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One of my biggest take-aways from this module is that teachers need to have mentors, coaches, and colleagues whom they can be honest with without fear of their struggles becoming part of their evaluation. If there isn't trust and open communication, then effective coaching isn't possible.
In my limited CTE experience, new instructors come in with strong content knowledge and very little knowledge of educational best practices. I want to build on their knowledge of and passion for their subject area into strong pedagogy. I am always working to improve my content area knowledge while always recognizing and valuing their expertise. I support instructors in more than 25 different programs. Coming to a meaningful understanding of what each of them is teaching is a massive undertaking.
Effective feedback focuses on strengths. I know this, and I try to practice it. Unfortunatly, I still find it quite a challenge to stay strength-focused while trying to discuss areas of weakness. We're taught to "sandwitch" criticism between two compliments. While that may soften the blow, it does nothing to make an effective plan for change. Identifying what the instructor does well needs to be more than a sugar coating; it needs to be part of the plan for improvement. That is an area I need to explore much further.
Simple techniques like starting and ending feedback with a question is something I hadn't heard before and seems very helpful. Again, the discuss of "blurred" feedback emphasizes how critical it is that feedback be specific and evidence based. Giving specific evidence is so important to addressing issues with staff and students alike.
It's important to remember that feedback needs to be specific and relevant in order to be useful. I also found the interview very interesting when he was talking about hiring. Outstanding employees won't want to work with a mediocre administrator. I need to be the best if I want to hire the best.
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