[MUSIC] Welcome back. As advertised this lecture will be really concrete and specific as we walk you through the components of an effective feedback session. To help facilitate your learning we suggest that you click over on our weekly tab where you can download a PDF file of our coaching session template. That will be a good visual anchor for you where you could take notes as we walk you through these different components. This is the exact same template that our coaches use to prepare for a feedback session. The first part just has the space for apps to measure notes. That's where you record a mix of teacher inputs and student outputs that you'll see during the observation, the rest of it, you'll probably want to think about for a while before the feedback session. So after you've observed, you'll sit down and you'll fill out the other components in preparation for you meeting with the teacher. It starts with re-recording the goal from the previous feedback session. We call that the big takeaway. Then you want to give your teachers a score on how well the implemented feedback from that last session. Let's watch MTR coach Lauren Hanking, includes the feedback look with teacher Ben Paily. >> Thanks for letting me observe you today Ben. >> Of course. >> Yeah it was good to be in there. So your previous big takeaway had to do with teacher radar and response to corrections in regards to- >> Pencils. >> Pencils. I thought you did a really nice job sort of holding that expectation for kids. You were absolutely clear as could be at the beginning of the lesson about where the pencil should be in the groove, when to pick them up, and I think that did a lot for your authority in the classroom. There was this one beautiful moment where you were doing. I just definitely see that kids are starting to internalize the expectations around pencils, and are not trying to challenge your authority that way. You still have a few that are pushing. >> Yeah, it definitely wasn't perfect. >> Wasn't perfect, yeah. What are your thoughts on how it went? >> Yeah, again I thought it went pretty well. >> Yeah. >> I think certainly an improvement, very significant. It's the two like. As in like, make the correction and then go back, I don't know. >> Yeah, I feel like, I think that one thing, you know, just to think about there, is you did a lot of verbal corrections with the pencils and I think you, I agree completely, and all of the corrections had to do with verbal corrections- >> Right. >> In thinking about how you want to monitor behavior, part of it can be Just like walking over to their desk taking the pen's up, putting it down. >> Right. >> And not interrupting your flow at all. >> Right. >> And don't make it all verbal. I think the. >> Okay. >> All right? >> All right. >> However I think you did an awesome job of implementing the feedback and I want to move on. To your big takeaway. >> Okay. >> Okay. So for your feedback implementation score I gave you a 40. You definitely implemented the big takeaway, faithfully and consistently and there were only minor implementation issues that we talked about. Which is basically up the nonverbal. And be clear about if you are giving a non-verbal it is going to be a check or if you have to move them. >> Right. >> But, I think you can handle that. >> Okay, that sounds good. >> Implementing that and we're going to move onto to another takeaway. >> Great. >> So, some positives, there are a lot of positives. There are several things we really like about how, Laura closed the loop upon Ben's previous takeway. First, she gave really concrete observational data about student behaviors, and that allowed her to make an explicit connection between the actions that Ben took and the different outcomes that she saw for students in this particular observation. Second, she gave Ben an opportunity to reflect on his own progress before issuing him a feedback implementation score. In this case she gave Ben a score of 40. That's a perfect score, it means that he implemented feedback faithfully and consistently across a lesson in a way that had a small but measurable impact on his students. Okay, on to the next component, precise positives. That's right, this is when the love happens. It's always important to validate for teachers when they're making good decisions. Positive reinforcement is a really important part of developing growth mindset as it highlights when and how teachers are making more effective decisions. And shows them when they're making progress. Let's look at Coach Rue giving some precise positives to Teacher Emily. >> As always the check in's during the [INAUDIBLE], you're doing a great job circulating them. They know that, and you do a really good job of messaging to them I saw this, I saw that and I'm using this information to guide over how we go over this. >> Cool. >> As opposed to I don't really know what's going on and let's go over everything. I don't really know what's, you're very