FALL 2016
HIGH QUALITY Academic Feedback Professional Development
When: 10/12-10/26
Who: Teachers
Application of
Learning: Collect
5-10 examples of
current feedback
given.
When: 9/21, 7:30-8:30
Who: teachers
Concepts Learned:
Stereotype Threat
Kick off event for
academic feedback
The connection
between stereotype
threat and student
performance
SPRING 2017
(Scope and Sequence)
Application of Learning:
When: 01/13 - 1/30 -Staff uses WISE feedback
Who: Teachers Whats next? feedback + high
Learning: - Prior to covering W.I.S.E feedback, expectations + assurance
- Self Assessment and bring evidence of feedback from -Staff uses timely and
classroom specific feedback whose
- Getting a better grasp of the different types of A. 1. How does unconscious bias impact structure and content is
appropriate for goals and
Feedback feedback? What role does it play in the task.
- Practicing crafting sentence starters
- Watching videos of classrooms and practicing giving the
giving of feedback?
different levels of feedback 2. What data do we need to collect to
check for implementation and impact of
academic feedback?
P.D. Dates:
When: 10/26, 7:30-8:30 March/April Next Steps:
Who: Who: Teachers: - March 1st
Concepts Learned: Learning: - Continue it next
- March 15th
- Providing W.I.S.E year and build on
- April 26th this work.
- Teach the different levels Feedback to offset
of feedback.
- May 24th
stereotype threat
- Self-assessment of
feedback given In addition, there are 5 more PLC dates
- Executive Summary of
Research Throughout the year, teachers are expected to provide academic feedback to
- Teachers had to choose 3 their students. Evidence of this will be collected during observations.
students