Throughout my time in the Digital Education Leadership master’s program at Seattle Pacific University, I have had the opportunity to experience this indicator firsthand from the feedback and guidance of instructors and cohort members, while also learning how to put this indicator into practice within my own practice. This program has allowed me to see what the practice of facilitating active learning and providing meaningful feedback looks like when it comes to implementing ISTE standards. For example, my blog post, Best Practices for Providing Meaningful Feedback is evidence of this indicator. In this blog, I discuss the best practices coaches should apply when providing meaningful feedback to educators during professional learning. Through my research, I learned that one of the most important ways coaches can provide meaningful feedback is by modeling a culture of feedback and seeking feedback in return. Coaches grow in the effectiveness of the feedback they provide others by receiving feedback from those they coach. In order for feedback to be most meaningful to teachers, coaches must first foster an environment where feedback is given and received by both parties. However, before feedback can be received and applied there must first be trust, and this can be built when coaches model a willingness to be vulnerable as well. In my research, I also came across the feedback framework in the figure below from John Hattie and Helen Timperley. As I continue to grow in my coaching and transition into my new role next year as an Educational Technology Specialist, this framework will be a useful tool to focus my feedback on three essential components questions identified.
“Feedback should be as vulnerable for the person giving it as the person receiving it. You’re ready to give feedback when you’re ready to sit next to the person, not across from them. You’re ready to put the problem, not between you, but in front of both of you.”
– Brene Brown, 2 Things Great Leaders Do When They Give Feedback
Another of my blog posts that provides evidence of this indicator is my blog post, Let’s Get Personal: Personalizing Professional Development in Remote, Blended, & In-person Learning Environments. In this blog post, I explore how coaches can personalize professional development for educators in any learning environment, to support them in the effective use of technology. Coaches can foster a culture of meaningful feedback, and model best practices, by offering opportunities for educators to provide feedback before, during, and after professional learning. When coaches utilize feedback to inform future learning, coaches reaffirm to educators that their voices have been heard, and model for educators the feedback practices educators actively work to provide with their own students. In the research I conducted for this inquiry question, I also grew in my understanding of how coaches can support educators in facilitating active learning. One of the most effective ways coaches can provide this support is by designing professional development that models this practice. Designing personalized professional development through choice boards can be a purposeful, interactive way that coaches can engage educators in professional development and model active learning. A choice board professional development model provides flexibility and autonomy in accessing learning at any time and in any environment. To learn more about how educators can integrate personalized learning into their classrooms, you can read my blog post, Personalized Learning Enhanced Through App Smashing with Flipgrid.
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches
Montini, L. (2014, October 16). Brene Brown: 2 things great leaders do when they give feedback. Retrieved February 18, 2021, from https://www.inc.com/laura-montini/brene-brown-why-great-feedback-can-t-be-scripted.html