Bonnie Houck - Houck Educational Services

An Action Plan for Principal Priorities (Focusing on Joy, Part 5)

November 1, 2022 by Bonnie Houck

The three components of the Principal Priorities Framework are not to be analyzed and implemented in a linear way; they are interactively built over time, based on the needs of your community. Begin by self-assessing the elements of strength and areas in need of growth and create an action plan. Begin with an initial analysis of the strengths and needs of your leadership practices, teacher attributes, and school community.

We find that many leaders begin with addressing their culture to ensure equity and inclusion. This is critically important, but without ensuring the clarity of goals and expectations, and the pathways that communicate them so that all teachers, students, and families have input and understand them, there is no collective agreement. Without building up the teachers and systems, there is no vehicle for developing a successful culture. That is why it is important to prioritize areas that are interconnected, so an action plan needs to include opportunities to combine goals to ensure the ongoing development of a symbiotic system.

Starting with building on strengths in these three areas cultivates confidence and willingness to look at areas for development. We are always looking for buy in, and that starts with positivity. Leaders intentionally begin with actions that can realize results in a timely manner, moving toward additional actions over time.

“I start every year with three or four attainable goals that can be accomplished within the first weeks of school, so we can celebrate successes and build on them.” (Elementary School Principal)

It is important to include a process for data collection, to guide implementation, review periodically to make necessary adjustments, and provide evidence of success and celebration.

“We are very intentional in our planning, using our strong data collection system that includes reflecting on student data and learning needs and getting feedback from teachers about their instruction and engagement based on student data to plan for coaching and professional development goals.” (Instructional Coach)

After data collection and reflection, principals bring their Action Plan drafts to their staff for feedback to set short term and long term goals. After getting staff feedback, leaders need to reflect and commit to the Action Plan. Then, they can share with staff and ask for the support of the whole teaching community and set schoolwide goals.

What are 1-2 immediate goals that we can accomplish this week that can make a positive change in our school? What actions can we take to achieve that goal?
What are 2-3 long term goals we can accomplish to support our school’s culture, clarity, and collective efficacy? What actions can we take to achieve that goal?
What do we need to make this happen?

Once consensus is reached, determine what professional development, curriculum resources, time, and other supports are needed for success. An agreed upon guided implementation plan that includes periodic data collection and analysis is also important, as the Action Plan needs to be revised over time.

Principals are the cornerstone in our work to revitalize the culture of schools and the district as a whole in order to ensure a safe and inclusive learning environment for each and every student to thrive. However, it’s the teachers, students, and community that can make change happen and are best served by the success of these priorities!

Author Bios

Bonnie D. Houck is an experienced teacher, administrator, consultant, coach, author, speaker, and trainer who specializes in literacy leadership development and positive school change. Bonnie has authored books, journal articles, blogs, and webinars focused on literacy and leadership.

Tracy Frederick Corcoran serves as the Director of Teaching and Learning for a Twin Cities area school district. Tracy is an experienced teacher, instructional coach, curriculum coordinator, and AVID District Director, who enjoys providing professional development across the country.

Collective Efficacy and Action to Positively Influence Students and Learning (Focusing on Joy, Part 4)

October 18, 2022 by Bonnie Houck

“Collective efficacy is about the belief that, together, we can make a difference to the students we teach, no matter what!” (Andrew Hargreaves, 2018)

Collective Efficacy

Collective Efficacy is the third of three Principal Priorities Framework components. Collective efficacy is supported by the belief that teachers best impact the learning of students when they work as a team. According to Hattie (2011), collective teacher efficacy is more powerful and has double the effect of prior achievement and triple the effect of home environment and parental involvement. Collective teacher efficacy also results in improved student performance, motivation, concentration, persistence, and engagement. In addition, collective teacher efficacy also enhances relationships with parents and creates a collegial work environment that builds teacher commitment. (Brinson & Steiner, 2007)

We set priorities to ensure that schools are dedicated to collective efficacy by providing teachers with standards, data, time, systems, and opportunity. Standards and structures provide direction of where to go and grow in a year. Data offers evidence of where we are and have been. Time to teach critical content and gradually release the ownership of the learning to students is necessary. Assessment and feedback systems allow educators to observe, collect, analyze, and discuss the degree to which instruction and learning opportunities are developing students. Opportunity through professional development, planning, and guided implementation extends strengths and supports improvements.

