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Hands-on, Practical Guidance for Educators

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Using Quality Feedback to Guide Professional Learning

A Framework for Instructional Leaders
First Edition
By: Shawn Clark, Abbey Duggins

Pam Robbins

Promote professional growth in novices, struggling teachers, and teachers with potential for greatness. Features structures for offering feedback, seamless integration into existing initiatives, and examples.

Full description


Product Details
  • Grade Level: PreK-12
  • ISBN: 9781483377124
  • Published By: Corwin
  • Year: 2015
  • Page Count: 256
  • Publication date: September 29, 2015

Price: $39.95

Price: $39.95
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Description

Description

Professional development just got more effective.

To really help teachers grow and have a more positive impact on their students, transform your feedback! With this guide to quality feedback, you’ll get your message across clearly and successfully, and promote professional growth as never before—with lasting results.

Whether you work with novices, struggling teachers, or good teachers with potential for greatness, this book will help you give feedback that’s both heard and understood. Features include

  • Research-based coverage aligned with the Learning Forward Standards for Professional Learning
  • Structures for responding to teacher-created assessments, live observations, and videotaped lessons
  • Advice that fits seamlessly into existing initiatives and support systems
  • Tools, artifacts, vignettes, and examples of quality feedback in practice

The benefits of quality feedback are powerful, including high levels of accountability, bridges to new learning, and continuous improvement. Put it to work with your team and see the results for yourself.

“I have read a lot of books about how to improve classroom instruction. This book ranks with the best of them. I encourage anyone who works to improve the quality of our schools to study this valuable resource.”
David G. Daniels
Principal
Susquehanna Valley Senior High School
Conklin, New York

“This book is a must have for any professional development team and/or instructional leader. Its ideas will positively impact student learning by allowing teachers of all abilities to learn, grow, and improve their instructional practice . . .”
Michelle Kelly
Curriculum and Instructional Coach
Great Falls, Montana

Key features

  • Equips instructional leaders with the requisite knowledge and skills to provide effective feedback to teachers that facilitates teacher (and, ultimately, student) improvement.
  • Describes uses of transformational feedback with novice teachers, struggling teachers, and “good” teachers who can be guided toward greatness.
  • Provides three especially promising opportunities to give feedback: responding to teacher-created assessments, using observations to promote professional learning, and providing feedback through the use of videos.
  • Includes tools, artifacts, case vignettes, and examples of clear and descriptive feedback that facilitate transfer and provide snapshots of transformational feedback in practice.
  • Aligned with the latest Learning Forward Standards for Professional Learning.
Author(s)

Author(s)

Shawn Clark photo

Shawn Clark

As an alumna of the University of South Carolina, Shawn Berry Clark’s academic degrees include: Bachelor's of Science in Psychology, Master's of Education in Early Childhood, Master's of Education in Education Administration, and PhD in Education Administration. Her career moves include working in the following areas: participant with the Youth Diversion Project for at-risk youth at USC, youth counselor at The Boys and Girls Club, teacher at USC Children's Center and Webber Elementary School, and administrator at Saluda Middle School for 11 years. Currently, Shawn serves as Director of Curriculum and Instruction for Saluda County Schools.

Shawn serves on the board of the South Carolina Association for Supervision and Curriculum Development and the South Carolina Association of School Administrators. She has led professional learning sessions at the local, regional, state, and national levels on topics such as classroom observations and the use of video, formative assessment, common core state standards, and quality feedback. As a former two-time high school dropout, Shawn knows the meaning of not having a quality education and has devoted her life to making school the best possible experience for all students.

Shawn and her husband live in Johnston, South Carolina along with Zeus and Titan (their amazing canines). She is the mother of 2 incredible adults, Peyton Love and Dana Kippel - her two main reasons for proving to others that education is the key to having choices in life. Shawn can be reached at sclark@saludaschools.org or shawnbclark@gmail.com.

Abbey Duggins

Abbey Spoonmore Duggins has spent the last fourteen years as a middle school English teacher and literacy coach, a middle and high school instructional coach, and a high school assistant principal for instruction. She has master’s degrees in Language and Literacy and Educational Administration, as well as a PhD in Language and Literacy from the University of South Carolina.

