INSTRUCTIONAL

LEADERSHIP
 Common Interpersonal
Approaches to Providing
Feedback in Supervision
Three Common Interpersonal
Approaches

Directive Informational Approach

Collaborative Approach
Self-Directed Approach
Directive Informational Approach

1. For new teachers

2. For those experiencing
difficulties for lack of KSA
3. Supervisor offers suggestions or
alternatives
4. Supervisor requests for additional
ideas from teacher .
 Collaborative Approach

1. Goal: - To resolve a problem

through shared decision-making
2. Supervisor encourages teacher to
develop his ideas first
3. Brainstorming and problem-solving are
shared
4. Disagreement is encouraged
5. Always ends up with agreed-upon plans
6. For teachers with some experience .
 Self-Directed Approach

1. Goal: - For the teacher to reflect on

the problem, draw conclusions, and
construct alternatives
2. Supervisor serves more as a coach
3. Supervisor functions as a facilitator
4. Outcome is always the teacher’s
autonomous decision
5. Appropriate for knowledgeable and
experienced teachers
 Let’s do a quick review.
Identify which IA is described.
1. Supervisor asks teacher 6. Teacher commits to
to identify problem. decision.
2. Collaborative 7. Teacher restates final
brainstorming for choices.
solutions 8. Supervisor offers
3. Teacher restates final solutions and then
choices. requests inputs.
4. Supervisor summarizes 9. Clarification and
and then asks for identification until
confirmation teacher identifies
5. Teacher problem-solves problem
and explores 10. Problem-solve through
consequences sharing and discussion.
 Let’s do a quick review.
Identify which IA is described.
1. Supervisor asks teacher to Self-directed
identify problem.
2. Collaborative
Collaborative
brainstorming for solutions
3. Teacher restates final
choices. Directive Informational
4. Supervisor summarizes
and then asks for Directive informational
confirmation
5. Teacher problem-solves Self-directed
and explores
consequences
 Let’s do a quick review.
Identify which IA is described.
6. Teacher commits to decision. Self-directed

7. Supervisor asks teacher to Self-directed

identify problems.

8. Supervisor offers solutions and Direct informational

then requests inputs.

9. Clarification and identification Self-directed

until teacher identifies problem

10. Problem-solve through sharing

and discussion. Collaborative
1. Some Tips after knowing the 3 Approaches:

1. Put the teacher at ease.

2. As much as possible let the teacher discover
the problem.
3. Make the teacher own the problem.
4. Make the teacher reflect on the problem
and its consequences.
5. Make the teacher own the solution/s to the
problem.
6. Always end the session at a high note .
A way of processing experience
To understand it
To give it meaning
To learn from it
To inform action & behavior .

* Eugene S. Moran, S.J.

Stresses the importance of
ownership of the change we want
Is a growth tool
Helps us set our own directions and
how
Draws out our creativity .

* Eugene S. Moran, S.J.

People learn about their capacity to:

1. Openness
2. Learning from experience
3. Independent Learning

* Eugene S. Moran, S.J.

* Eugene S. Moran, S.J.
Three Phases of Clinical
Supervision Cycle
Planning
Conference

Observation

Feedback
conference
• We add a fourth phase to the
three activities of planning,
observation, and analysis
through a feedback conference
that includes a collaborative
reflection and analysis of the
process and its findings. The
fourth phase is professional
development.
 Reflective Clinical Supervision
Cycle
• Clinical supervision may be defined
as supervision focused upon the
improvement of instruction by
means of systematic cycles of
planning, observation, and intensive
intellectual analysis of actual
teaching performances in the
interest of rational modification.
Communication Techniques In
Supervision

Listening
Observing (Non-Verbal Clues)
Reflecting
Clarifying
 Non-verbal Cues
Affirmative nods and smiles
Open body language, e.g. open arms
Appropriate distance from speaker
Eye contact
Non-distracting environment
Face speaker and lean forward
Barrier-free space, e.g. desk not used as
blocker
Barriers to Effective
Communication

