BGD0121 Evidence-Based Conversation

DESCRIPTION: Instructional supervisors who complete this lesson provide timely and effective observation feedback based on observable data while avoiding judgments and opinions.

RESEARCH BASE: Effective feedback from instructional coaches is specific, positive, timely, and corrective when necessary, and it improves teacher practice and learner outcomes (Cornelius & Nagro, 2014; Scheeler, Ruhl, & McAfee, 2004; Solomon, Klein, & Politylo, 2012; Stormont, Reinke, Newcomer, Marchese, & Lewis, 2015; as cited in Pierce & Buysee, 2016).

Pierce, J. D. & Buysee, V. (2016) Effective coaching: Improving teacher practice and outcomes for all learners. NCSI Effective Coaching Brief. NCSI. Retrieved from https://ncsi-library.wested.org/resources/57

BACKGROUND: An effective instructional supervisor helps teachers improve through evidence-based coaching rather than evaluative conversations. The supervisor follows up on a classroom observation by using the evidence to help the teacher reflect on practice, set a goal, and create accountability for next steps.

The following are useful tools to learn more about the topic:

  1. Handout: Facts vs Opinions
  2. Article: Every Teacher Needs a Coach
  3. Video: The Language of Coaching

LESSON OUTCOMES:

  1. Share observable data rather than judgments or interpretations of the data.
  2. Encourage teacher-generated interpretations of the data.
  3. Help the teacher set evidence-based goals.

RESOURCES:

Books

Lipton, L. & Wellman, B. (2013) Learning-focused supervision: Developing professional expertise in standards-driven systems. Chapters 3 & 4. Charlotte VT: MiraVia.

Articles

Wiggins, G. (2012) Seven keys to effective feedback. Educational Leadership, 70(1), 10-16. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx

Hall, P. (2019) The instructional leader’s most difficult job. Educational Leadership, 76(6), 12-17. Retrieved from http://www.ascd.org/publications/educational-leadership/mar19/vol76/num06/The-Instructional-Leader’s-Most-Difficult-Job.aspx

Learning Forward (n.d.) Feedback fundamentals: Chapter one. Retrieved from https://learningforward.org/docs/default-source/chapter-preview/feedback-chapter-1.pdf?_ga=2.220460696.1859534443.1570029266-640541458.1570029266

Finley, T.B. (n.d.) Feedback strategies for coaches and administrators. Insight Advance. Retrieved from https://eleducation.org/resources/coaching-for-change-giving-feedback

Missouri Department of Elementary and Secondary Education (n.d.) Providing meaningful feedback. Retrieved from https://dese.mo.gov/sites/default/files/MeaningfulFeedback-June2013.pdf

Videos

WELS Ministerial Growth and Evaluation Program: Three Coaching Conversations. https://vimeo.com/363913894

Qualities of Effective Feedback: https://youtu.be/RybeJ_wzu04

Preparing evidence-based feedback (password = Growth): https://vimeo.com/289604309 beginning at 18:55

Preparing evidence-based feedback (password = Growth): https://vimeo.com/292366212  from start to 3:00 minutes.

Martin Luther College Courses

EDU5304 Supervision of Instruction – 3 credits (graduate level)