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The ReVIEW Team

Using Standards to Help Guide Coaching

4 min read


We find the posting of standards and objectives meaningless in most classrooms. You must look much deeper if you coach faculty and staff on the delivery of teaching aligned to standards used in school.

Students need to understand what success looks like and reflect on their growth towards grade level expectations. Teachers should open class with a brief description of where the class has been and where they are going.

Learners should articulate how the learning objectives fit in long term unit goals.

Beyond noting how teachers set the context of learning you must also observe practice. In order to coach for standards based teaching you must provide teachers with the tips they need to make the instructional shifts required in your school's standards. The lessons they deliver should reflect the rigor embedded in the standards.

In English Language Arts, for example, you need move beyond posting an objective and look for the quality of texts, the task, and the questions educators use. The you need to apply these tasks to ensure ALL students make progress to towards the targeted learning goals.

Quality of Text

Literacy involves the act of decoding and encoding meaning on the world through a growing wealth of agency and knowledge.

We ignore lexile levels. Okay, that's a little strong. At ReVIEW we just favor everyone reading texts of choice on their own and sharing in challenging texts together. In fact in the classrooms we observe lexile levels have lead to a lowering of expectations with many classrooms using digital tools to "find the correctly leveled text" which results in many students reading far below grade level. Lower grade levels equate "guided reading or reader's workshop" with "just right instructional texts."  Instead look for the qualitative elements (if teachers control the text being used) of the choice.

More importantly look for lessons that require the use of multiple texts. Even in the youngest grades high quality lessons either use or draw upon linkages to multiple texts.

Text Based Analysis

Standards based teaching in the language arts classroom requires students to pay attention to specific structures, concepts, and evidence. When observing teachers look for evidence that the tasks require students to frequently return to a text to build an answer. Make sure success on the task requires evidence from the text.

The tasks should also help students build academic vocabulary. Look for the ways teachers incorporate syntax and new words into the tasks they create. They need to support students in their word study.

Educators should also sequence their tasks to support comprehension. A scaffold should exist that requires students to dive deeper and deeper into the text and society.

Text Based Discussion

Whether you are discussing a dance, a movie, a website, or a classic novel  standards based lessons in English language arts revolve around text based discussions.

As an evaluator you should observe for discourse patterns. Is the teacher talking more than the students. How many follow up questions to educators ask? Do students challenge, critique, and build off each other?

The questions teachers ask should require students to cite evidence from the class. In classes taught by great teachers students use evidence from the text to challenge each other.

You should also look to see if the discussions require students to integrate academic vocabulary. Word study means nothing if you never apply new knowledge and syntax.

We need to ensure every student can read and discuss the text required in standards based learning.

Involving All Students

Effective teachers provide all students a chance to demonstrate their knowledge growth. Too often teachers do not turn to content when differentiation. Look for educators who know the next grade level band up and down on any given standards. Do they use the actual knowledge and skills required to meet the needs of all students or simply assign more or less work.

In a classroom with  effective teachers students show persistence in continuing to return to the text when engaging in the learning materials. 

Students will also build on the work of other's while also demonstrating independence on the task. This type of "strategy exchange" is a key look for when supporting educators and classrooms.


How We Can Help

Everyone needs to work together. We find Addressing the literacy needs of today's youth too  important an issue to tackle alone. As a school administrator you can observe and coach your staff on specific "look-fors" that lead to growth.

If you want to learn more about working with us to improve how your team does evaluation and coaching email or find us at Twitter at @ReViewTalentFS

The ReVIEW Team

5 Ways Educational Consultants Use ReVIEW Talent Feedback System

3 min read

We built ReVIEW Talent Feedback System becuase nothing else worked. No tool had the features educational consultants need.

In order to further move the needle on educational outcomes we have decided to offer a partnerhsip program to other educational consultants. 

