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Ge2ngFeedbackRight

Feedbackisoneofthemostpowerfulinfluencesonlearningandimprovedperformance

FAST:Fair,Accurate,Specific,andTimely.



PassionateEduca%onWithoutBoundaries

DouglasReeves,PhDDouglas.Reeves@Crea%veLeadership.net

@DouglasReeves(781)710-9633



TheRightKindofBoundaries:FACTS


Tweet@DouglasReevesText:1.781.710.9633 Crea&veLeadership.net Copyright2016AllRightsReserved

StandardsofEvidence

1)  Personalbeliefs2)  Personalexperiences3)  Groupexperiences4)  Systema%ccomparisons

5)  Preponderanceofevidence



Destruc&veBoundaries

• FuzzyFacts• RuinedbyRewards• FeedbackGoneWild• Fragmenta&on•  Incivility



Iusedtothink...AndnowIthink...(RichardElmore)

Thisisthepriceofadmissionforprofessionallearning



Boundary#1:ResearchMythology



CanWeAdmitMistakes?

•  Brainstorming• Mo&va&on•  Averages•  LearningStyles• GritTes&ng



Boundary#2:RuinedbyRewards



Howdowepunishcuriosityandcrea&vity?

• Whatstudentbehaviorismostconsistentlyrewarded?

•  Describethestudentwhoisnotquiteacademicallyproficient,butwhoneverthelessreceivesgoodgrades



The“goodgirl”effect—weeffec&velyunderminethecrea&vityofhalftheplanet.

(Reeves&Reeves,TheSevenVirtuesofCreaCvity,2015)



The“GoodGirl”Effect–Na&onalHonorSocietyMembership

0

10

20

30

40

50

60

70

Women Men

Kristof,“TheBoysHaveFallenBehind,”NewYorkTimes,March27,2010)



InterviewsWithSuccessfulGirlsandWomen

“ThereweremanyCmesIknewthatacolleaguewaswrong,butIdidn’tspeakupbecauseitwasinappropriatetochallengesomeoneelse.”

—Helen,anIvyLeaguegraduate(Reeves&Reeves,TheSevenVirtuesofCreaCvity

(Solu&onTree,2015)



“Theplaygroundhasn’tbeenupdatedforsixyearsandsomeofitisdangerous.I’dliketowriteastoryfortheschoolnewspaper,butIdon’twanttocriCcizetheteachersorschoolleaders.”

—Jessica,anexcep&onalstudent(Reeves&Reeves,TheSevenVirtuesofCreaCvity

(Solu&onTree,2015)



“Beingagoodgirlgotmegoodgradesinhighschoolandcollege,butwhenIwenttoaneliteMBAprogramasoneoftwowomenintheclass,ittookmorethanasemesterformetohaveelbowsassharpastheguys.”

(Reeves&Reeves,TheSevenVirtuesofCreaCvity(Solu&onTree,2015)



Boundary#3:FeedbackGoneWild



FromtheNewYorkTimes,March1,2016

•  “StarCngthisyear,schoolsineightCaliforniadistrictswillteststudentsonhowwelltheyhavelearnedthekindofskillslikeself-control,conscienCousnessandgrit.”



AngelaDuckworth,theforemostadvocateofGrit:

•  “Idonotthinkweshouldbedoing[tesCng]ofthis.It’sabadidea.”

•  “Therearenoreliablewaystomeasuresocial-emoConalskills.”– NewYorkTimes,March1,2016


Stop Evaluating Kids When We Should Evaluate

SYSTEMS

Causes: The Antecedents of Excellence

Ach

ieve

men

t of R

esul

ts Lucky

High Results, Low Understanding of Antecedents

Replication of Success Unlikely

Leading High Results, High Understanding of Antecedents

Replication of Success Likely

Losing Low Results, Low Understanding of Antecedents

D’oh!

Learning Low Results, High Understanding of Antecedents

Replication of Success Likely



What’sthedifferencebetweenstudentswho

makeA’sandB’sandthosewhogetD’sandF’s?