clearly demonstrating to them know what's happening in this class. And then they laugh at your jokes. >> I'm glad that's a positive. >> It is and it's not like because sometimes not you but people who like, please. >> Yeah, it's kind of sad. >> And it's kind of like a version of like, but you just make the joke and you move on and they are laughing at them, which is good. So good, that's a good measure of like how they're in general it's just gotten much tighter in there. But also at the same time, they're doing a bunch of work. They seem generally pretty happy. And you are very clearly in charge of the class. That's awesome. >> There are two things we really like in Rue's coaching here. First, his positives were legitimately precise. They were specific Instead of just saying, hey Emily, nice job facilitating the do now. He pointed to very concrete actions that she took during that activity. And that way, she knows to continue doing that in the future. Second, he made sure, again, to link teacher inputs to student outputs. In this case, he talked about Emily's jokes, and the fact that students were actually laughing at them. As a legitimate output. Teacher input. Joke. Student output. Laughter. Bigger student output. Positive classroom environment. Great job room making those connections. Okay. On to the next component, choosing a new big takeaway. The first and most important question you want to ask yourself here is whether the old big takeaway should be the new big takeaway, whether you want to stick with the same thing. So, here's a little bit of guidance on how to answer that question. First, you want to ask what was the biggest student problem that prevented students from learning as much as they could in this lesson. Well, if it's the same problem that you saw in previous lesson, you want to stay right there. Now, sometimes, you will see a partial solution to that problem, but you'll still want to stay with this focused area because of the growth mindset implications. That is let's say a teacher gets kind of 80% of the way toward mastering skill in solving the problem, you might decide it's rough your time to really dig in and push that teacher all the way to 100%. That way they'll know what it feels like to really master a skill and nothing more than invested the next time you're giving them feedback on a new scale. Whether you choose a new big takeaway or stick with the old one. It's always important that you frame it in terms of the students outcome that we want to change. And also articulate a high level solution to the problem. Let's watch Coach Laura run this part of a coaching debrief with teacher Chelsea. >> Your new big takeaway. We're going to help you improve time on task by replacing some of your negative framing of things with positive framing. >> Yeah, that class means more positivity [INAUDIBLE] >> Yeah, when you're, and specifically when we're talking about expectations and behavior. So, what I'm noticing, do you want. Tell me what i'm noticing. Like where do you think this is coming from? >> So there were a lot of texts. >> Mm-hm. >> Being delivered. >> Yup. >> And then to try and combat that I did the [INAUDIBLE] but then also it's like you're using a lot of you should not be doing this language. >> Yup, mm-hm. >> But you should be doing this. >> Mm-hm, yup. Definitely. >> And probably because I was seeing a lot of what they should not be doing and. >> Mm-hm. Yeah. And it's fine to keep responding to that. But you can respond to it with. >> You should not be doing this. >> Yeah or yeah. [CROSSTALK] >> Or like here is someone who is doing the right thing. So I think that You're going to get a lot more student buy-in. >> Yeah. >> And more compliance and more effort. [INAUDIBLE] >> [INAUDIBLE] feel less like dragging through the mud. >> Yeah. 'because I think, you know? You're holding them to very high standards. You're holding them very accountable. You're telling them why things are important, but what's missing is the encouragement or the look at how awesome we are kind of message. I think they would all say Ms. Backwater is very strict. She tells us what to do. She doesn't let us get away with things, our learning time is important to her. What I want them also to be saying is, she thinks we're the best class ever. She thinks that we do so many great things. And she's always telling us that. >> That's a much better message. [LAUGH] >> Right, well and the two things need to be there, right? So you have the one Just need to- >> Yeah. >> There are a number of things we like here in terms of how Laura framed her new big takeaway for Chelsea. First, she described a student facing problem. In this case, that students didn't seem really invested, or positive, or on task in the lesson. Second, she articulated how Chelsea might have contributed to that problem. That Chelsea's choice to use negative language in different situations was possibly causing some of the student time off tasks. Third, at