https://padlet.com/tferrelljr3/sxjtwbji0dov Video Four A's Protocol en-us 2017-11-17 13:40:31 UTC 2018-01-10 19:11:19 UTC hello@padlet.com https://padlet.com/tferrelljr3/sxjtwbji0dov/wish/213931346 Assumptions?  that this is an easy process...we are all tapped for time and it would be great to be able to give feedback that is in abundance, immediate, and specific. While working with a class (or 20 teachers), this is not always as easy as it sounds. After observing a teacher, it would be near impossible to give them immediate feedback unless we could pull them out of class with a sub. Sometimes we could plan to observe around one of their off blocks, but other things dictate the calendar (i.e. meetings, discipline, events).
Agree? that feedback has to be specific.  Telling teachers their lesson was "great" doesn't help them learn how to
Aspire to? give teachers feedback immediately (or at least in a more timely manner than I sometimes do)  This was great during our learning walks on 12/06...seeing the lesson and immediately talking to the teachers about it. 
Argue with? I don't disagree with anything...change can occur with the right feedback and it has to be often, immediate, and specific. While it's not always easy, I think it is necessary to help students and teachers grow. ]]> 2017-12-06 22:00:24 UTC https://padlet.com/tferrelljr3/sxjtwbji0dov/wish/213931346 p_mischelle_keller https://padlet.com/tferrelljr3/sxjtwbji0dov/wish/214971988 Assumptions--It is not always easy to give feedback immediately, abundantly and specifically.  For teachers with 20 plus students, this takes time and thoughtful reflection in order to put it into practice in an effective way.  For administrators, it is difficult to give immediate feedback on a formal observation.  However, when I go into rooms for short observations or walk-throughs I always try to leave a little post-it note or send a quick email with some specific, positive feedback.
Agree--Feedback must be specific and abundant!  Teachers and students need to know what they are doing well and what they need to work on in order to grow!  The feedback must be ongoing.  It is not enough to provide feedback on areas of growth and not go back and observe again.
Aspire To---Immediate and Abundant feedback is my aspiration.  I try my best to be in classrooms every day, but other things often get in the way.  Immediate feedback is fantastic, when it can happen.  On our learning walks at the middle school we were able to give immediate feedback which was really powerful because the observation was fresh in our minds and the lesson was fresh in the teacher's mind. 
Argue With--I didn't disagree with anything.  I think change is a process and educators know the impact immediate, abundant, and specific feedback can have.  The more educators put this into practice the more automatic it will become.

]]> 2017-12-11 12:07:29 UTC https://padlet.com/tferrelljr3/sxjtwbji0dov/wish/214971988 dicotter https://padlet.com/tferrelljr3/sxjtwbji0dov/wish/218116744 Assumptions-the observations made by the author of the video assume that teachers or administrators have a clear understanding about what the students or teachers find rewarding and that they are clear about what it is that needs to be praised in order to move a learner forward. This bit reminded me of something I learned a long time ago-when a student looked me in the eye and stated his confusion as to why he couldn't improve his fluency score- he complained that he practiced everyday. That's when I realized that insisting on practice or praising him on his dedication to the practice- did not translate to results for him-so we had to focus on perfect practice- we devised a plan and worked on pauses, then on tone-and so forth. We focused on perfect practice. Whenever we send coaches out there- we need to make sure that the feedback is not void of purpose and that coaches have an ear and and eye to dissect the learning problem or obstacle to its core and that they know how to devise a perfect plan for learning that is responsive to the specific needs of the learner. My dog also-does not respond to treats. She responds to walks- so if this was my dog- I would need a leash and then I would have a chance to getting those drops in- (I have a strange dog- lives for outdoor exploration).
Agree- I will agree that more is more. Abundant is good. I will also agree that it must be specific -but I will add that it must be specific to the needs and goals of the learner.
Aspire- I am on the quest to meet the needs of the learners assigned under my care. I am also on the relentless quest to give specific guidance to teachers to empower them so that they can walk in those classrooms and make learning happen for kids. I aspire to finding what kids and staff find rewarding and to become the source of good things so that we can -all -learn by association-like in the video. Learning by association, however, depends on two principles- trust and consistency- as demonstrated by actions and words. This is no easy feat-even by the most enlighten of leaders. It is a daily-conscious practice. 
Argue-I would argue that any method can work and give results- abundant feedback is great; however, is it coming from someone we are open to receive? Are students and staff receptive to your feedback? Does it matter to them? Feedback does not always have to be immediate- but I would argue that it must be timely. Nothing annoys my husband more than my feedback about something that he is doing-while all the machinery is up and running and I ask him to put the drill down so that I can comment on precision of the wood floor pieces or the magnificent alignment of the wallpaper pattern. But I digress-husbands and drills aside- sometimes I see immediate feedback as a disruption of the flow of learning- sometimes- immediate is good-most times-timely is more conducive to growth or reflection of progress.

]]> 2017-12-28 17:52:58 UTC https://padlet.com/tferrelljr3/sxjtwbji0dov/wish/218116744 jpgulden https://padlet.com/tferrelljr3/sxjtwbji0dov/wish/220279843 Assume- I think the author makes a few assumptions about the time available to provide feedback and how that may look in a classroom.  The challenges that teachers face with class sizes and limited class time (Bells in my building) can hinder teacher’s ability to provide specific feedback to all students.  
 Agree- The need for specific feedback that fits with what we observed and aligns with the rubric the teachers are assessed with. 
 Aspire- To always meet with my staff within 24 hours of observing them.  I like to share my observations with them, discuss my reinforcements and refinements and then work to develop an area of growth together.  
 Argue- I would argue that teachers and administrators can make time for the type of feedback the person in the video assumed was capable.  If observations and feedback are your number 1 priority, it can happen.  ]]> 2018-01-10 17:23:18 UTC https://padlet.com/tferrelljr3/sxjtwbji0dov/wish/220279843