Please Work ALONE and Calculate the Final Grade Using YOUR System

•  C •  C •  MA = Missing Assignment •  D •  C •  B •  MA = Missing Assignment •  MA = Missing Assignment •  B •  A •  Textto7817109633orTweet

@DouglasReeves


10,000TeachersCan’tBeWrong,Right?

A"5%"

B"11%"

C"37%"

D"26%"

F"21%"

GradesforSAMEStudentandSAMEPerformance



SimpleFixesforComplexChallenges

•  Elevateteacherprofessionaljudgmentovertheaverage

•  Useold-fashionedA,B,C,D,F–4,3,2,1,0–grading

•  Useappropriate(andtough)consequencesforpoorormissingwork

•  Incen&vesforgoodandearlywork•  Earlyfinalexamsinhighschool



Pleaseiden&fythereasonsthatnoneoftheseideasarepossibleinyourschool



Because“BestPrac&ces”arenotnecessarilyyour

friend.



Boundary#4:Fragmenta&on



Iusedtothink...

Studiesofbestprac%ceswouldunlockthekeyto

success.



Thefirst“bestprac&ce”



TheNextbestprac&ces



Thenextbestprac&ces



TheLawofIni&a&veFa&gue

0102030405060708090

100

0 5 10 15 20 25

Engagemen

tand

Impa

ct

NumberofIni%a%ves

A"ersix“strategicpriori0es,”thenumberofini0a0vesisinverselyrelatedtoimpactonstudentachievementandfacultyengagement.



WhyIsTheLawofIni&a&veFa&gueTrue?

•  Monitoring,impactandengagementdependupondegreeofimplementa0on

•  Itisnotpossibletomonitorandimplementdeeplymorethanaboutsixhighpriorityini&a&ves



DoesResearchSupporttheNon-LinearModel?EvidenceofImpactLimitedtoDEEP

Implementa&on:

•  ProfessionalLearningCommuni&es•  ReadingRecovery•  Posi&veBehaviorSupport•  ResponsetoInterven&on•  Con&nuousCurriculumImprovementProcess•  AssessmentLiteracy•  Anddozensmore



CaseStudyinFailedFocus



WhatSeniorAdministratorsListedasPriorityIni&a&ves

• ProfessionalLearningCommuni&es

• BalancedLiteracy• Read180• Reader’sWorkshop• Writer’sWorkshop



WhatTeachersandPrincipalsListedasPriority

Ini&a&ves•  LiteracyFirst SaxonPhonics •  BuckleDown WaterfordEarlyLiteracy •  Earobics RiverDeep •  Scholas&cReadingInventory ReadingCounts •  StudyIsland SaxonMath •  envisionMath LeapFrog •  HarcourtScienceKits AcceleratedReader •  StarEarlyLiteracy FastMath •  PASS ProfessionalLearningCommuni&es•  DIBELS Read180 •  SuccessMaker Readers’Workshop •  Writers’Workshop DataTeams •  RampUptoLanguageArts RampUptoMath •  TeacherLeaderEffec&veness PowerSchool•  MathInves&ga&ons EverydayMath •  ResponsetoInterven&onA+Achievement •  Sidewalks Posi&veBehavioralSupport



HierarchyofImplementa&onofeffec&veprac&ce

ProfessionalLeadership

Engagement

Acceptance

Labels



SomeCommonThemes

•  SchoolsaXempttoimplementeverybestprac%ceatthesame%me.

•  Bestprac%cesarereallypopularprac%ces.

•  Leadersfailtoiden%fyandremoveworstprac%cestocreate%meforbestprac%ces.



“WhatWorks?”IstheWrongQues&on

•  Whenyoulookattheresultsof50,000+studies,almosteverythingworks.Allthatisneededtoenhanceachievementisapulse.