Collective efficacy, a shared goal of providing engaging and effective student learning, begins with the development of three key areas:

Priorities in Cultivating Collective Efficacy

Student Efficacy—opportunities for students to partner with teachers to plan and experience engaging learning opportunities aligned to interests and with minimal distractions. Opportunities include both personalized and collaborative learning that supports students in using critical thinking to make meaningful choices and support their ideas. (Parker, et al, 2017)

Ongoing Professional Development—professional learning that includes teacher implementation and team discussion and analysis must be ongoing, job embedded and offer voice and choice. (Learning Policy Institute, 2017)

Cycle of Inquiry—focuses on instructional practice. Educators work together in teams or PLCs to study research-based practices, plan implementation of new learning into classroom instruction, analyze their lesson plan and student work products, and discuss areas of effectiveness and need for revision. Cycles of Inquiry provides teachers with a routine and conversation guide for improving student learning. (Literacy Improvement Partnership, 2021)

The coalition of these elements result in collective efficacy: a tangible and well supported belief that teachers and teaching make the greatest difference in student learning. Having this abiding understanding and belief that the team of educators in the school makes the greatest difference for student success influences teacher motivation, mindset, and action.

Collective Efficacy brings the community together. According to DeWitt (2019) Collective Efficacy begins by co-constructing goals, ensuring that all participants have an authentic voice in the process, work together to examine and test solutions, and analyze evidence of impact. The most important aspect of this element is the simple joys of working together through a challenge and taking time to celebrate success with the entire school community.

Author Bios

Communicating for Clarity to Engage and Empower (Focusing on Joy, Part 3)

October 4, 2022 by Bonnie Houck

“Lack of clarity is the number one time waster. Always be asking, “What am I trying to do? How am I going to do it?” … You could even say that the three keys to high achievement are, “clarity, clarity, clarity,” with regard to your goals. Your success in life will be largely determined by how clear you are about what it is you really, really want.” (Brian Tracy)

Clarity

Clarity is the second of three Principal Priorities Framework components. Clarity is built on the underlying purpose that is a culmination of clear choices. According to Sullivan (2013), an organization clarifies its purpose by defining themselves through intentional choices and communicating those choices so that every member of the community knows the purpose and integrates it into their daily work.

Foundational Elements of Clarity

Understanding—Staff and students know and understand goals and expectations. This goes beyond academic learning goals, valuing acceptable behaviors by setting clear expectations and consistent consequences. If behaviors are not addressed in a respectful and timely manner, students have less time to focus on and master academic goals (Hathaway, 2015).

Communication—Immediate, actionable feedback loops, so that leaders, teachers, and students are all on the same page, can receive positive reinforcement and learn about areas to improve so that they can adjust. Quality, timely feedback can have enormous impact on learning and growth (Lynch, 2019).

Assessment and Data—a comprehensive system that goes beyond standardized tests and includes the analysis of cultural and instructional practices and student learning. Various types of assessments are appropriate for different uses and at different times, therefore, we must employ a systematic combination of system-wide, teacher, student, and performance data, as well as observational data, anecdotal notes, survey and feedback loop information to guide our student development and the effectiveness of our work (Data Quality Campaign, 2014).

Focus on Learning—Collaborative practices and Multi-Tiered Systems of Support (MTSS) create learning opportunities that stimulate self-direction, motivation, and efficacy to ensure student success. A well designed and implemented system ensures “a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ needs, with regular observation to facilitate data-based instructional decision making.” (Massachusetts DOE, 2021)

Collaboration—student learning and success is cultivated through collaborative practices and community goal setting. This can be achieved through complex activities that are challenging, engaging, stimulating, and multilayered, supported by “positive interdependence.” (Johnson, et al, 2008)

Hattie (2011) did a thorough meta analysis of educational research and concluded that teacher clarity in the classroom makes a tremendous difference in overall learning and student success. In order for teachers to model this, clarity needs to start with the full community. Principals can take the lead in ensuring and supporting clarity schoolwide.