1. To Help More Clients Grow

Growing flickr photo by motiqua shared under a Creative Commons (BY) license

Educationall consultants provide an important service to our communities. We help our clients grow the knowledge and skills of the people they serve. Schools, non-profits and companies benefit from our lessons in learning, leading, and staff development.

Our partners use  ReVIEW Talent Feedback System because giving  our platforms helps to recruit and retain customers. Organizations want access to the insight and  data to ensure professional development works.

You need access to the platforms and people to make it happen. A partnership with ReVIEW Talent Feedback System provides not only a toolkit but also a community of people to help us all grow.

2. Leadership Training

Deer Park Kindergarten STEM flickr photo by Pasco Schools shared under a Creative Commons (BY-NC) license

We built a tool to help leaders in any field growth through reflection and high quality feedback. You teach and lead by example. Mentoring relationships and brokering knowledge help schools grow,

Educational Consultants use ReVIEW Talent Feedback System to create flexible programs to develop leadership and instructional capacity. Our observation tools provide a framework of growth. We also provide services to improve the written feedback supervisors leave employees.

3. Delivering Comprehensive Professional Development

Teachers as Makers Academy Detroit flickr photo by ISKME shared under a Creative Commons (BY-SA) license

We built review on a foundation of John Hattie's work in feedback. We know nothing moves the needle more when it comes to learning. Faculty and staff are no different.

Our pathways to learning intersect where feedback and reflection meet. Educational Consultants can use our flexible frameworks, survey tools, form builder, and customizable groups to facilitate a long term plan for their clients.

You need a platform that allows you to provide the program evaluation and the coaching clients can grow. We built ReVIEW Talent Feedback System to be this tool.

4. Video Based Calibrations

We also offer an optional video based calibration module that is very popular with school districts. As a consultant you can be a Certified RVL Supervisory Continuum Coach by completing our online training and passing an agreement test. 

This gives you the option to use our classroom videos, which include transcripts, and evidence guides for calibration activities. 

Most schools and states include calibration in their submitted Every Student Succeed Act plan. Our partners recognize this as an opportunity not to simply focus on agreement scores but also coach evaluators on the delivery of high quality feedback. 

5. Blended Workshop Facilitation

What have you learned from young makers? flickr photo by kjarrett shared under a Creative Commons (BY) license

Years of research has shown blended or hybrid learning supports our learners. Yet decades of experience have taught us people are human.

We worked very hard to limit the features in our course development tools. No bells and whistles. Every online activity also works as a printable pdf. You can embed videos from our professional development library or use videos that you have legal rights to share commercially.

If you want to learn more about becoming a partner email or find us at Twitter at @ReViewTalentFS

The ReVIEW Team

How Do You Build The Perfect Teacher Evaluation Form?

3 min read

Files flickr photo by santinet shared under a Creative Commons (BY-ND) license

You Don't.

Evaluation requires reflection not checkboxes. Growth needs a forum not a form.

At ReVIEW Talent Feedback System we create tools to point the way rather than get in the way, and  every day we work to create a platform that leads to in-depth coaching conversations.

We don't want the schools and districts we work with fretting over forms. In fact we only choose partners who see teacher evaluation from a capacity building rather than a compliance building lens. 

Yet as a school leader, district administrator or CMO executive you want to harness the power of data at the macro level to ensure you create a culture that supports micro level growth.

Creating Systems to Support Growth

At ReVIEW Talent Feedback System we give our partners the flexibility to design a  talent development platform that best suit your needs:

Goal Setting Components

A schools plan for caching talent begins with a  shared mission and vision. We then empower teachers to develop their own learning goals that reinforce the building culture.

If accountability is important in your model you can also use our goal setting thing to create performance indexes tied to student scores.

Annual Events

Schools can also use our flexible form and even building to then add in shared annual events to your performance system. This can include annual reviews, self reflection, video artifact uploads. 

Schools can use our pre made forms or remix our templates to meet your unique needs. Capacity building isn't a cookie cutter approach.


