July 2017
Superintendent Scoop
Be, Kind, Specific and Helpful. These are the three basic rules outlined in Ron Berger’s “Austin’s Butterfly” model when critiquing others and specifically when critiquing our peers. Coauthor of Creating a Culture of Feedback, Bill Ferriter said “When students receive critical feedback on their work or performance, “their gut reaction is to push back against that feedback, to try to defend themselves in some way, shape or form.” The visceral reaction is a byproduct of the evaluative nature of schools. Most feedback that’s given to kids is an assessment of some kind and provided by an authority figure, whether that’s a parent, coach, or a teacher. “We judge everything our students do in a quest for data intervention, and accountability and that’s super unhealthy.” As a result, when students are placed in a peer feedback situation, even if the input they get is constructive, “they’re looking to get out of it as quickly as possible.” Ferrieter believes the best way to head off that “gut reaction” is to strip away any judgment attached to feedback. We need to make sure that kids feel safe and that [peer feedback] is a positive experience.
“Wording things kindly is not only the right thing to do, but it’s a more effective way to do it.” By using “I” statements when giving feedback, students will begin to replicate that kind of inquiry and recognize it as a gentle nudge and personal opinion rather than a global statement that assumes that you’re right about them all.
The second rule of peer critique is that is has to be specific. One reason people tend to provide generic feedback is because they don’t always know what criteria to focus on. So feedback should home in on “any small part of the bigger whole that you’re working in.” When working with students, they need “rich and deep conversations” and plenty of practice to know how to give “thoughtful, specific feedback about one dimension of the work,” says Berger.
The third and final rule of critique is that it has to be helpful. If we provide examples of what helpful critique looks like, students will pick up the language of feedback and they will get better at it over time.
Researcher John Hattie places educator feedback in the top 15 of 195 practices that affect student learning and achievement. But for feedback to be successful, Hattie argues that it has to be timely and directive. Ron Berger also stated that “ Once you’ve taught students how to be really strong at peer critique–how to focus on one dimension of the work; how to be kind, specific, and helpful; how to push people the right amount–then kids will not only do it in formal critique sessions, but they’ll start supporting each other’s work all the time.” With the fear of judgment eliminated, “kids will be sitting at tables with other kids and [freely] leaning in to give critique.”
I encourage everyone when giving feedback or critique on something or to someone, that you remember the basic guidelines. Be Specific, Helpful and above all be Kind.
June 2017
Superintendent Scoop
My parents taught me at a young age, “People don’t care how much you know, until they know how much you care.”
Be, Kind, Specific and Helpful. These are the three basic rules outlined in Ron Berger’s “Austin’s Butterfly” model when critiquing others and specifically when critiquing our peers. Coauthor of Creating a Culture of Feedback, Bill Ferriter said, “When students receive critical feedback on their work or performance, “their gut reaction is to push back against that feedback, to try to defend themselves in some way, shape or form.” This common reaction is a byproduct of the historically evaluative nature of schools. Most feedback given to kids is an assessment of some kind and provided by an authority figure, whether that person is a parent, coach, or a teacher. “We judge everything our students do in a quest for data intervention, and accountability and that’s super unhealthy.” As a result, when students are placed in a peer feedback situation, even if the input they get is constructive, “they’re looking to get out of it as quickly as possible.” Ferrieter believes the best way to head off that “gut reaction” is to strip away any judgment attached to feedback. We need to make sure that kids feel safe and that receiving feedback is a positive experience.
Berger offers three rules for effective peer feedback. These three simple rules are great for parents to keep in mind when critiquing children and are excellent in any situation when constructive communication occurs.
Rule one, “Wording things kindly is not only the right thing to do, but it’s a more effective way to do it.” By using “I” (instead of “you”) statements when giving feedback, students will begin to replicate that kind of inquiry and recognize it as a gentle nudge and personal opinion rather than a global statement that assumes that you’re right about them all.
The second rule of peer critique is that is has to be specific. One reason people tend to provide generic feedback is because they don’t always know what criteria to focus on. Feedback should focus specifically on “any small part of the bigger whole that you’re working in.” When working with students, they need “rich and deep conversations” and plenty of practice to know how to give “thoughtful, specific feedback about one dimension of the work,” says Berger.
