Learning Forward
Equity and excellence in teaching and learning.
Inspire Learning, Not Dread
Create a feedback culture that leads to improved practice
By Learning Forward
Categories: Educator evaluationDecember 2014
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Reflection Tool: Calibrating Feedback
| The best way to know when feedback has been accepted and will likely shape practice is to ask for feedback about the feedback. By doing so, the giver of feedback capitalizes on teacher thinking and seeks agreement on next steps. This guide is based on Stone and Heen’s (2014) work on triggers that distort feedback. These questions represent a small portion of what could be asked, so use them to get started and then decide on your own questions. | ||
| TRIGGERS | FEEDBACK PROVIDER’S QUESTIONS | RECEIVER’S REFLECTIONS |
|
TRUTH TRIGGERS
Are we honest with each other? |
In what parts of our conversation did you feel most understood?
What data might we collect to help us with your next steps? Did you find yourself holding back on any of your answers? Did you disagree with anything I said or feel that my feedback did not match your perceptions? |
Did I speak up from a place of truth about how I perceived the feedback?
If I held back information or was disingenuous, what do I perceive is triggering the response? What might happen that would make me more willing to say the truth? What data could we collect to show a truer viewpoint? |
|
RELATIONSHIP TRIGGERS
Do we value the time spent in relationship? |
How has this conversation been different from other conversations we have at work?
How has this conversation helped us come to know each other better? What parts of this conversation did you most value? Did you feel that I had your best interest in mind during the conversation? |
Did I in any way feel devalued by the person giving me the feedback?
Was my viewpoint solicited and listened to? Did I feel talked down to? How would I like this conversation to be different in the future? |
|
IDENTITY TRIGGERS
Did this conversation engender positive beliefs about my own capabilities? |
How reflective was our conversation?
Did we probe deeply or just stay on the surface? Did you at any time feel that you just wanted to get this over, and, if so, at what point in the conversation? At what moments in the conversation did you feel your thinking most valued? In what ways does this conversation increase your faith in your own capabilities? |
Did this conversation feel safe enough that I was willing to reflect on my deeper self?
Did I come to better understand or shift my ideas about the topic? In what ways did this conversation support my identity of being a learner? What does feedback reveal about how I see myself? Is this an organizational culture I trust? |
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Costa, A., Garmston, R., & Zimmerman, D. (2014). Cognitive capital: Investing in teacher quality. New York, NY: Teachers College Press.
Dweck, C. (2006). Mindset: The new psychology of success. New York, NY: Random House.
Hoy, W.K., Sweetland, S.R., & Smith, P.A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38(1), 77-93.
Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
Lipton, L. & Wellman, B. (2012). Got data? Now what? Creating and leading cultures of inquiry. Bloomington, IN: Solution Tree.
Myung, J. & Martinez, K. (2013). Strategies for enhancing impact of post-observation feedback for teachers [Brief]. Stanford, CA: Carnegie Foundation for the Advancement of Teaching.
Stone, D. & Heen, S. (2014). Thanks for the feedback. The science and art of receiving feedback well. New York, NY: Viking.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
Categories: Educator evaluation
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