Weekly Coaching Communication

Make it a great day -- every day!

07 - 11 December 2015

On the Standards Front . . .

SE2R Feedback Strategy (part 2)


Thank you to those of you who considered and may have implemented part, if not all, of the SE2R strategy in your conferences last Thursday. I appreciate your willingness to try something new, and I loved the feedback. One person told me that the SE2R just "makes sense," since we are trying to offer the most specific feedback so that students may move forward with their learning. Another person offered that she has yet to ever say as much as in the example to a parent or a student; but the SE2R strategy is a place to start.


I agree that the examples I've shared are long and in-depth, but as noted, they are the ideal. They are meant to be an exemplar, but that does not mean they are perfect or that the strategy is perfect. The content and the strategy are very much open to revision and suggestions, and I welcome the ideas.


To offer a little more realistic use of the SE2R strategy, I'm providing a video of how Mike Barnes uses the SE2R strategy with his students' web pages. In five minutes or less, Barnes models his use of the SE2R strategy and how his formative feedback is perceived.


If you find Barnes' use of SE2R intriguing or you want to discuss how you can implement this strategy in your courses, please let me know -- I would love to learn with you and continue to practice.



The information for the SE2R strategy is courtesy of Mark Barnes' 03 January 2012 article, "SE2R NARRATIVE FEEDBACK REVOLUTIONIZES ASSESSMENT."

Feedback with a wiki

Quick Clicks

Quotation of the Week . . .

"We rarely ever actually see each other teach. And it’s a shame, because every time I’ve observed a colleague, my admiration for them has grown, and each time, I felt a little closer to them. This is something we could use more of in every workplace — educational or not." ~Jennifer Gonazalez


In her blog, The Cult of Pedagogy, Jennifer Gonzalez posts "Open Your Door: Why We Need to See Each Other Teach" in which she shares her personal experience and apprehensions with peer observations and then provides four reasons why teachers should observe each other:


  1. Seeing each other succeed
  2. Seeing each other fail
  3. The intangibles
  4. A UNITED front (this is the bonus reason)


I pulled the quotation about building relationships from her posting because it provides the essence of why I still teach at Center Point - Urbana. Being an instructional coach and having the privilege to observe you has brought about an admiration I have not felt before. I often say that I wish everyone could see the work I see teachers doing day-in-and-day-out. Each of you has a strength to share with colleagues, whether in your content area or not.


I would like to remind you of my service to help you find time to observe your colleagues. I can help you find a teacher to model what you are looking for or if you feel you want others to observe you, I can help arrange meetings. I can also cover your class so that you may observe a colleague. We want students to learn from and grow with their peers; teaching is no different. Open your door, step outside, and continue to grow.

Coaching Schedule -- see Google Calendar for specific "Busy" times **schedule subject to change**

Monday, 07 December

  • Serve Teachers & Students
  • Classroom Observations
  • Research & Resources


Tuesday, 08 December

  • LCI: Functioning as a High Performance Leadership-Team Steve Ventura at GWAEA


Wednesday, 09 December

  • Serve Teachers & Students
  • Classroom Observations
  • Research & Resources


Thursday, 10 December

  • Serve Teachers & Students
  • Classroom Observations
  • Research & Resources


Friday, 11 December -- Personal Day (Wish I was deer hunting, but it's my brother-in-law's wedding)

Contact Information

Instructional Coach

Center Point - Urbana CSD