Author Bios

Creating an Inclusive Culture for All (Focusing on Joy, Part 2)

September 22, 2022September 15, 2022 by Bonnie Houck

“Inclusive educators believe in valuing student differences and supporting their learning needs to the greatest extent possible!” (Nicole Eredics, Inclusion in Action, 2018)

Creating and supporting a thriving school culture is the first of three principles in the Principal Priorities Framework components. The Centre for Studies of Inclusive Education (2021) describes an inclusive school culture as an evolving and developing community that seeks to make all members feel welcome; has a common, shared philosophy; incorporates high, attainable expectations; and values equity. The commitment to quality is accompanied by the removal of barriers and obstacles for the success of each individual and the system as a whole. Principals can do a self-check to analyze the elements of strengths and identify areas in need of development.

Prioritizing Culture

Shared Values—A unified belief in the students and community that drives all words and actions each day.This vision relies upon the unwavering focus on student learning, with decision making that is consistent to that vision, and respectful accountability so that shared values are honored. (American Institute for Research, 20210)

Community—Dedication to creating a safe and welcoming environment that ensures all educators and students know that they belong. This comes from a commitment to working together with mutual respect and the ability to “agree to disagree.” Facts and opinions are discussed and explored with a critical lens so that students develop their analytical skills, while respecting others. (Emberley Center, 2021)

Inclusiveness—Active, intentional actions to cultivate instructional practices that are equitable, as well as culturally and linguistically relevant. Ongoing efforts for teachers to reflect on and analyze their own racial, gender, and other biases as well as those in instructional resources and delivery, as well as the overall classroom and school environment, are critical in fostering a sense of belonging for all. (USC Rossier School of Education, 2021)

Student Focus—Commitment to the affective and academic engagement and success of each and every student. When we make social-emotional learning (SEL) and student affective and academic growth a priority, students’ overall outcomes improve and students, as well as teachers, feel successful. (Reckmeyer, 2021)

Engagement—Everyone is committed to the success of every student and the school as a whole. Most importantly, teachers need to be active in the decision making and planning: “ by providing teachers with the opportunity to voice their opinions on different areas that affect their engagement, principals can better partner with teachers to enhance a culture of engagement. Together, they can create an environment that is more conducive to teacher productivity, which fosters the classroom environment best suited for student engagement, hope and learning.” (Reckmeyer, 2021)

These bulleted elements cannot just be lip service; they work together to develop a sense of belonging and safety necessary for students and teachers to want to come to school and learn together. Principals must partner with teachers and students to cultivate a positive, engaging, and inclusive classroom and overall school culture.

Author Bios

Restoring an Enduring, Joyful, Learning Environment (Focusing on Joy, Part 1)

September 10, 2022September 8, 2022 by Bonnie Houck

“Choose a job you love and you will never have to work a day in your life.” (Confucius)

Why Do Principals Need to Prioritize?

I have spent the past three decades learning everything I can about leadership and literacy in education. Research, practice, and ideas have changed and evolved, but certain elements remain: the heart of everything we do is the love of learning. While coaching school and district leaders in the past several years, I realized the strain on school principals to move beyond an administrator and instructional leader, keeping track of the pulse of culture, while ensuring that learning goals are met.

I reached out to several colleagues, beginning rich conversations about exciting new ways of viewing educational systems. A particularly resonant conversation was with my friend Tracy. We have worked together and stayed connected over the past decade and agree that a climate of high executions for learning needs to be well supported by fun! We also realized that if the leaders are not having fun, neither are the teachers and the students. So, we embarked on an intellectual quest of sorts: how can we live and work within chaos and find that love for learning that first inspired us?

