristics an optimal situation would have and provide clarity on goals moving forward (Knight, 2019).

CHECK OUT

Similar to checking in, checking out allows you to ensure that you have addressed the most pressing needs and that you and your colleague have the same expectations moving forward (Drago-Severson, 2016; Knight, 2019). In checking out, you can plan your next actions, including goal setting, organizing next steps, and determining follow up needs (Knight, 2019). This task also provides the opportunity for the conversation to end with your colleague knowing they are supported (Aguilar, 2013) and with a positive note (Drago-Severson & Blum-DeStefano, 2016).

LIMIT CRITICAL FEEDBACK

Aguilar (2013) suggests providing only one to two critical pieces of feedback. She suggests the focus should be on the two that can make the biggest impact moving forward or which are aligned to the teacher's or school's goals.