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Specifically now, positive feedback is a way of showing empathy during these times. We are all struggling. How do we empathize and be critical at the same time?

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Round 2: When team members collaborate, it is helpful when you feel that all are committed to the desired goals/growth. When you feel someone is disconnected, there is a level of insecurity or lack of trust. 

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Round 2: When team members collaborate, it is helpful when you feel that all are committed to the desired goals/growth. When you feel someone is disconnected, there is a level of insecurity or lack of trust. 

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Some people tend to need space to vent, others just want to work, yet others are overwhelmed by some part of their life. We need to understand where individual members of our teams are at in order to best work with them. Being careful to not make assumptions about their level of commitment or work ethic and meeting them where they are - in the same way that we work with students. What hinders collegiality is feelings of disrespect or not being acknowledged. If you say one thing and something else happens.

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Having the idea/thought that your colleague is giving you feedback with well intent and that you are doing the same can go a long way. Trust plays a huge role but so does professionalism and respect.

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Having a shared goal as a course team or department supports collegiality.  Instead of simply judging a colleagues work simply because its their turn. 

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Having a shared goal as a course team or department supports collegiality.  Instead of simply judging a colleagues work simply because its their turn. 

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If trust does not exist, it's difficult to give or receive critical feedback

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If trust does not exist, it's difficult to give or receive critical feedback

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Round 1: When teachers do not feel knowledgeable enough they stick to positive feedback

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Round 1: When teachers do not feel knowledgeable enough they stick to positive feedback

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The use of I or we language differs between course teams

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Teachers rarely push thinking forward and give general feedback about what the task requires of students

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The familial capital we all have with remote learning right now is resulting in a great amount of experimentation (out of necessity) as teachers to figure out what will work for our students. To be more more blunt - none of us (at least I think none of us) have a wealth of experience in teaching remotely and what does and does not work for student engagement, etc. Because of that we are working across the school and teams with experimenting and trying different things. The first question I ask the people I work with is, "What's working for you? What are you focusing on?" Then, I ask my students how they are experiencing school and what sorts of things are working for them.

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I have seen many teachers trying to share new practices in technology. I also have seen colleagues frustrated of constantly trying to learn new technology practices. because they are overwhelmed with constantly trying to learn.

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Round 1: Many discuss this idea of teachers doing all that they can versus students who are not doing the same level of work/engagement

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Round 1: Many discuss this idea of teachers doing all that they can versus students who are not doing the same level of work/engagement

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Brainstorming as to what will work in this setting and what might not. Communicating that with team individuals

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Round 1: Being more critical requires more effort and when teachers are exhausted they just get by with giving any feedback

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Round 1: Being more critical requires more effort and when teachers are exhausted they just get by with giving any feedback

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On some teams we are not "passing the ball."

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Avoiding going into critical feedback around instructional shifts

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Avoiding going into critical feedback around instructional shifts

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Some team members seem to focus on how remote teaching is a struggle for them rather than how remote learning can be difficult for students- and on how to support students.

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Teachers need to feel comfortable enough to voice disagreement, but the relationships may not be there. Having working norms that start to create the trust and space for disagreement or for more critical feedback is crucial. 

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Teachers need to feel comfortable enough to voice disagreement, but the relationships may not be there. Having working norms that start to create the trust and space for disagreement or for more critical feedback is crucial. 

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Most team members focus on giving praise about the generalities of a task but rarely question the how and why of the task

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Recently, a lot of the feedback is based on the technology tools or tricks that are used. 

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Recently, a lot of the feedback is based on the technology tools or tricks that are used. 

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I've heard teams highlight what they liked about a lesson that was shared

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I've heard teams highlight what they liked about a lesson that was shared