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Feedback is a gift. Ideas are the currency of our next success.  Jim Trinka and Les Wallace When we give feedback , we are hoping to provide “information about an action, event, or process to the original or controlling source” (merriam-webster.com).  But I wonder how often feedback feels like another definition of this word: “a rumbling, whining, or whistling sound,” an annoying signal that has been returned and retransmitted.  Hopefully the suggestions below will ensure that coaching feedback is of the helpful, not the whiny, kind.   Timeliness The closer to the observed event, the better.  Teachers are prepared for and expecting feedback soon after sharing a lesson plan or being observed.  They’re more likely to be primed for and open to ideas. It takes no more time to respond sooner rather than later.  Remind yourself of that as you prioritize your busy schedule. Be Prepared Although you don’t want the conversation to be scripted, it’s best t...

The teacher evaluation system used in my state scores teachers on a scale of 1 – 4;   1 = Unsatisfactory, 2 = Basic, 3 = Proficient, and 4 = Distinguished.   Although we try to separate coaching from evaluation, inevitably principals or teachers themselves want to work on areas with the lowest scores.   In these cases, we need to be clear that the number is not a description of them as a teacher, but it can be a helpful part of the conversation.   If you feel confident that the evaluation system you are using describes good teaching, then conversations that are anchored in the system’s descriptors can be helpful.   We can talk about what a 3 is on a particular attribute, giving examples and asking questions to help teachers recall lessons when those qualities were present.   If the teacher is stretching for a 4 on an attribute, we can support planning with the specific element in mind.   Lessons that successfully incorporate features of high-level tea...

Expert or novice, beginning or experienced, every teacher benefits from a mentor, coach, and collaborator.   Teachers, who are usually the only adult in their immediate workspace all day long, need someone to laugh with and problem-solve with.   They may need a sounding board or a shoulder to cry on.   As we work with a teacher, it might help to think about which quadrant he or she fits best within in the figure below.                                                               Although labels like these are just generalizations, it can be helpful to think about past successes with teachers with similar experience and expertise.   Struggling, Inexperienced teachers are often open to coaching and benefit from modeling and recommen...

“Applause is a celebration not only of the actors but also of the audience.   It constitutes a shared moment of delight.” John Charles Polanyi While driving in an unfamiliar city this week, I spotted a building with the word, “Bravo!” lit in bright blue to advertise the name of the acting academy housed there.   I was struck by the joyous and celebratory feel of the word. “Bravo!” is a shout of approval that acknowledges a job well done. At the close of a school year, we often take time to express our delight about positive outcomes.   We cheer the growth of students, applaud the hard work of teachers, and rejoice together over our shared successes. I’ve been thinking about how to carry this celebratory stance with us throughout the year.   Verbal praise is an easy way to celebrate success.   Acknowledging the goal and the actions that contributed to success encourages ongoing use of effective practices. Writing a note leaves lasting evidence that a teacher’s ...

Last fall, one of the teachers I was working with got my attention when she said, “I know you’re really busy, but….” and then continued with a request for support.   This teacher may have simply been softening her own appeal, but it really gave me pause.   Was I sending the vibe that I was so busy that I couldn’t help others?   Since that was actually the most important thing in my job description, I wanted to make sure teachers felt I was available and accessible. Since then, I have examined what I unknowingly do to send the signal I’m too busy.   I know I walk really fast through the building, getting to the next stop on my agenda.   My muscles feel tight, and I am thinking about how to make the most efficient use of my time. I know I get intently focused when I’m at my computer working on a project.   I’ve even caught myself scowling at the screen because I am so absorbed in my work.   I occasionally complain about how much there is to do or comment...