Receptive Feedback
The question goes, “if a tree falls in the forest and there is nobody around to hear it, does it make a noise?” As instructional leaders and mentors, we can ask ourselves a similar question. “If we offer a teacher informative feedback, do they really hear it?” People do not like to be criticized, nor told their hard work can be performed even better. We all have egos, so in order for our well-intentioned guidance and ideas to fall on receptive ears, there are many ingredients for the principal to consider.
The principal/ teacher relationship must be well established. Open communication, trust, and a climate of learning and professional enhancement must have been inculcated in the school environment. The personality of the teacher needs to be considered, as well as the timing and situation in which the feedback is being offered. The provider of the critique must give it in a spirit of humility and curiosity, for the best benefit of the teacher, and for no other reason. These and other critical factors must be considered so that the feedback and guidance be positively considered by the receiver. This requires practice by the principal to ensure quality delivery of feedback.
The location in which you choose to communicate the feedback should be comfortable, inviting, and set up so that both parties are on equal level. Sit around a table rather than conversing from behind your desk. Have water or fruit available, and offer a notebook and pencil so that the teacher can take notes. Be sure to use clear, unambiguous language, and be sure to ask the teacher to paraphrase the message so that you can check for clear understanding. If you sense any “pushback” on the suggestions or observations you have made, it is best to apologize for the discrepancy, and understand what the teacher believes is happening. Check that the teacher understands what you believe was noticed, and promise to continue to observe and share any useful feedback. Ask, “what am I not seeing here?” or, “what do you feel I am overlooking?”
Feedback, to be most effective, should be formative process, occurring regularly rather than haphazardly or annually. Monthly “pulse checks” normalizes the feedback, increasing the chances that the critique will be more favorably received.
One of the temptations, we as providers of sagacity and wisdom have, is to list off a number of our observations and “good ideas,” when even the most receptive teacher can handle in one sitting is a maximum of one or two critiques. Therefore, before meeting with a teacher to provide feedback, consider what would be the most “high leverage” idea that would most benefit this teacher. The idea should be one that can be implemented, with support, by the teacher, and one that can be positively impactful and transformative for the teacher. The effort will be noticeable and well worth it. Sharing all our comments and “great ideas” in one sitting is like overeating, leaving the recipient full and uncomfortable.
The Center for Creative Leadership suggests an approach which also should be utilized to increase the chance for the message to be heard and considered in a way that does not feel judgmental. It is called “Situation/ Behavior/ Impact.” It reminds the principal to describe three things when giving the critique. First, simply describe the SITUATION, what you saw and observed in a straightforward, anecdotal format. Then, describe the BEHAVIOR observed by the teacher, what the teacher did or did not do, which benefitted or diminished the lesson. Remember, you are not talking about the teacher him/herself, just describing the action. Lastly, share the IMPACT the behavior had on the lesson. Then discuss and clarify the overall “situation/behavior/ impact” and check for understanding.
The next step would be to ask the teacher if they would be open to exploring and trying a strategy, technique, or idea which may be helpful. Offer to model, explain, and provide support in learning about and practicing the technique, perhaps suggesting another teacher whom he/she can visit and see the strategy in action.
Once the teacher has demonstrated openness to trying a new idea, build in accountability by asking when may be a good time by which you can observe the new strategy. Offer to support or answer questions along the way, then schedule the observation in your calendar. Applaud the professionalism of the teacher and acknowledge that he/she is embracing an opportunity to “up his/her game” and become an even better teacher. Be certain to keep the designated appointment with the teacher and be ecstatic about any positive change in the desired direction.
This approach, and any strategy with which to deliver feedback, must be practiced upon the foundation of mutual trust, openness, and a spirit of collective and supportive growth.
