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MMS Feedback and Coaching Form
Administrator or Feedback Provider
*
Tonya McCall
Becky Cornett
Lauren Gentene
Mark Murzynowski
Jill Arminio
Jonathan Cooper
Randy Doughman
Shannon Homoelle
Krissy Hufnagel
Dan Little
Christine McCormick
Bob Reynolds
Aaron Roberts
Heather Sass
Robyn Thomas
Teacher Name
Andrews, Charles
Ashford, Kelly
Benham, John
Bertz, Lauren
Blevins, Justin
Brasse, Erin
Brittingham, Stephanie
Bunch, Ryan
Buran, Regina
Burns, Holly
Byrd, Karen
Carney, Sallie
Carpenter, Roni
Carraher, Joseph
Castner, Todd
Chamberlain, Laura
Chmiel, Mandy
Coppock, Andrea
Daubenmerkl, Audrey
Dean, Jason
Denman, Jillian
Devaney, Laura
Dobrozsi, Laura
Fiehrer, Todd
Fish, Lisa
Fish, Martin
Gallimore, Rebecca
Gibbs, Stacey
Grayer, Ricardo
Hamilton, Kyle
Hayes, Cheryl
Hetzel, Richard
Hetzel, Traci
Hill, Andrew
Hill, Julee
Hinson, Zachary
Hoffman, Lyndsey
Humphrey, Ellen
Jackson, Avious
Johansen, Colleen
Jones, Bethany
Juenger, Paul
Kemen, Amanda
Kennedy, Hayley
King, Rachel
Lanzarotta, Dawn
Layton, Chad
Lee, Brandon
Leigh-Manuell, Sara
Lin, Katie
Little, Dan
Lohman, Melissa
Long, Karen
Loyer, Benjamin
Lynch, Kenneth
May, Jenny
Maynard, Sharon
McDonald, April
McKinney-McCord, Renne
McNally, Mike
Mills, Liz
Morrissey, Heidi
Nealis, Lindsay
Norman, Shannon
Overbey, Megan
Page, Jennifer
Paine, Sierra
Palac, Ashley
Palmer, Darlene
Pate, Emily
Peters, Danielle
Peters, Kyle
Popplewell, Holly
Reed, Laura
Reichle, Jon
Renner, Andrew
Reutter, Jacob
Richardson, Lauren
Riestenberg, Joe
Riggs, Melody
Rodriguez, Kristen
Rolph, Kim
Roman, Kimberly
Ross, Tammy
Saresky, Anne
Schatzle, Eric
Scherz, Jill
Schneidler, Allison
Schreier, Holly
Schubert, Melissa
Sears, Alison
Shaffer, Adam
Shaffer, Kimberly
Shaw, Jessica
Shriver-Schehr, Rita
Sleppy, Jason
Smith, Tammy
Snider, Mika
Speiller, Lisa
Stephens, Joe
Stern, Erin
Stewart, Judi
Stidd, Christen
Sweat, Lindsey
Tanghal, Pam
Taylor, Sarah
Thiel, Kristen
Thole, Renee
Tonkin, Laura
Underwood, Christine
Wagner, Derreck
White, Erin
Young, Rachel
Youngs, Lauren
Which of the following instructional leadership tools, if any, were offered?
30-Second Feedback: A short burst of positive reinforcement that links a specific teaching practice to a specific outcome (cause and effect)
Craft Conversation: A quick dialog about a specific, successful aspect of the teacher's work ("Talk about how that works...")
Reflective Planning: A pre-conference that seeks to engage the teacher in a brief "think ahead" toward an upcoming lesson
Instructional Coaching: A proactive method for adding an element to a teacher's practice or changing/improving an element of a teacher's practice
Which of the following theme(s) did you observe or highlight as part of your feedback or coaching?
Clear Learning Goals: The ability of the teacher to identify and precisely express what students will know and be able to do as a result of a lesson.
Congruency: The ability of the teacher to design classroom activities that are accurately matched to clear learning goals.
Task Analysis: The ability of the teacher to identify and sequence all the essential steps necessary for mastery of a learning goal.
Diagnosis: The ability of the teacher to verify what students already know and can do for the purpose of determining where to begin instruction.
Overt Responses: The ability of the teacher to regularly obtain evidence of student learning for the purpose of determining next steps for teaching/learning.
Mid Course Corrections: The ability of the teacher to quickly adapt instruction to meet learning needs based on overt student responses.
Conscious Attention: The ability of the teacher to gain then focus students’ attention on a relevant learning activity.
Chunking: The ability of the teacher to segment the curriculum and learning activities into manageable portions to avoid working memory overload.
Connection: The ability of the teacher to establish a mental link between the intended learning and past learning or experiences.
