20122013 Introduce five best practices that will increase appraiser confidence when navigating difficult conversations concerning appraisal ratings Build appraiser skill by using best practices to execute difficult conversations for 5 common scenarios ID: 193315
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Slide1
Difficult Conversations
2012-2013Slide2
Introduce five best practices that will increase appraiser confidence when navigating difficult conversations concerning appraisal ratings.
Build appraiser skill by using best practices to execute difficult conversations for 5 common scenarios.
Session Objectives
During this session, we will . . .Slide3
Objective #1:
Introduce five best practices that will increase appraiser confidence when navigating difficult conversations concerning appraisal ratings Slide4
Improving your effectiveness to execute difficult conversations is directly related to priorities 1 and 3.
PROVIDE TEACHERS WITH ACCURATE APPRAISAL RATINGS
through frequent observations and with a shared understanding of the expectations in the Instructional Practice rubric and . . .
IMPLEMENT THE STUDENT PERFORMANCE COMPONENT
to determine whether teachers’ instruction is having a positive impact on student learning to help . . .
I
DENTIFY APPROPRIATE DEVELOPMENT NEEDS AND OPPORTUNITIES FOR EVERY TEACHER
and provide useful feedback to drive continuous improvement.
All of the above ensures that we have enough information to . . .
MAKE SMART RETENTION DECISIONS
where low performing teachers aren’t left in the classroom and the best teachers stay.
Priorities Slide5
Even though there are many factors that make sharing feedback difficult for school leaders, it is a process that employees value and respond positively to.
A 2009 Gallup Inc. study of over 1,000 US bases employees found that those who received predominantly negative feedback from their manager were over 20 times more likely to be engaged than those receiving little or no feedback.Slide6
Teachers crave constructive feedback, even though it may make for a difficult conversation at times.
“I
would have liked her to be more
critical
of my teaching. I have never received any constructive feedback, only lists of things she likes about my teaching. This is only my second year teaching, and I have many things I know I can improve
on.”
-
HISD Teacher
“This feedback
needs to be
constructive
with great,
thought-out
examples for the teacher to see how they are to change. ”
-
HISD Teacher
“I
don't feel like I was provided much feedback on how to improve. Even though I had a good rating, I
would
still like to improve and
be told how I can do so
.”
-
HISD Teacher
Source: 2011-2012
End-of-Year Appraisal and Development Teacher SurveySlide7
We know a lot about what makes feedback conversations more effective regardless of difficulty.
Horstman, Mark and Auzenne
, Mike. Manager Tools. 2012
Feedback is not about the manager.
Feedback is about the future.
Feedback is about behavior not motivation or attitude.
Feedback is a sign of strong leadership.
Feedback is more effective the sooner it is given.Slide8
Practices That Make Conversations Less Difficult
Horstman
, Mark and
Auzenne
, Mike. Manager Tools. 2012Slide9
How do you communicate expectations to teachers?
What role do the expectations play in the conversation?
What is the impact?
Set Expectations EarlySlide10
No news is good news
Breathe easy
Practice makes perfect
Do It Often
Horstman
, Mark and
Auzenne
, Mike. Manager Tools. 2012
Which of these resonates most with you?
Why?
What
are some steps that come to mind that you could/will take to ensure you “Do It Often”?Slide11
Determine your key messages before the conversation
Have an approach
Horstman
, Mark and
Auzenne
, Mike. Manager Tools. 2012
Plan
What is your typical approach?
How does the recommended approach differ/align with what you typically do?
Slide12
Talk about the behavior not about attitude or motivation
Reference low-inference evidence
Horstman
, Mark and
Auzenne
, Mike. Manager Tools. 2012
Utilize EvidenceSlide13
Low-Inference Evidence
Low-inference evidence refers to things you see and hear.Slide14
Objective
#2: Build appraiser skill by using best practices to execute difficult conversations for 5 common scenariosSlide15
2 minutes
PLANNING
3 minutes
ROLE
PLAY
3 minutes
HOT
SEAT
3 minutes
FEEDBACKSlide16
HOT SEAT #1Poor performance/Great attitude and effort
You are meeting with a teacher for a feedback conversation. You observed the teacher earlier today and this is what you observed. (click
here
to view video)The criterion area that stand out as your biggest concern is her ability to communicate concepts clearly (I-6). Even though she did not consistently communicate the key points of the lesson, you know she has really been working on her skills in this area, is liked by all the teachers on campus, is a coach for the soccer team, and parents think she is very kind.
2 minutes
PLANNING
Based on your observation what low-inference evidence do you have in I-6
to show that the teacher is at a level 2?
What specifically is the teacher missing to rate her a level 3?”
3 minutes
ROLE
PLAY
3 minutes
HOT
SEAT
3 minutes
FEEDBACKSlide17
HOT SEAT #2Does not agree with feedback
You are meeting with a teacher for a feedback conversation. You observed the teacher earlier today and you have rated him a 2 in the I-8 criterion (students actively participating in the lesson activities). During the conference , you share your feedback and he begins to argue with the rating and says he does not agree.
2 minutes
PLANNING
3 minutes
ROLE
PLAY
3 minutes
HOT
SEAT
3 minutes
FEEDBACKSlide18
HOT SEAT #3Getting a lower rating this year than last year
You are meeting with a teacher for a feedback conversation. You observed the teacher earlier today and you have scored him a level 1 in the I-3 criterion (differentiates instruction for student needs by employing a variety of instructional strategies) when last year he was rated a 3. He shared with you that he is not doing anything differently this year, but you are confident that your rating is accurate because you collected low-inference evidence from the classroom observation
(all students were assigned the same vocabulary activity,
all students
stayed in their own desks during independent practice, and when students finished they were all asked to start on their homework) that supports your rating.
2 minutes
PLANNING
3 minutes
ROLE
PLAY
3 minutes
HOT
SEAT
3 minutes
FEEDBACKSlide19
HOT SEAT #4Poor performance/Strong relationship
You are meeting with a teacher for a feedback conversation. You observed the teacher earlier today and you have rated her a 2 in criterion I-2 (checks for student understanding). She asked 5 questions of her students, but did not adjust the lesson when students answered incorrectly. The teacher said “no, that is not the right answer” and moved on to another student. She did this for 4/5 questions asked. This teacher has been teaching on your campus with you for 8 years and you have built an amazing friendship. She even attended your son’s birthday party last year.
2 minutes
PLANNING
3 minutes
ROLE
PLAY
3 minutes
HOT
SEAT
3 minutes
FEEDBACKSlide20
Closing
What will you take with you from this session?
How
does this help you to achieve more accurate ratings?