•  Theques%onsmustbe“Whatworksbest?”and“Whataccountsformorethanoneyearofimpactonlearning?”

(Ha2e,VisibleLearningforTeachers,2012)



WhatIstheEvidenceforFocus?

Keyfindingsfromasystema%creviewofmorethan2,000schoolimprovementplans:

•  Schoolshadasmanyas70priori%esandsystemshadmorethan200priori%es.

•  Morethansixpriori%esleadstoacounterproduc%vewasteof%me.



ClosingtheImplementa%onGap

ResearchThecri%calvariableforprofessional

learningis

deepimplementa%on.

(Reeves,TransformingProfessionalDevelopmentIntoStudentResults,2010)



Essen&alIngredientsforSuccess

•  Efficacy:bone-deepbeliefthatteachingandleadershipmaXer

•  Priori%za%on:sixorfewerhigh-priorityini%a%ves

•  Specificity:goalsexpressedinobjec%veterms

•  Measurability:impactofteachersmeasuredregularly

•  Monitoring:adultac%ons,notjusttestscores



ThePowerofHighImplementa&ononAcademicPerformance(AllSchools)

-17.74

-3.98

11.65

Level1 Level2 Level3




High-PerformingSchools

5

10.2

13.9





Low-PerformingSchools

-30

-14

-2.8





OtherKeyFindings

•  Morethansixpriori%esinverselyrelatedtoachievement

•  90%facultypar%cipa%on:3–5%meshigherachievementgainsthan10%facultypar%cipa%on– No0ce:Not100%

•  Prac%ces,notprograms



STOPandWeedYourGarden

•  TheConferenceTrap–“I’mbackfromtheconferenceandI’vegot30greatnewideasforyou!”

•  Beforeyoushareasinglenewideawithyourcolleagues,iden%fyJUSTONEthingyouwillstopdoing.

•  Tweet@DouglasReeves•  Text781.710.9633



TheImpactofFocus

Schoolswiththehighestlevelsoffocusandmonitoringachievedtwicethegainsinreadingoverthreeyearscomparedtoschoolswiththelowestlevelsoffocusandmonitoring.



WhichSchoolsHavetheHighestLevelsofFocus?

4

2

5

0

1

2

3

4

5

6

HighPoverty

HighESL HighSpecialEd

(Reeves,FindingYourLeadershipFocus:WhatMaZersMostforStudentResults,2011)



HowdoYouFindtheDiamondsintheRockpile?

•  Enduringfindingsinmul&plecontext

•  Professionalprac&ces,notcommercialprograms

•  Replicableindifferentcircumstances–highandlowpoverty,highandlowESL,urban,rural,andsuburban

•  Consistentwithdifferentgovernanceforms–public,charter,private



Boundary#5:Incivility



Iusedtothinkthatleadersneededtotolerateandacceptdisrup&ve

personali&esamongstaffmembers.

•  ButnowIthinkthatifyouwanttostopbullyingontheplayground,youfirsthavetostopbullyinginfacultymeeCngs.



BeNice:TheCostofIncivility

Amongworkerswho'vebeenonthereceivingendofincivility:•  48%inten%onallydecreasedtheirworkeffort•  38%inten%onallydecreasedthequalityoftheirwork

•  80%lostwork%meworryingabouttheincident•  66%lostwork%meavoidingtheoffender•  66%saidthattheirperformancedeclined•  78%saidthattheircommitmenttotheorganiza%ondeclined

Source:PorathandPearson,Jan-Feb2013HarvardBusinessReview



“Youcansendajerktocharmschool,butattheendoftheday,he’ss0lla

jerk”

TheDailyDisciplinesofLeadershipDouglasReeves



Destruc&veBoundaries

• FuzzyFacts• RuinedbyRewards• FeedbackGoneWild• Fragmenta&on•  Incivility



ToDownloadthePowerPoint:

Crea&veLeadership.netDouglasB.Reeves,Ph.D.

(781)7109633Service@Crea&veLeadership.net

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