Practice: The ability of the teacher to improve recall and application of learning through effective rehearsal, repeated effort, drill, repetition, study, and review
Personal Relevance: The ability of the teacher to embed the intended curriculum into issues and contexts that are linked to students’ survival or immediate well being.
Locale Memory: The ability of the teacher to enhance learning by organizing information around the learner’s position or “locale” in three-dimensional space.
Mental Models: The ability of the teacher to create a structure for learning using images, models, sensory experiences, symbol systems, and creative processing methodologies.
First Time Learning: The ability of the teacher to capitalize on the brain’s tendency to attend to, process deeply, and recall information that is presented as new, original, or as an initial experience.
Neural Downshifting: The ability of the teacher to reduce stress and threat in the classroom environment to avoid “survival mode” thinking and to increase higher order thinking.
Enriched Environments: The ability of the teacher to shape the physical and social environment of the classroom to enhance learning.
Success: The ability of the teacher to increase and sustain student effort by designing and adapting learning tasks to ensure that students experience success.
Performance Feedback: The ability of the teacher to increase students’ persistence at a task by providing knowledge of results regarding students’ work.
Stagecraft: The ability of the teacher to enhance, deepen, or prolong student engagement by utilizing a theatrical treatment.
Complementary Elements: The ability of the teacher to sequence instructional experiences that build on the preceding and set the stage for the subsequent.
Time and Timing: The ability of the teacher to strategically manage the duration of learning activities and the intervals between instructional elements in order to optimize learning.
Personal Presence: The ability of the teacher to become a person of significance in the lives of students and to use this position to enhance student engagement.
Delight: The ability of the teacher to create instances of learning that are extra-memorable by designing a “positive surprise” - something that is exceptionally pleasing and unexpected.
Comments
email
Tonya McCall
Becky Cornett
Lauren Gentene
Mark Murzynowski
Jill Arminio
Jonathan Cooper
Randy Doughman
Shannon Homoelle
Krissy Hufnagel
Dan Little
Christine McCormick
Bob Reynolds
Aaron Roberts
Heather Sass
Robyn Thomas
Andrews, Charlie
Ashford, Kelly
Benham, John
Bertz, Lauren
Blevins, Justin
Brasse, Erin
Brittingham, Stephanie
Bunch, Ryan
Buran, Regina
Burns, Holly
Byrd, Karen
Carney, Sallie
Carpenter, Roni
Carraher, Joseph
Castner, Todd
Chamberlain, Laura
Chmiel, Amanda
Coppock, Andrea
Daubenmerkl, Audrey
Dean, Jason
Denman, Jillian
Devaney, Laura
Dobrozsi, Laura
Fiehrer, Todd
Fish, Lisa
Fish, Martin
Gallimore, Rebecca
Gibbs, Stacey
Grayer, Ricardo
Hamilton, Kyle
Hayes, Cheryl
Hetzel, Richard
Hetzel, Traci
Hill, Andrew
Hill, Julee
Hinson, Zach
Hoffman, Lyndsey
Humphrey, Ellen
Jackson, Avious
Johansen, Colleen
Jones, Bethany
Juenger, Paul
Kemen, Amanda
Kennedy, Hayley
King, Rachel
Lanzarotta, Dawn
Layton, Chad
Lee, Brandon
Leigh-Manuell, Sara
Lin, Katie
Lohman, Melissa
Long, Karen
Lynch, Kenneth
May, Jenny
Maynard, Sharon
McDonald, April
McKinneyMcCord, Renee
McNally, Michael
Mills, Elizabeth
Morrissey, Heidi
Nealis, Lindsay
Norman, Shannon
Overbey, Megan
Page, Jennifer
Paine, Sierra
Palac, Ashley
Palmer, Darlene
Pate, Emily
Peters, Danielle
Peters, Kyle
Popplewell, Holly
Reed, Laura
Reichle, Jon
Renner, Drew
Reutter, Jay
Richardson, Lauren
Riestenberg, Joe
Riggs, Melody
Rodriguez, Kristen
Rolph, Kim
Roman, Kim
Ross, Tammy
Saresky, Anne
Schatzle, Eric
Scherz, Jill
Schneidler, Allison
Schreier, Holly
Schubert, Melissa
Sears, Alison
Shaffer, Adam
Shaffer, Kimberly
Shaw, Jessica
Shriver-Schehr, Rita
Sleppy, Jason
Smith, Tammy
Snider, Mika
Speiller, Lisa
Stephens, Robert(Joe)
Stern, Erin
Stewart, Judi
Stidd, Christen
Sweat, Lindsey
Tanghal, Pam
Taylor, Sarah
Thiel, Kristen
Thole, Renee
Tonkin, Laura
Underwood, Christine
Wagner, Derreck
White, Erin
Young, Rachel
Youngs, Lauren
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