Value-Driven Feedback: Forms for School Teachers
Value-driven feedback shows how choices and actions align with team values.
Posted March 13, 2019
The restorative theme for March is Value-Driven Feedback.
Value-driven feedback gives people information about HOW their choices and actions ALIGN with team or organizational values (such as cooperation, growth-mindset, or grit).
Thus, value-driven feedback lets people know what matters most to us—and in our spaces.
Our values can be injected into both "compliments" and "areas of concern." Yoking our feedback to values is a more effective way to communicate and create change than telling people something is "inappropriate" or "against the rules."
Just in time for parent-teacher conferences (and beyond) below is a sample 2-page Feedback Form with specific behaviors that reflect the values of one particular middle-school classroom.
You can adjust the items on the form to match what matters most in your area—and use the form to create a value-centered conversation with families or kids (see below for a Word version of form).
An explanation of the form follows:
ABOUT THIS FEEDBACK FORM
The Value-Driven Feedback Form uses a number of findings from the literature on parent-teacher communication and effective feedback, to maximize impact.
- The form invites the parents to be PARTNERS in their child's growth—soliciting their wisdom and input.
- The form includes an ACTION item for the parent, which has been shown to increase the probability of a parent-child conversation—which can help create change over time.
- The form creates an opportunity for BALANCED feedback, as authentic feedback about what WORKS is critical in reminding people to NOT LOSE focus on behaviors that support our values.
- The form encourages teachers and parents to be FOCUSED on 1-2 things that have the MOST impact, rather than a long, overwhelming, and disheartening laundry list of everything that needs to change.
How this form can be stronger is to have the items be more OBSERVATIONAL and less subjective. For instance, phrases such as "becoming disruptive" and "acting out" are not useful feedback and would need to be explained in more observational terms to be effective. Two examples are "getting up repeatedly and tapping a friend on the shoulder" and "singing out loud when asked to focus and listen." Such behavioral observations would be specific to each child and situation and would need some preparation from the teacher.