Tuesday, April 15, 2014


                                                    Steven Depolo
I participated in an inspiring #AspiringAdmin Twitter chat on Sunday evening about feedback.  Kevin Floyd shared the term reflaction, and I really think it hits at the heart of feedback.  The goal of feedback is to encourage growth of the evaluatee by purposefully reflecting, setting goals, and taking appropriate actions to achieve your goals. Reflaction combines those two key components of feedback succinctly.

We have all given and received feedback in our careers as educators.  But, not all feedback is created equally.  There are some key components of effective feedback that can help the receiver turn the feedback into a growth experience.

  • Timely 
          In order for feedback to be effective, it must be timely.  As the distance grows between the                              observation and the reception of feedback, the impact of the feedback on the observation                              decreases.

  • Constructive 
         Feedback that is punitive in nature, and not originating from a desire for growth for the evaluatee                       will not lead to an opportunity for growth.
  • Specific 
        Feedback full of generalities does not provide the evaluatee with specifics regarding what the                            evaluator observed will not provide anything to work on future growth.

  • Actionable 
       The feedback needs to contain items for the evaluatee to act upon.  Simply telling them that they                        did a good job, or their demeanor was unprofessional does not provide them with anything to act               on.  When combined with specifics, providing specific areas for the evaluatee to improve will                        improve the quality of the feedback.

The career of an educator is one of consistent growth.  This growth can result from many activities that the educator embarks on, and receiving effective feedback can be the impetus to start the educator on their upward trajectory.  It is the job of the evaluator to provide effective feedback to the educator, and utilizing these components can be a great place to start.

Are any of these components more important than others? Are there other components of effective feedback that I have left out?  Please add to the conversation in the comments section below.

No comments:

Post a Comment