The first part of this blog series will look at five areas behind analyzing and organizing priorities to focus passion and keep joy as the focal point. Then, we will move to interview leaders whose passion has kept their leadership fresh, inviting and effective.

Restoring an Enduring, Joyful, Learning Environment

by Bonnie D. Houck and Tracy Frederick Corcoran

“In today’s climate of heightened expectations, principals are in the hot seat to improve teaching and learning. They need to be educational visionaries; instructional and curriculum leaders; assessment experts; disciplinarians; community builders; public relations experts; budget analysts; facility managers; special program administrators; and expert overseers of legal, contractual, and policy mandates and initiatives. They are expected to broker the often-conflicting interests of parents, teachers, students, district officials, unions, and state and federal agencies, and they need to be sensitive to the widening range of student needs. Although that job description sounds overwhelming, at least it signals that the field has begun to give overdue recognition to the indispensable role of and mounting demands on principals.” (M. Christine DeVita, President, The Wallace Foundation, 2013)

In order to respond to this need to support our school leaders in managing the enormous tasks assigned to them, this blog series will unpack three essential “principal priorities” that can create a framework for decision making in the short term, but also have promise for lasting leadership.

Prioritizing in Chaotic Times?

During the past two years, the constant navigation of necessary changes due to the pandemic have required teachers and leaders to constantly pivot and regroup. We recognize that teachers have had a lot of “heavy lifting” in ensuring our students have access to inclusive learning opportunities both in schools and online. But, behind the scenes, principals and district leaders have had to make incredibly difficult and timely decisions with a historical or research based context. Principals have to be the face of the calm in the storm. But, behind the scenes, they have communicated the district decisions and taken the brunt of the frustration of teachers and the community.

What can principals do to stay emotionally healthy while doing the important job of managing an ongoing and changing crisis? What is essential?

What is Essential?

The Principal Priorities Framework

A framework is an essential, supporting structure that provides a solid foundation for sharpened decision-making that ensures alignment within and across schools as we rebuild. Our framework for principal priorities has three critical elements: culture, clarity, and collective efficacy. Each element has components for safe, healthy, and inclusive school environments, with intentional goals for all.

Culture: The culture of a school sets the foundation for teaching and learning. Researchers at Harvard Graduate School of Education (2018) found that a strong, cohesive culture relies upon collective knowledge of a school’s distinctive character and the collegial interactions that make that character thrive.

Next week, read Blog #2: “Creating an Inclusive Culture for All.”

Clarity: Organizational clarity ensures clear goals and expectations for staff, students, and the entire community, minimizing confusion and discord. Clarity and transparency is needed to alleviate the stress, anxiety and continuous change in the field of education, especially after the disruptions over the past few years.

The following week, read Blog #3: “Communicating for Clarity to Engage and Empower.”

Collective Efficacy: Collective efficacy is supported by the belief that leaders and teachers best impact the inclusive sense of belonging and continuous learning of students when they work as a team.

For week five, we’re featuring Blog #4: “Collective Efficacy and Action to Positively Influence Students and Learning.”

An Action Plan for Principal Priorities: Principles can use this framework to analyze their own strengths in planning and implementing these three foundational priorities.

Wrapping up this series, read Blog #5: “Creating Your Priority Action Plan.”

Author Bios

Creating an Online Community of Learning

February 2, 2022January 26, 2022 by Bonnie Houck

In the spring of 2020, teachers hit the ground running with a new way of teaching. With only a few days to prepare, classrooms were transformed from a supportive classroom environment to online learning. Considering the timeline, we did an amazing job. Now, we have the gift of time and experience to re-think and re-build our online classroom community. Here are a few helpful tips to guide your thinking.

Safety and Emotional Supports

Tech Guidelines – Connect with district technology leaders for guidelines. Create student friendly guidelines for your students and caregivers.
Privacy – Teach students and caregivers to keep personal information private.
Feedback – Ensure students have daily opportunities for success and positive feedback.
Resources – Create a problem solving process for challenges. Share information with caregivers about taking time for breaks, when it’s a good time for students to disengage when overwhelmed, etc.