The third and final rule of critique is that it has to be helpful. If we provide examples of what helpful critique looks like, students will pick up the language of feedback and they will get better at it over time.
Researcher John Hattie places educator feedback in the top 15 of 195 practices that affect student learning and achievement. In order for feedback to be successful, Hattie argues that it has to be timely and direct. Ron Berger concludes “Once you’ve taught students how to be really strong at peer critique... then [they] will not only do it in formal critique sessions, but they’ll start supporting each other’s work all the time.”
When giving feedback or critique on something or to someone, we should all strive to remember the basic guidelines. Be Specific, Helpful and above all be Kind.
McKibben (2017). Peer Feedback Without the Sting. ASCD Education Update, 59(5), 1,4-5.
Superintendent’s Bond/Voted Leeway Update – July 2016
June of 2013, the citizens of Sevier County passed both a bond election and voted leeway. Voter
turnout was considered high through a mail-in ballot, and support for both the bond and leeway
was considerable. Since that time, school board members, district administrators, teachers, and
district staff have been working hard to implement what was proposed to the voters during the
presentation and hearing processes of the election. As promised in the bond and leeway
presentations, Sevier School District is addressing significant needs that will provide students
with a great educational opportunity while providing a fair and equitable value to taxpayers.
1. Richfield High School Replacement Project: The timeline for the new Richfield High
School is on target and the final phase of construction is nearing completion. It is
anticipated that the project will be fully complete this October. The project is being
funded through the bond. For updates and photos of the project see www.seviersd.org
2. North and South Sevier Roof Replacements and Band Rooms: Both of these projects
will be fully complete within the coming weeks. The bond is also funding these projects.
Other proposed projects included in the 10-year building plan include: major renovations
and replacements to South Sevier Middle School and a major renovation to the North
Sevier Middle School gymnasium.
3. School Safety and Resource Officers: Thanks to an agreement between Sevier County
and Sevier School District, four resource officers are now in place in each of the major
attendance areas of Sevier School District. The officers began fulltime on January 1, 2014,
and the program has been a tremendous success. Emergency response times, 911 panic
buttons, and student-law enforcement relationships are a few of the many benefits of the
program. The Sevier School District portion of the costs related to school resource officers
and security updates have come through the voted leeway.
4. Technology Improvements: (Waiting for Chet 6-23-16)
• Leeway funding has helped improve infrastructure by upgrading switches, battery
backups, and access points throughout the district. This funding has also made possible
the purchase of an additional wireless controller. These upgrades and additional
equipment have helped provide a more stable and reliable network in all schools.
• The school district is continuing to update and maintain the security camera systems in all
schools.
• Sevier School District currently has over 2000 Chromebooks and 1200 iPads in service for
student use. An additional 600 Chromebooks will be deployed next month. All teacher
desktop computers have been updated beginning a five-year replacement cycle. Other
devices that will be upgraded/replaced/added this year include: projectors, interactive
boards, document cameras, and other equipment to provide up-to-date and adequate
computer access and abilities for lab and activity group work in chemistry, physics,
robotics and earth science classes.
• A technology trainer/director has been hired to assist teachers and district staff in
fulfilling the vision of enhanced programs targeted toward student success and support.
With 3 full-time technicians, support and weekly visits to each of the 13 schools in the
district is a reality. Work order response time/resolution have been greatly reduced.
- Superintendent's Scoop January 2016 - The Power of Student Voice in School Decisions – September 2015
- Superintendent's Scoop September 2015 - Putting the Best Interest of Utah Students First
- Superintendent's Scoop March 2015
- Superintendent's Scoop July 2014 - Thank a teacher
- Superintendent's Voted Leeway Update
- Superintendent's Scoop November 2013 - New BA
- Superintendent's Scoop November 2013 - Influence of Gratitude
- Superintendent's Scoop November 2013 SB271
- Superintendent's Scoop July-Aug 2013
- Superintendent's Scoop January 2017