Feedback literacy is a set of skills that help the receiver get the feedback they need, understand it, and use it in order to learn and grow. Feedback is a team sport, and in schools, this is especially true. The whole school community is working together toward a common goal: improving student outcomes. Often, teachers are the ones giving feedback (to students) and receiving feedback (from administrators), but we feel this is a missed opportunity! Everyone on the team needs to be literate and involved in the feedback process, both giving and receiving, in order to reach our common goal.
Of course, teachers should give feedback to students, but they should also receive feedback from students. And, of course, teachers should receive feedback from administrators, but they should also give feedback to administrators. Just as teachers build rapport with their students, administrators must build rapport with teachers. “Evaluating and offering feedback to teachers is one of the hardest jobs a principal must do. Many teachers become defensive when a principal offers negative feedback, particularly if the feedback comes as the result of hearsay or a random one-time visit to the teachers’ classroom.“ (The Editorial Team) Using feedback literacy strategies makes the feedback process less one-sided and more of a team effort.
Below are 6 strategies that administrators can use to build that rapport with their teachers!
- Build a culture of respect. This is an important place to start. Create a positive environment in which everyone feels safe not only to celebrate strengths but also to identify areas of growth. Remember that feedback shouldn’t always be constructive; be sure to balance the feedback you give to your staff. (The Editorial Team) Visit classrooms often and show that you are working together towards a common goal.
- Outline your expectations from the onset. If expectations are set from the beginning, everyone will know what to expect feedback to be focused on. (The Editorial Team) You can also work together to build a common vocabulary around these expectations so that there is no confusion. One method of promoting the expectations is the walk-through model in which the administrator visits a classroom in an unobtrusive manner for 10-15 minutes and then provides written or oral feedback focusing on these established expectations. (Finley) This can also help with strategy number 1!
- Model, model, and model some more. Ask for feedback often! Conduct surveys, make time for teachers in 1-on-1 or large group meetings, and even debrief school events; be sure to go over the feedback you receive by addressing how you will use it. “Asking for honest feedback can be uncomfortable, but allowing yourself to be vulnerable is a strength.” (Woodlock) Teachers will appreciate your willingness to receive their feedback and feel more comfortable being vulnerable to your feedback. “After getting feedback from staff, I realized that I should have involved them more in making this decision.” (Woodlock) Not only talking about and sharing the feedback but also taking action using the feedback will demonstrate to your teachers that you value their feedback and build a stronger relationship – which will again help with number 1!
- Focus on growth and encourage goal setting. Work together to create challenging, yet attainable goals that you all agree upon. In order to help teachers achieve these goals, it is also important to provide teachers with specific feedback, both complimentary and constructive, and offer the right professional development in order to encourage growth. (Syed)
- Be sure to offer timely feedback. According to Wiggins, feedback should be goal-referenced, timely, tangible and transparent, actionable, user-friendly, ongoing, and consistent. Just as students want feedback in a timely manner on their assignments, teachers want feedback on their work in a timely manner. (David-Lang) In addition, they need to be given time and space to use the feedback.
- Promote collaboration! Remember, feedback is a team sport. It is a process and is not one-sided (DeWitt), so you shouldn’t be the only one giving your teachers feedback. Just like in the classroom, teacher feedback should be the same as student feedback (Wiggins), we want everyone involved in the process of giving and receiving feedback and to feel safe on either side. Give teachers time to visit each other’s classrooms, meet to ask each other questions, and provide each other with feedback and advice. They are each other’s best resources!
We, as teachers, truly believe that feedback is a key component to building rapport and culture among the school community. Feedback also helps build lifelong feedback literacy – the set of skills around giving and receiving feedback – for students, teachers, and administrators. Give these strategies a try and let us know what you think in the comments below!
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Sources:
David-Lang, Jenn. “School Leaders: If You Want Feedback, Ask for It.” ASCD, 1 Apr. 2022, https://www.ascd.org/el/articles/school-leaders-if-you-want-feedback-ask-for-it.
DeWitt, Peter. “It’s Time to Give Feedback Another Chance. Here Are 3 Ways to Get It Right (Opinion).” Education Week, Education Week, 27 Apr. 2022, https://www.edweek.org/teaching-learning/opinion-its-time-to-give-feedback-another-chance-here-are-3-ways-to-get-it-right/2022/04.
The Editorial Team. “How Principals Can Give Effective Feedback to Teachers: Resilient Educator.” ResilientEducator.com, 21 May 2020, https://resilienteducator.com/classroom-resources/five-strategies-principals-can-use-to-give-effective-feedback-to-teachers/.
Finley, Todd Blake. “Feedback Strategies for Coaches and Administrators.” Insightadvance.com, Insight ADVANCE , https://visiblybetter.cepr.harvard.edu/files/visibly-better/files/instructional-feedback-guidebook.pdf.
Syed, Sarosh. “Leading Schools Through Major Change.” Principal Leadership, Oct. 2013, pp. 30–33., https://doi.org/https://www.wallacefoundation.org/knowledge-center/documents/leading-schools-through-major-change-principals-and-the-common-core.pdf.
Wiggins, Grant. “Seven Keys to Effective Feedback.” Educational Leadership, ASCD, Sept. 2012, https://www3.kutztown.edu/online/tocc/principles/docs/keys.pdf.
Woodlock, Mike. “5 Ways Feedback from Staff Can Help School Leaders Grow.” Edutopia, George Lucas Educational Foundation, 14 Dec. 2021, https://www.edutopia.org/article/5-ways-feedback-staff-can-help-school-leaders-grow.