Judging
Offering solutions
Avoiding the Other’s
Concerns
 Tips on Giving Feedback
1. Prepare for the Feedback
Prior to the actual giving of
feedback, develop an outline of the
important points to be covered
during the post-conference. This
way, you will not miss the critical
points or spend too much time on
less important points. Finally, be
sure that your intention is to be
helpful.
 Tips on Giving Feedback
2. Try to gain the other’s acceptance
of your feedback.
If the teacher has not asked for
feedback, check to see whether he
or she is open to it. A likely way of
facilitating acceptance of your
feedback is to give the teacher the
opportunity to assess his or her
performance during the observation
period, before giving your own data.
 Tips on Giving Feedback
3. Maintain the other’s self-esteem.
Support the teacher’s self-esteem
throughout the feedback session.
This can be demonstrated by:
a. Providing positive
re-enforcement of his or her
good points or strengths
 Tips on Giving Feedback
3. Maintain the other’s self-esteem.
This can be demonstrated by:
b. Showing empathy and
understanding
c. Discussing only the major
weaknesses observed
 Tips on Giving Feedback
4. Be specific.
- Describe what the teacher actually
said or did (specific behavior, not
generalities)
- Describe the concrete
circumstances in which it occurred,
including the results of the action
 Tips on Giving Feedback
4. Be specific.
- Let the teacher know the impact of
his or her behavior.
- Use the STAR to be very specific
- Deal only with behavior that can be
changed.
 Tips on Giving Feedback
5. State the observed behavior.
Give only the facts about behavior,
avoiding evaluative statements and
possible reasons for the behavior.
Don’t try to read possible reasons
for the behavior.
 Tips on Giving Feedback
5. State the observed behavior.
Avoid comments like: “You were
probably trying to find out if he will
be hurt by the”, or “I think you were
tired”.
 Tips on Giving Feedback
6. Clarify.
Check to make sure that the teacher
understood your message in the
way you intended it.
Encourage the teacher to check the
feedback with other people.
 Tips on Giving Feedback
7. Direct attention to constructive
action.
- Obtain agreements on “next steps”
or actions to be taken to improve
performance.
- However, never dictate
developmental suggestions.
 Tips on Giving Feedback
7. Direct attention to constructive
action.
- Involve the teacher in generating
or her own “next steps”, as it is he or
she who will have to change and
make improvements.
 Tips on Giving Feedback
8. Close the feedback session on a
positive note.
- End the feedback session by
restating points and agreements
made
- Stress the teacher’s strengths and
how these can be maximized.
 Tips on Giving Feedback
8. Close the feedback session on a
positive note.
- Quickly summarize the next steps
to minimize the teacher’s identified
developmental areas.
- Agree on when to meet.
Useful Feedback
Characteristics
 1. Given with care
To be useful, feedback requires the
giver to feel concern for and to care
for the person receiving the
feedback – to want to help rather
than hurt the recipient.
 2. Given with Attention
It is important for the giver to pay
attention to what he or she is doing
while giving feedback. This
promotes a two-way exchange with
some depth of communication.
 3. Invited by the recipient
Feedback is most effective when the
recipient has invited the
comments. This provides a
platform for openness and some
guidelines; it also gives the recipient
an opportunity to identify and
explore particular areas of concern.
 4. Directly expressed
Useful feedback is specific and
deals clearly with particular
incidents and behavior. Dancing
around the issue or making vague
comments is of little value. The most
useful help is direct, open and
concrete.
 5. Fully expressed
Effective feedback requires more
than a bold statement of facts.
Feelings also need to be expressed
so that the recipient can judge the
full impact of his or her behavior.
 6. Uncluttered be evaluative
judgments
 Feedback is most helpful when it
does not consist of judgments or
evaluations. If judgments must be
included, the giver should first state
clearly that these are matters of
subjective evaluation, then describe
the situation as he or she sees it,
and finally let the recipient make the
evaluation.
 7. Well timed
The most useful feedback is given
when the recipient is receptive to it
and is sufficiently close to the
particular event being discussed for
it to be fresh in his or her mind.
Storing comments over time can
lead to a build-up or recrimination
that reduce the effectiveness of the
feedback when it is finally given.
 8. Readily actionable
 The most useful feedback centers
on behavior that can be changed by
the recipient.
 Feedback concerning matters
outside the recipient’s control is less
useful.
 It is helpful to suggest alternative
ways of behaving that allow the
recipient to think about new ways of
tackling old problems.
 9. Checked and clarified
If possible, the recipient of the
feedback should check with other
people to determine whether the
giver’s perceptions are shared by
others. Different viewpoints can be
collected and assimilated, points of
difference and similarity clarified,
and a more objective picture can be
developed.