Schools need to see their evaluation programs as valuable tools for capacity building. We promote the use of the frameworks for teaching as coaching resources vs. solely as instruments for rating. The descriptions in the instrument’s proficient ratings provide the definitions for “effective” teaching, allowing instructional leaders to leverage growth in instruction. These also provide us a benchmark of sorts by which we can determine strengths and challenge areas in a teacher’s practice. At ReVision Learning, we believe that effective feedback highlights the strengths of a teacher (on which we need to build) while also providing them areas of growth using key levers in the framework.
In this lesson you will:
Analyze and evaluate a feedback report for the types of evidence used based on ReVision Supervisory Continuum Indicator D:
Feedback contains areas of strengths and areas of growth explicitly connected to the indicator and
observed practices/evidence and are developed based on indicator language and the key levers between ratings
Reflect on your own practices as a classroom teacher or a teacher of teachers. What is one strength? Why is this a strength/How do you impact your learners?
Think about one area of growth around which you have had coaching. Did the feedback you receive help change your practice? Why or why not?
Follow the think aloud for RVL Continuum Indicator D.
Read the rest of the evaluator’s feedback for CCT 3b and also indicator 3a.
You will notice up until now, you have only been examining Claims and Connects for RVL Indicators A-C. Now, we have added the evaluator’s Action section for your review for RVL Indicators D-F.
Do you notice the same areas of strength and areas of challenge from the first sample?
Select a performance rating for this evaluator’s report for Indicator D of the RVL Continuum and list 2-3 pieces of evidence to support the rating. Click “View the Lesson Quiz” to enter your answers.