"Developing a Coaching Lesson Feedback Model in your School"
We hear so much in schools about giving effective feedback and Hattie and Clarke’s research (2018) has proven that effective feedback is the most important factor impacting on student progress. Traditional lesson observation continues to be challenged as it provides only a snapshot of a teacher’s practice in the classroom. However, when lesson observations or visits feature within a more collaborative approach to feedback, development and learning, the highly nervewracking experience for the teacher can be replaced with a meaningful learning experience through effective feedback. This can therefore be a powerful tool for teachers’ and school leaders’ professional development. This paper explores how a coaching approach to giving feedback following lesson observations can support a deeper and more meaningful level of learning for both the observed and the observer. Chin’s work on ‘Collaborative Feedback’ (or ‘co-created feedback’) advocates the power of co-creating something between the people involved in the feedback conversation in order to ‘produce something even better’; as opposed to ‘simply throwing information or data at someone… (I call this ‘dump and run’)’ (Chin, 2019).
Lesson Study (Dudley, 2011) is a ‘Japanese model of teacher-led research in which a triad of teachers work together to target an identified area for development in their students’
learning’. Its key components are shown in the diagram below (Teacher Development Trust, 2020), and show a clear link between observation and a reflective planning process that includes collaborative feedback.