Volume 6: October 31st-November 21st, 2018 Visit Website E-mail NASCENT

Giving and Receiving Productive Feedback

TCs learn a great deal when they receive feedback from their mentor. Feedback is most helpful when a specific area of practice is discussed and chosen ahead of time (pre-briefing) and then reflected on afterwards (debriefing). This practice of pre-briefing and de-briefing is also useful for TCs as they observe a mentor. This newsletter focuses on how to make the most of feedback as you work together.

Poll Results

Last newsletter, we asked about your go-to method of formative assessment. Your results are shown to the left.

Stay tuned for another poll in a few weeks.

Mentors: Providing helpful feedback
TCs are eager to learn and improve but often need an experienced teacher to help them identify areas of growth and problem solve. The video below has some tips for giving helpful feedback.

Watch the Video

Mentors & TCs: Identify focal areas for observation and feedback
As TCs continue co-planning and co-teaching, agree on an aspect of teaching to focus on for three successive observations. This makes it easier for the observer to take notes and allows for more experimentation by the enactor. The tools below provide some ideas you may want to use and one easy method of asking for and giving feedback.

Try these Feedback Tips

Check out this Feedback Method

TCs: Start interacting with counselors and specialists

As you get to know your students as learners, you may also want to start reaching out to counselors and specialists in your school who have specialized knowledge about supporting different groups of learners. Consider setting up meetings to learn what roles they play in the school and how they can support students and classroom teachers.

Ideas for Meeting with Staff

Trajectory column: What to focus on now

1. Getting to know students and the school ecosystem

- TCs, start interacting with counselors/specialists about how to best serve specific students in your classes.
- TCs, continue getting to know your students as learners.

2. Planning
- Mentors and TCs, determine and begin a regular co-planning routine.

3. Teaching

- Mentors and TCs, determine and begin a regular co-teaching and feedback routine.
- Mentors and TCs, identify 2 class sections the TC can begin to take the lead in.

4. Assessment
- Mentors and TCs, unpack a set of student work together and discuss instructional implications.

See Oct-Nov trajectory

TEP Announcements

What's happening in science methods?
TCs are working on several things, ranging from getting all students to participate in group conversations to asking a good “leaving question." There is a feedback card available on our website (see lefthand column) that TCs can use to identify what they’d like mentors to provide feedback on.

What's happening in math methods?
TCs are finishing up their lessons for their unit plan and filming lesson segments that demonstrate strong launches, explores and summarizes of a learning cycle.

What happening in Assessment?
TCs just turned in their first major assignment draft, in which they analyzed an assessment for a unit they will be involved with this fall. They are considering dimensions of assessment design like fit with learning objectives/standards, alignment, writing rules, and capturing student ideas.

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