Page 6 - EdViewptsSpring2020

Feedback That Leads

to Teacher Growth

By Maria Matlack, Retired Supervisor of Curriculum and Instruction,

Lumberton Township School District

Having recently retired wink, “You may not have noticed this, spark conversations that would lead to
from a central office but teachers are often very resistant professional growth. Indeed, many of
to change.” She went on to say that I
the notable instructional improvements
curriculum position, I had always “honored teachers’ hearts I observed in classrooms could be
have engaged in much while gently nudging them toward directly traced back to my post-
observation conferences. In this
growth.” All of the feedback confirmed
reflection, which was my sense that my greatest impact process, I relied on several key
further informed by the came through personal interactions strategies.
with teachers. Further, I believe the
large quantity of feedback approach that led to my success is Achieve a Healthy Ratio of

teachers volunteered as fully replicable. Compliments to Suggestions
my departure neared. As administrators, our roles are According to psychologists, the human
many and our time limited, and yet
psyche has a “negativity bias” (Cherry,
While I realize people say nice things I knew teacher development had to 2019). That is, we tend to seize upon
when you retire, what struck me be a priority. I recognized that, done and remember negative feedback far
was the common thread of “mentor” well, a task that was perpetually on more readily than positive. For this
that ran through their remarks. One my calendar – observations – had reason, I included numerous robust
teacher stated with a wry smile and a the power to build relationships and positive comments in each observa-

Educational Viewpoints -4- Spring 2020