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If you have ever been in a large airport or mall, you might have found yourself desperately seeking the directory and the “You Are Here” marker. We know we have to figure out first where we are before we can figure out how to best navigate to arrive at our desired location. (Food court? Macy’s?) Anytime we are trying to move toward a destination, these understandings are critical–especially when a destination is new learning.

Teachers require feedback that will help them…Ensuring that the feedback the observer provides to a teacher is aligned to, and accurately represents the relevant rubric indicators is the first step in ensuring it will have an impact on the teacher in a classroom. Without making a claim about the current level of practice, how can the observer give next steps or actionable direction to the teacher about how to improve her/his practice?

An instructional leader, in helping a teacher to be successful in the classroom, needs to provide targeted and actionable feedback to a teacher. Claim, Connect, Action is a feedback framework that ensures this type of feedback is provided and that it will have the desired impact. The first step for an observer in forming this feedback is to craft a feedback statement.

In this course, the learner will develop strategies for forming a claim about practice and establishing support for that claim with evidence so that they are fully prepared to compose feedback that is explicit and actionable. In these next lessons, the learner will:

a. examine why we make claims and

b. review sample evidence to help build understanding of how to formulate and validate a claim about a teacher’s practice in alignment with the evidence they collect and their rubric language.

Standard
RVL 1.A: Evidence cited is directly tied to the appropriate indicators of practice and accurately represents the levels of performance. AND
RVL 1.F: Feedback report as written serves as a comprehensive learning tool containing clearly articulated evidence-based feedback and explicit connections.
Target
Make a claim about practice aligned to the rubric performance level language.
Resource
Companion Guidebook Feedback to Feed Forward: 31 Strategies to Lead Learning Connections Chapter 2 & 6, Strategy 23
Assessment
Examine a current observation report (or one that you have received) and rewrite to include aligned and accurate claims.

 

Purchase our comprehensive guidebook aligned to all 21 Core Skills:     Feedback to Feed Forward

 

Lessons

Lesson 14.2 Crafting a Claim Statement Part II

Length: 15 minutesComplexity: Standard

How to Make & Craft a Claim You can work through the 3 suggested steps after an observation to determine an accurate claim about practice:      Classroom Example Step…

Lesson 14.3 Crafting a Claim Statement Assessment

Length: 25 minutesComplexity: Standard

In-Course Assessment   Option 1: Examine the observation report you wrote that guided your conversations. While the claims we make after an observation are not the sole reason for a difficult…