Succinctly summarizes events or interactions to allow ample time for discussion and back-and-forth conversation
- Definition: This competency describes one strategy that coaches can use during feedback conversations with teachers. Though it may be tempting, coaches should refrain from talking excessively about an event or interaction so that practitioners can actively talk about the event or interaction. Brief summaries of events or interactions can provide a starting point for practitioners to talk about what they noticed. This competency is about making sure that practitioners play an equal role in contributing to the conversation with the coach.
Stays focused on feedback that fits the current instructional and interaction feedback context (avoids drifting into topics not tightly matched to the situation)
- Definition: Staying focused is key to providing streamlined feedback. When a coach observes classroom instruction or an interaction (e.g., between a director and teacher, between a teacher and student), there may be many thoughts that come to mind. Some of this may be tangential to the issue at hand. Sharing tangential feedback may feel overwhelming or confusing to the practitioner and can potentially take away from the key message.
Quickly corrects misunderstandings in content or instructional practices in the moment, rather than waiting until the coaching session is over
- Definition: Misunderstandings can refer to a number of things, like missing a step of an activity, incorrect implementation of an activity, incorrect or incomplete understanding of a concept, missed opportunity, etc. Correcting a misunderstanding in content or instructional practice in the moment can be a powerful way to provide quick feedback to the practitioner. It can prevent the practitioner from making the same mistake in the future. In-the-moment feedback can also help the practitioner immediately notice what they did incorrectly. In-the-moment feedback can also look many different ways. For example, the coach may quickly interject or may model/demonstrate as a way to provide some immediate feedback to the practitioner.
Delivers constructive feedback that includes possible solutions or opportunities for growth; shows respect rather than condescension
- Definition: Constructive feedback includes suggestions or comments that can help improve a specific area. Coaches who provide constructive feedback help to offer solutions or highlight areas for improvement. This is in contrast to criticism, which can be condescending to the practitioner. A key part of this competency is also being respectful of the practitioner when delivering feedback. There are many ways to show respect. How might you be respectful to a practitioner when providing constructive feedback?
| Do…. | Don’t… |
| Offer solution | Offer feedback that is confusing or vague. |
| Show respect | Deliver criticism with no guidance |