Technology and Resources

Tech Platforms – Most districts have chosen a platform and resources for developing virtual classrooms. Review each option and choose the specific technology tools that best fit with students in your age range.
Rituals & Routines – Create Rituals & Routines for how to access and interact within each technology tool. Include simple directions and instructional videos and feedback loops that can be part of the first week of learning to ensure all students can use each tool.
Texts & Resources – Identify free resources, such as online books and tutorials, that can support learning at home. Preview each resource and create links with short definitions. Periodically check to make sure all links are working.
Student and Parent Connections – Create an activity for students and/or parents to walk through the rooms of their home to see where there may be gaps in wifi reception. Consider the spaces that have a strong connection. Are there minimal distractions? Are there places to work productively? Identify the best places for at home learning.

Access and Equity

Tech Access -Determine district supports for families who need technology resources. Does the district have laptops, Chromebooks, iPads, hot spots, etc., that families can check out? Create alternative learning pathways for families with limit access to technology.
Tech Support – Identify district technology support staff that can serve as resources to teachers and families.
Connect Early– Check in with caregivers before school starts to ensure that they have the technology, wi-fi access, and tools needed to be successful.
Analyze Resources – Review the texts and resources you are using. Do they represent the community and students in your school and district? Will they provide bias-free, culturally and linguistically responsive opportunities to learn? Does each student have access to learning resources that offer mirrors that provide a way to connect with people, cultures and ideas that are familiar and present the learning? Are there opportunities to see their own lives reflected in the learning? Do the resources offer windows and sliding glass doors to explore new ideas, cultures, and step into the shoes of others?

Dr. Rudine Sims-Bishop Talks about the Importance of Windows, Mirrors, and Sliding Glass Doors

Engagement and Efficacy

Keep It Simple – Create short, interactive 3-5 minute tutorials to introduce new content. We know that students’ attention span varies in every classroom, but there are some guiding rules. Brain research indicates that students in a classroom setting can engage in direct, explicit instruction for the time equal to their age plus two. So, a first grader can sustain active engagement for about 7-8 minutes (Jensen, 2020). In an online learning environment, that time may actually decrease!
Balance – Embrace the Gradual Release of Responsibility Framework (Fisher & Frey, 2011) and provide time for explicit instruction, guided practice with smaller groups, collaboration with peers, and independent application of learning.
Esteem Building – Provide for daily feedback for each student. Some technology resources offer ways to give a positive “thumbs up” or emoji when a video or tutorial is completed. Teachers can provide a short, thirty second video of the teacher summarizing the learning and sharing excitement about the growth goals. Consider individual weekly conferences or short individualized video messages. Mix it up, but be sure that students are hearing, seeing, or receiving some sort of feedback from you each day to build their confidence in online learning.

Communication and Partnership

Clear Communication – Share the process for students and parents to reach you directly. Some teachers have set daily “office hours” that allow for emails, phone calls, newsletters, and video chats. Be sure to set up a process that you can consistently deliver and be consistent. Teaching online can be more time consuming than face to face!
Caregiver Connection – Set up a way to engage with caregivers regularly. They are now your teaching partners, so it is important you learn the best way to reach out and communicate while keeping boundaries for your time.
Schedule – It is important to set up a guiding schedule, so that parents and students know the time commitment.

Content and Delivery

The Gradual Release of Responsibility – The teacher’s role in designing and delivering online lessons that can motivate and inspire students to do some heavy lifting and become self-directed requires careful thought and planning. The teacher actually shifts his or her own role through the GRR process.

Exclit Focused Instruction – (I Do) The teacher models the new learning content using a class technology format such as ZOOM or Google Meets for an interactive session or creates a video mini lesson. These lessons need to be short – 3-5 minutes of content; more if the lesson is interactive.
Guided Instruction and Practice – (We Do)
Collaborative Learning – (You Do Together)
Independent Application – (You Do Alone)

Spice Things Up – Although consistency in the schedule of induction can provide safety and comfort to students, it is a good idea to mix things up. Students will be bored if they only see a video lecture each day or the small group or independent application is too similar or busy work. Find ways to encourage discussion and creativity.

