Guest post by Anthony Scannella and Sharon McCarthy:
Which do you think helps individuals and systems flourish during these transformational times: a bit of risk, a bit of failure and a good deal of feedback–or safely doing what has always been done? If you favor risk, failure and feedback, please read on. If you choose safety in complacency, save yourself some time and make a different decision.
We define effective feedback as a tool that supports professional growth in your school or system. But before we talk about what makes feedback effective, it is essential to consider the much celebrated belief that “there is no such thing as failure—only feedback.” In theory, this is supposed to help our egos cope with our mistakes. In reality, most of us secretly hope to be told how amazing our teaching or leading is, and hearing otherwise makes us both uncomfortable and defensive. Keep that very real human tendency in mind when sharing feedback.
Below are 8 suggestions for leaders whose focus is growth, in folks and in systems:
- Ask others how they prefer to receive the feedback. This is the baseline for respect.
- Know that while sharing feedback will help you and your colleagues improve, it will also cause most folks to squirm a bit—that is OK.
- Differentiate feedback based on the rating of the performance. (Please see: http://www.bloomberg.com/news/2013-03-15/the-ideal-praise-to-criticism-ratio.html)
- Provide feedback in a way that caters to the receiver’s value system. People pay attention more to things they find important.
- Follow feedback basics: Feedback should be timely, specific, actionable, and connected to goals and practice.
- Create a structure for feedback—one that consistently communicates how things are going.
- Keep in mind that people generally change their behavior when provided with an environment that encourages change and specific cognitive maps that outline a “plan” in their heads. Therefore, the onus is on the leader/evaluator to ensure that the environment and maps, which Art Costa refers to as “mental rehearsals,” are clearly communicated in a culture of high expectations. (Costa, Arthur & Garmston, R. Cognitive Coaching. Norwood, MA: Christopher-Gordon Publishers, 1994.)
- Remain keenly aware of the fact that the meaning of your communication is the response that it elicits, regardless of your intentions. As many have experienced, the intended message is not always the received message.
How educational leaders model the practice of effective feedback for teachers not only helps teachers in improving their own performance but also provides mental models of effective practices for teachers to use with their own students. Feedback matters in every relationship in the schoolhouse! Synthesizing more than 900 educational meta-analyses, researcher John Hattie has found that effective feedback is among the most powerful influences on how people learn. (John Hattie, Know Thy Impact. Educational Leadership, Feedback for Learning, September 2012, Vol. 70, No. 1.)
Please join us at Ignite’14 to share thoughts and practices regarding this most fundamental of educational practices for positive transformation.
Anthony Scannella (@edufea, firstname.lastname@example.org) and Sharon McCarthy (@ienvision, email@example.com) will present Sustainable Results for Great Schools on Saturday, February 8 at Ignite ’14. For more information visit www.nasspconference.org.