A member of several professional organizations, Abbey is energized by learning, reading, and interacting with students and colleagues. She has recently served her state as president of the South Carolina Leaders of Literacy (SCLL) and is on the board of the South Carolina Association for Supervision and Curriculum Development. She has led professional learning sessions at the local, regional, state, and national level on topics such as formative assessment, classroom discourse, literacy frameworks, and quality feedback. As a classroom teacher, establishing a strong culture of learning and sense of community was at the foundation of her teaching beliefs. This same philosophy is reflected in her writing and her work as an instructional leader.

Abbey and her husband reside in Batesburg, South Carolina, where they are raising their own little reader, Maxwell, and his sidekick, Noche (a black lab/German Shepherd mix). She can be reached at aduggins@saludaschools.org or abbeyduggins@hotmail.com.

Table of Contents

Table of Contents

List of Figures


Foreword by Pam Robbins


Preface


Acknowledgments


About the Authors


Chapter 1: Why Use Quality Feedback to Guide Professional Learning?

Our Journey Toward Quality Feedback

Administrator’s Turn

Coach’s Turn

Measurable Results: Impact Data

A Note About Culture

Defining Quality Feedback

Immediate Implementation of Quality Feedback

From Words to Action

Chapter 2: What Research Guides Our Beliefs About Professional Learning?

Beliefs About Professional Learning

Teachers as Professionals: Honoring Teacher Voice by Tailoring Professional Learning

Administrator’s Turn

Coach’s Turn

Learning as a Social Process

Quality Feedback as a Tool for Reflection

Providing Feedback in One-on-One Professional Learning Settings

Coach’s Turn

From Words to Action

Chapter 3: How Can Quality Feedback Be Used to Guide Professional Learning?

Research and Related Studies on Quality Feedback

Using Feedback to Grow Your Teachers Versus Weeding Them Out

Administrator’s Turn

Teacher’s Turn

Coach’s Turn

Additional Notes Regarding Our Experience With Providing Quality Feedback

From Words to Action

Chapter 4: How Can Quality Feedback Support the Novice Teacher?

Research and Rationale for Creating Strong Induction Programs

Sample Professional Learning Opportunities to Provide Feedback to Novice Teachers

Administrator’s Turn

Coach’s Turn

Teacher’s Turn

From Words to Action

Chapter 5: How Can Quality Feedback Guide the Good Teacher to Greatness?

Lessons from Good to Great

Sample Professional Learning Opportunities That Empower Teachers

Coach’s Turn

Pushing the Envelope and Achieving Consistent Excellence

Administrator’s Turn

Teacher’s Turn

From Words to Action

Chapter 6: How Can Quality Feedback Support the Struggling Teacher?

Sample Professional Learning Opportunities to Support Struggling Teachers

Administrator’s Turn

Teacher’s Turn

Coach’s Turn

From Words to Action

Chapter 7: How Can Instructional Leaders Provide Quality Feedback on Assessments?

Build an Assessment-Literate Culture

Teacher’s Turn

Sample Professional Learning Opportunities to Support Teachers

Teacher’s Turn

System of Assessment Validation

Administrator’s Turn

Coach’s Turn

From Words to Action

Chapter 8: How Can Instructional Leaders Provide Quality Feedback by Observing?

Making Observations a Priority

Administrator’s Turn

Observation Techniques

Sample Professional Learning Opportunities to Support Teachers

Coach’s Turn

Teacher’s Turn

From Words to Action

Chapter 9: How Can Instructional Leaders Provide Quality Feedback Through the Use of Video?

How It All Began: A Little Bit of Context

Rationale for Using Video

Sample Professional Learning Opportunities to Support Teachers

Teacher’s Turn

Administrator’s Turn

Coach’s Turn

Expanding the Use of Video

Teacher's Turn

From Words to Action

Epilogue


Appendix A. Characteristics of Quality Feedback (Figure 1.2)


Appendix B. Quality of Feedback: Supporting Administrator Feedback to Teachers Throughout the Year


Appendix C


C1. Tool 2 QPA Sorting Kindergarten

C2. QPA Plan Sorting Kindergarten

C3. QPA Sorting Assessment Kindergarten

Appendix D


D1. Tool 2 Assessment Validation Newspaper Project English III

D2. Newspaper Project English III Assessment With Feedback

Appendix E


E1. Tool 2 Assessment Validation World Religions

E2. World Religions Assessment With Feedback

Recommended Readings


References


Index


Price: $39.95
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