Play and Choice

Importance of Play – Children are more motivated to explore academic goals within their play because it is meaningful to them (Arrow, 2019). Think of ways for students to apply the learning form the focused lesson into a physical or hands-on application. For example, if you are learning about bugs in science, create a scavenger hunt so that students can go out and find, draw, and study insects in their world.
Personalize – Use the learning target or goals of lessons to make rubrics, offer 2-3 ways to meet the goals, and also provide opportunities for students to design and propose their own learning using the goals and rubrics. The end goal, meeting the expectations outlined in the rubric, are the same. The difference is their choice in how to get there.

Monitoring Progress and Feedback

Formative Assessment & Summative Assessment – By providing clear learning intentions, assignment guidelines, and goals, students know what is expected and can personalize their learning. Teachers can review student work and provide guiding feedback, align the way (formative assessment) and identify the degree to which students have mastered the content (summative assessments).
Effective Feedback – Use timely data from student work examples to describe areas of success to affirm and motivate. Use these examples to reflect on and discuss areas in ended of growth or deeper learning. Look for patterns in the areas of understanding or misunderstanding to determine if instruction was effective or re-teaching is needed.

Teaching online, or in a hybrid model, is new. Change can be invigorating and exhausting. Remember, teachers are learners, too. When we look at change as new learning, we can be inspired by both our growth and the growth of our students.

RESOURCES

Video:

How to Build an Online Virtual Learning Community

Article:

NEASP 5 Tips to Building Relationships in the Virtual Classroom

Article:

Fostering a Strong Community in a Virtual Classroom

What is Your Super Power?

January 27, 2022January 5, 2022 by Bonnie Houck

I spend a lot of time with teachers. They are my heroes. Like Clark Kent, when out in public, they look like any other mild-mannered, ordinary individual. But, the classroom serves as their proverbial telephone booth as they slip in and change from that ordinary person into a TEACHER! I have read many books, articles, and research studies analyzing the characteristics and qualities of effective teachers.

I have boiled this down into the 6 Super Powers I feel Super Hero Teachers possess:

Passion. The intrinsic, uncontrollable, unending love of learning and the desire to share and pass that passion on to others!
Knowledge. The ability to transform and translate the depth and flexibility of knowledge of craft and content into exciting and interesting learning experiences.
Engagement. The love of teaching and creative learning experiences captures the students’ interest and motivates them to participate, accept challenges, and grow.
Clarity. The ability to create, teach, and model clear, student-centered learning goals that tell the students what they will learn, how they will learn it, and what they will do to show their learning.
Relational. They don’t just like kids; they choose to spend the critical mass of their lives with kids with the goal of inspiring them to be the best they can be!
Reflective. The drive to continuously reflect on their craft and improve their practice to become better!

Fostering 21st Century Readers

January 27, 2022December 30, 2021 by Bonnie Houck

As we plan for effective literacy instruction in all subject areas, standards suggest we provide a variety of complex texts while considering the learning needs of the reader and the tasks required to promote growth.

In an article published on LightSail’s website, I share some introductory thinking about designing learning experiences to develop the brain′s ability to read BOTH digital and print!

Building a Culture of Reading in your School and Classroom

January 30, 2022December 23, 2021 by Bonnie Houck

Can You Feel the Literacy?

I have been fortunate enough to visit hundreds of schools and have found so many that welcome you at the door with art, books, and the joy of literacy. Take a journey with me into an awesome example of an Elementary School that has cultivated a rich culture of literacy!

As I enter the building, the first thing to greet me is a child-sized bookcase filled with colorful picture books positioned next to a comfortable chair that just invites me to sit down and have a read! Above this pleasant nook hang pictures of children and teachers reading. Framed in the center on a small shelf is “The Principal’s Book Recommendation of the Week! On the floor next to the chair is a welcome sign with an arrow labeled, “This way to the library!”