a real high level, she told Chelsea how they were going to work on the problem together. That they were going to work on bringing more positive framing to these different situations where students were off task. And finally, she gave Chelsea voice, Chelsea had an opportunity to reflect on her progress. And you really saw how Chelsea and Laura are on the same page. That's what happens when you have a clear instructional vision. I mean, Chelsea basically had in mind the focus area that Laura brought to the coaching session. Okay. Problem freed and solution identified. But that's not enough. Now it's time to get forward-looking and turn your coaching session into a planning session. That's how coaching ruined teacher Emily. Rue identified a problem in Emily's classroom that's really common among teachers. That is, she was only calling on a few students to answer her Her most rigorous questions, so Ruth's new big takeaway for Emily is that Emily will improve the quantity of student practice by more equitably distributing her rigorous questions across the class. Okay let's watch Ruth Emily now collaborate on next steps. >> So the key word we use is, one, two, three. And one is. >> Okay. Read the sentence. >> Read the sentence. Two is like a pretty standard question and three is like the tougher. >> Right. >> Maybe the important question, the ones that are really driving the opposite for it. >> Okay. >> So, what I would like to do right now is, in order to get there, so, I'm going to be looking for >> Basically you coming by and adjusting. >> Sure. >> Based off that. It's pretty straightforward. >> Sure. >> In order to get there you're going to make a chart at some point. And then I want to talk just a little bit about what you and I would consider to be one, two, three. >> Sure. >> And then >> If that can show up in your annotated classwork. Now I'm not saying like >> Okay. >> That's not going to when you get something that you weren't expecting or spur of the moment or that's it's not like you don't have to be completed wedded to it but just thinking about like >> Do you want me to do things like if I would have a student. >> Read from the spots, like would you want me just to be like one? >> Yes. >> Okay. >> Yeah. >> Now we think it would have been a pretty good coaching session, if Rue had just said to Emily, hey Emily, you need to ask tougher questions to lots of different students. It would have been fine, but you don't think it actually would have help change Emily's habits around how she writes and delivers questions in the classroom. >> Instead we gave out some very concrete steps to follow. First we gave her a new system for thinking about questions in different levels. The level 1, 2 and 3 that he talked about. Second he had her make a seating chart so that he could help take data and who she was asking those level 1, 2, or 3 questions to in the next class. Third, he had her annotate her classwork for her next lesson so she could write in where she was asking those questions. All of those things together means that Emily is going to have a much better chance at implementing that feedback. They spent the rest of that session looking forward to how she would ask those more rigorous questions in a subsequent lesson. So we framed the problem laid out solution and articulated some next steps but we're not done yet. Remember how fried we said a teacher's brain can get when they're executing a lesson. Well you actually have to use your coaching session to develop some muscle memory around a new skill that you want the teacher to implement. Let's go back to Coach Laura and Teacher Chelsea, and watch how Laura sets up an opportunity for Chelsea to practice. If you recall, Chelsea was working on using more positive language in class to improve student time on task. >> So let's do a little bit of practice. >> Okay. So on the first one. >> Stuck to my chair, there we go. >> Okay so let's have you go up, so we're going to do the class first. >> Okay. >> Do you want to stand up like you're. >> Sure. >> Teaching. So let's say, Friends are Writing when they are not supposed to be writing. So if they have their pencils up, you've asked them. Like, a while ago you asked them to put their pencils down. >> So, Skylar's pencils are down where it was, you need to listen, you need to listen to. >> They're listening. >> They're listening right now, so that when we get to the writing, you can have, like I said, >> Great, what's another thing you could say if it's another scholar who's talking? It a really nice, positive thing to say? >> I am so glad you are so excited to share, you about this material, but now's not a sharing time. You can share your thoughts on paper or let us know in a bit. >> Okay >> What if friends are, they're doing turn and talks. But they, not all of them are talking to their partner. They're kind of like writing on their own. >> Okay, so remember during the turn and talk we need to, we're >> Tracking our partners so we can hear what they have to say, what they can teach us, we'll write down after. >> Okay. >> Put the pencils down, listen to your partner. >> Yeah. I like the listening to what they can teach us. And remember to bring back in your class culture the sailors thing and >> Right >> that kind of stuff. What about if friends are Not following along while you're reading. They're like- >> Spacing out? >> Spacing out or looking at you. >> Mm-hm. Remember it's important to be following along because when we finish the poem if I ask questions, you won't know what we read about. You won't have gotten the material. >> What's the positive way to say it? I want you to all- >> I want you to understand what this poem is about. I want you to know what the message on the Statue of Liberty is. You're not reading, you won't get that. >> Don't just- >> Don't end with that. [LAUGH] >> [LAUGH] This is going to be hard, this is going to be hard. >> It is hard, yeah. >> It's hard to frame things positively. >> Yeah, it is. >> What if friends are going pretty slowly on the exit ticket? They're just not having a lot of urgency with it. >> So remember the exit ticket is your chance to show me what you learned today, to show me what you know. You have to get all your answers down so I can see it. >> More positive. >> That wasn't positive? [LAUGH] >> That was neutral I would say. >> It was neutral? Okay, okay. To run the exit ticket is when you can show me what you learned. I heard great discussions in class today, I know you've got this material. Show me on your exit ticket. >> Much better. >> Okay. [LAUGH] >> [LAUGH] >> We really like how Nora prompted Chelsea to get up and practice as if she was leading an actual class. She gave her a variety of situations in which to practice using more positive language. And did you notice how difficult it was for Chelsea to get it right? Could you imagine if Laura just said to her hey Chelsea, use more positive language next time you go in class. Practice is an essential component of getting changes that will actually stick in your teachers. Moreover, Laura used this opportunity to give Chelsea a lot of feedback. >> There were several minutes of sustained practice, and Laura wasn't satisfied with Chelsea only doing it partially right, or doing it right once. She wanted Chelsea to have the muscle memory, the experience of knowing how to do something exactly right. How to nail that skill with precision. After you've had your teacher practice a skill, you're done. But, if there are a few minutes left on the clock in your coaching session we think you should just practice a little bit more. Use every second that you have. We think that message will go a long way in conveying to your teacher just how valuable the time is with their coach. If you're at Mash, even long after a coaching session is over we ask our teachers to get in touch with their coach to articulate the big takeaway and action steps from the previous feedback session. Here's our trusty TA, Ross. He coaches a new teacher resident named Emily. The day before Ross coaches her she sends him an email that sounds something like this. >> Dear Coach, it was lovely running into you today. I'm so excited to get back to work. Tomorrow's article is thrilling and the due now is suspenseful. You're in for a wild ride. My last big takeaway was to script clear directions and then to positively narrate when my students are following my clear directions. You will see me give clear directions when we transition from the do now into the modeling, and during my guided practice. I will tell the students what to write, and to make sure that they have their papers look exactly like mine. Then, I will positively narrate students from taking notes. This will sound like Ron was making sure he got these notes down, or Basada is diligently taking notes. I have been practicing this by making sure I give clear directions and then noticing when my students are complying with directions. I'm excited to get to work. >> Nice job, Emily. We think Emily's email accomplishes two things. First, it's a check for understanding for Coach Ross. Now he can see if she's internalized everything that she needed to from the previous feedback session. Second, it helps Emily become more mindful of the goals that she's working on. Now she can walk into the class the next day, having in mind the big takeaway from Ross. And really focus on improving in that area. Okay, let's recap. We've defeated the four horsemen of a fixed mindset and thought about strategies for promoting growth mindset. Check, we introduce you to something called the Kraken, which helps show you how you can get on the same page with your teachers about a clear instructional vision of excellence. Done, and we walk you through the components of a forward-looking, change-oriented feedback session. Got it. Now, time to put all those pieces together. That's right. Get ready for final exam week.
