Leading Leaders in Giving Peer Feedback Related to Teacher Performance

Bernard Williams

EDU-533-O500

October 27, 2021

Dr. Mary Arneson

Introduction

One of the numerous roles of an instructional leader is to watch, assess, and offer suggestions. They should be able to create an atmosphere of trust and loyalty to do so properly. Therefore, instructors will become more invested in the institution's purpose and vision and will work more to assure the kids' and school's success (Modoono, 2017). Among the most crucial aspects of being a great leader is the ability to develop connections, especially when it comes to the observational and assessment cycle. Transparency, objectivity, and consistency are three qualities that all administrators must have and demonstrate while designing and executing policies.

During the pre-conference, it is critical to define standards for the inspection while completing teacher evaluations. During the assessment, the admin must be deliberate and open about what they've been checking for. They could tell the instructor, for instance, that they'll be looking for student involvement and course diversity. The admin must stay optically and critically impartial during the inspection. When it comes to new instructors. Any frightening signals or unpleasant expressions might make an instructor feel uneasy and anxious, which can damage their productivity. “The ultimate goal of teacher evaluation systems is to improve the quality of instruction by clarifying expectations for effective teaching and helping teachers meet those expectations through high-quality feedback and support, (Reform Support Network, 2015).”

The post-observation chat is, in my opinion, is the most crucial aspect of the assessment process. This is a chance for the instructional leader and the instructor to talk about what they saw during the observation. It enables both the viewer and the instructor to provide input. In addition to gaining feedback from the observer, the instructor is allowed to comment on their methodology and share their opinions on how the session went. The observer must offer both positive and optimistic comments on the class during the feedback session. Instructors are still unable to improve and expand their educational practice without this critical input.

Summary of Coaching Experience

Through this training, I was fortunate to gain a comprehensive understanding of the mentoring relationship. I was able to participate in the process and see my primary mentee in his role as an instructional leader. We went through every phase independently at the start of the course, and he was able to advise, demonstrate, and equip me with the skills I needed to complete each element of the observation cycle efficiently. I was able to accomplish this field experience by combining the abilities I gained and developed through his advice with my field experience, studies and readings.

I was fortunate to collaborate with a fellow grad student who was in the early phases of instructional leadership education for this project. I followed the identical technique that my primary mentor used with me to assist her through this method. We worked through each step together, and I gave her the checkboxes that my mentor had created for me. The checklists contained all the elements of each portion of the cycle, as well as queries and suggestions to include for each procedure, as well as step-by-step instructions on how to administer each element. Even though I am still in the early phases of instructional leadership training, I was excited for the opportunity to advise my colleague based on the training and coaching I had received thus far. One of the most essential things I was able to teach her was how to improve and grow her connection with the instructor who was being watched so that she didn't come off as scary but rather cooperative. However, you can't teach somebody to be impartial and straightforward, but I was able to teach her how to present as well as provide insights, and how to conduct a good observation, by demonstrating the right behaviors and queries.

Developing Leaders

Constructive mentoring skills allow instructors to learn more effectively, which leads to improved student accomplishment (Jackson and Bruegmann, 2009). Instructors must be at ease and educated about the procedure to advance properly. It is the role of the instructional leader to offer honest and effective advice to instructors who are being monitored. They must receive candid and actionable feedback on their performance. The instructional leaders must be neutral and upbeat, framing the procedure as a support system rather than a "what went wrong" exercise. We must be able to properly communicate to the instructor what they are doing well as well as what they need to work on. Irrespective of the level of expertise, all instructors may enhance their skills and existing teaching tactics. Using this cycle to give coaching and mentoring, professional development, and general instructional support is advantageous to both the pupils' and the institution's overall academic accomplishment. Teachers will be able to devote more administrative time to high-quality school education and learning outcomes because of this.

Distributed Leadership Practice

Based on my observations of shared leadership at my school, I believe there might be a more uniform distribution of duty and a greater visual representation of leadership communicating with individuals and families. Furthermore, we notice that duties are transferred, but without any advice or assistance. We lack follow-through and regularity with actionable feedback, even though there is a leadership footprint with school‐based projects and individual assignments. To improve efficiency and performance, some tactics may include specified and continuous distribution of tasks and duties with a clear and expressed aim. Along with the leadership team, class students should be allowed to take on leadership positions. Finally, if the school's leadership prioritizes school, student, and family needs, the school will prosper because of it.

Conclusion

The coaching and evaluation process is one that leaders take time and consideration. It is a long-developed process and takes practice and development to be an effective instructional leader. “The ultimate goal of teacher evaluation systems is to improve the quality of instruction by clarifying expectations for effective teaching and helping teachers meet those expectations through high-quality feedback and support” (Reform Support Network, 2015). Through this process, I have become more confident in my abilities through my continued practice and exposure to the varied leadership field experiences and guidance from my principal mentor. I will continue to use these experiences in combination with my future practice to be the most effective instructional leader that I can become.

References

Jackson, C.K., Bruegmann, E. (2009). Teaching students and teaching each other: the importance of peer learning for teachers. American Economic Journal: Applied Economics, 1(4), 85-108. Retrieved from https://www.jstor.org/stable/25760183? seq=1#page_scan_tab_contents on May 6, 2019.

Modoono, J. (2017). The trust factor. Educational Leadership, 74(8). Retrieved from http://www.ascd.org/publications/educational-leadership/may17/vol74/num08/The-Trust- Factor.aspx on May 6, 2019.

Reform Support Network. (2015). Using observations to improve teacher practice: how states can build meaningful observation systems. Retrieved from https://www2.ed.gov/about/inits/ed/implementation-support-unit/tech- assist/usingobservationstoImproveteacherpractice.pdf on May 5, 2019.