As I walk into the office, I see more books on a coffee table for those waiting to meet with the principal to read. The principal’s office is another book wonderland with puppets, stuffed characters, and posters promoting reading. The principal invited me to take a quick tour of the school.

As we ventured down the hallway to the primary classrooms, murals depicting adventures from well-known children’s literature provided a colorful backdrop to examples of student work: art, writing, and mathematics. In a glance, I had a very good idea of what learning had been taking place recently.

Classroom space was clearly designed for movement, reading, and learning. I quickly scanned the bookshelves and bins, noting there were hundreds of books representing both fiction and informational texts at a child’s level, ready and waiting to be opened and savored.

We finished the tour in the staff lounge to sit and talk. Three teachers were having lunch and discussing the books they were reading aloud to their classes. On one wall, there was a messy and well-used shelf with professional books and journals including The Reading Teacher and Instructor, as well as DVD sets for professional learning. On the back of the door hung a white board with information about a teacher book club starting the following week, along with a sign-up list. I was not surprised when I started a deeper conversation with that principal to learn that I was sharing ideas with a literacy lover!

The Art of Effective Feedback:
Getting a 50% Return on Your Investment

January 27, 2022December 16, 2021 by Bonnie Houck

“Your writing isn’t scholarly,” my professor informed me.

“Can you be more specific? How do you define scholarly writing? What expectations do you have?” I asked.

“You should know what scholarly writing looks like,” he replied.

This exchange underscores my most frustrating educational experience: writing my dissertation. It wasn’t the volume of research and work involved. It was the lack of high-quality feedback that provided direction as to what was expected during the process and what constituted an acceptable final product. Throughout the process, I was never certain what qualities were required for a final paper that would be accepted. I was working, and working hard, in darkness. I was working without confidence that I could meet the expected goals of the assignment. Fortunately, I was motivated by the amount of time and money invested in the work and the final goal of completing my doctorate. Sadly, not all students are motivated enough to continuously work in the dark! I was craving what all students need: motivation and direction that comes from effective feedback.

How can educators generate effective feedback to motivate and promote continuous learning?

Author and educational researcher Dylan Wiliam (2011) asserts that effective feedback can double the rate of learning. The return on the investment of developing the art of giving feedback has a 50% return rate. Excellent odds! Science defines feedback as a process that loops. The process of feedback must return to the original position for the loop to be completed. So, for an educational feedback loop to be complete, BOTH student AND teacher need to have feedback!

Uses data
Knowledge of your students:
* Who are they as learners?
* How do they learn?
* What do they already know?
Describes what success looks like
Clearly articulated learning goals that answer these questions:
* What are we learning about?
* What steps are required to develop that learning?
* How do we develop the steps?
* What does it looks like when we know it?
Breaks down steps and aligns to goals
Learning demonstrations and assessments of the ongoing learning steps that:
* Align directly to the intended learning goals
* Move students forward in achieving the learning goal
* Provide information about student learning, what they mastered, and what they still need to work on for continued growth
Fosters reflection and discussion
Opportunity for students to respond to and discuss their feedback:
* With peers
* With the teacher
Loops back to the teacher
Opportunity for students to give feedback to the teacher, so that the teacher:
* Knows if their instruction was effective
* Can use the information to plan future instruction

Reflect on something in your life that is giving you challenges. Would a loop of effective, high-quality feedback change that situation for you?

Resources to Learn More

How to give effective feedback to your students.
Brookhart, Susan, B. (2008)
Alexandria, VA: ASCD

Visible learning for teachers:
Maximizing impact on learning.
Hattie, J. (2012)
Oxford, UK: Routledge

Article:

“7 Keys to Effective Feedback.“
Wiggins, Grant (2012)
Educational Leadership. Alexandria, VA. ASCD. Vol. 70, No. 1. pp. 10-16

Embedded formative assessment.
Wiliam, D. (2011)
Solution Tree. Bloomington, IN