Page 65 - EdViewptsSpring2020

Alternative Model of Dr. Rajagopal’s Perspective Our schooling system,
Evaluation The learning process is messy, and which is focused on

To make observations more mean- mistakes are an inherent part of
ingful, our district offered teachers the process. Our schooling system, grades, makes very
and administrators the opportunity to which is focused on grades, makes little room for students
study a “Problem of Practice” in lieu very little room for students to make to make mistakes and
of the traditional model. Dr. Rajago- mistakes and learn from them. The
pal, district supervisor of STEM, and learning process values mistakes and learn from them. The
Dr. Edmunds, director of secondary learning from them, but the schooling learning process values
education, launched a collaborative system values performance and
inquiry around the topic of feedback as mastery as reflected by grades. If mistakes and learning
our problem of practice. What follows we could shift the focus of students from them...
is a summary of each study from our from the outcome (grade) and instead
individual perspectives. bring them to focus on the process research, followed by the planning and
of learning, I believe the outcome
Problems of Practice they desire will follow. In order for this delivery of professional development
to happen, feedback strategies that to teachers, have strengthened
Dr. Edmunds’ Perspective promote this mindset of learning from my knowledge of best practices
mistakes are essential. and cutting-edge research in math,
As director in a large district, I spend a science, and technology instruction,
good deal of time providing feedback This Problem of Practice addressed and feedback theories and effective
to teachers and administrators in the following: (a) How can teachers feedback strategies.
post-conferences. After much thought, use assessment and feedback
I began to question whether or not I strategies to increase students’ ability Our Takeaway
was helping them improve practice. to learn from their mistakes and The alternative model is grounded
Feedback should be meaningful, internalize concepts and skills? and in self-reflection. We were required
useful, timely, and specific; however, (b) How can an administrator provide to submit midpoint and summative
I wondered whether new research- meaningful feedback to teachers so reflections that asked us to check in
based models could be more effective. they are most likely to modify their on our progress as well as take stock
This problem of practice, therefore, instructional practice to incorporate of our professional learning. We took
sought to study models of feedback in strategies recommended by cutting- this shared responsibility seriously
order to apply them as an observer. edge research? and exchanged our learning through
My research centered around these These questions undergird the notion two-way conversations. Because we
questions: (a) Which feedback theories that effective feedback strategies for pushed each other’s thinking, we
are relevant and useful in education? students must also be effective for arrived at new understandings.
(b) What criteria can we think about teachers. Connie M. Moss and Susan
when giving feedback to teachers? M. Brookhart in their book, Formative Co-construction of
and (c) How can we as administrators Classroom Walkthroughs state that Knowledge
gauge if feedback is useful or not?” the principles of respectful, descriptive
feedback, focused on the work and So, there is good news about leader-
Since giving feedback yields a high ship evaluation. Using an alternative
effect size, I turned to the work of Hattie not the person. Suggestions for next model can lead to deep, rich, and
and Timperley’s in Visible Learning. steps remain the hallmarks of effective thought-provoking discussions that
They offer a three-step process: feedback whether the learners are are intellectually rewarding for experi-
“Where am I going? — Feed Up; How children or adults (2015). enced administrators. We concluded
am I going? — Feed Back; Where The reading and research phase of the that the co-construction of knowledge
to next? — Feed Forward.” (2007) I project was focused on practices in the is a far better method of improving
began to explore this model in post- classroom that would help students practice than receiving one-way ad-
conferences. I also learned more about develop the mindset that mistakes vice from a supervisor. The days of be-
‘social threat response.’ (2018) In this are an integral part of learning and ing observed running a faculty meeting
regard, I became more aware of the that mistakes make the brain grow. are over. Instead, using alternative
biological responses to the observation Another focus was on strategies and models can help us change practices
process, regardless of how supportive research-based practices that would in ways that make a difference. And
an observer may be. As such, different build teacher capacity to implement that’s what matters most.
conversations emerged. assessment and feedback in the
classroom. The extensive reading and

Educational Viewpoints -63- Spring 2020