We got too bogged down in the weighting of observations in the last ten years. Yet we also learned the  power if embedded coaching and written feedback.

At ReVIEW Talent Feedback System we encourage schools to look past state guideline and instead do what's right. You can create a framework of teaching customized for your school.

Then when coaching teachers you do not have to focus on each domain, indicator, or attribute. Use or rubric form component and connect your framework back to the goals the teacher set at the beginning of the year.

Stop Hunting for the Perfect Form

You can not have the best evaluation system. It doesn't exist. That does not mean you can't develop a better platform that will help you focus more on building the capacity of the staff rather than compliance with your protocols.

If you want to learn more about becoming a partner email [email protected] or find us at Twitter at @ReViewTalentFS

The ReVIEW Team

How Can Educational Consultants Use ReVIEW Talent Feedback System?

4 min read


Yesterday we announced our new partnership program allowing educational consultants access to our platform. We had so many inquiries we decided to to do two follow up posts. We will answer each of your emails but we thought it best to chare the information with the community.

Today we will share  the capabilities of the tool and tommorow we will describe how people just like you are already using ReVIEW Talent Feedback System to help schools grow.


What Can You Do with ReVIEW Talent Feedback System?

Almost anything.

We can’t wait until you push the boundaries of our capabilities in your quest to improve schools. At ReVIEW Talent Feedback System we tried to think of the most common use cases we, as a community, had.

We decided to share ReVIEW Talent Feedback system with the community because we know you wear so many hats. Developer should’t be one.

Focus on schools. Let us focus on the code


As educational consultants we rely on our observational skills. We may sit on a class, walk the halls, or  interview stakeholders. Often times you may want use (if permissions allow) the framework for effective teaching used in that school. In other instances a customized rubric will best serve a projects needs.

We built REVIEW Talent Feedback System using a rubric creation tool as the backbone. You can add any framework you legally have the rights to use. ReVIEW also allows you to create customized rubrics.

Most importantly we added a second layer of feedback on top. You can use a facilitator rubric to give feedback to scoring done by other participants. This has so many unique applications in coaching.

Video Based Library

You want to base your trainings on real classroom teaching. Yet getting in the classroom is no always easy. We must consider the frequency of adults entering our classrooms.

ReVIEW Talent Feedback System comes pre-loaded with videos . We have transcripts to help with accessibility and learning materials plus evidence guides that describe key moments in learning.

Course Development Tools

So many platforms exist to create online classes, but how many were built with the educational consultant in mind. We need to drive growth through reflective practice. 

We provide a very stripped down teaching environment. No bells and whistles that do little to improve learning and everything to eat up your time. Instead we focused on simple navigation for the learner and easy to use building tools. Give learners the content and the space to reflect. The only features you need.

Multiple Feedback Layers

Much of our work involves training leaders to coach for growth. This begins by examining how administrators deliver feedback to their staff. You may also have clients that need to score observations or artifacts like writing.

ReVIEW Talent Feedback System also comes preloaded with ReVISION Learning Partnership's Supervisory Continuum. This framework evaluates written feedback on six different dimensions.

Survey Tools

We need very specific types of data when working in the educational space. Teachers and leaders set goals with action steps. Pictures can be studies as artifacts. Likert scales are used often.

We built ReVIEW Talent Feedback System in oder to have easiest to use survey tools. They also had to collect and analyze the data we need. All responded are ready to download for statistical analysis.

Instant Infographics

At the end of any contract we have to develop reports for districts. Preparing the data and running analysis eats up precious time.

ReVIEW Talent Feedback System allows you to take any survey question and immediatley add it to a report in a visual pleasing way. Download the documents and insert the images in your final reports

Sharing our Tool with You

Over the past few months many of you have approached Patrick and I and asked about how we built ReVIEW Talent Feedback System. Everyone kept commenting that our platform was everything they needed.

So we decided to create a partnership program that allows everyone to deliver great service at a price clients will love. 

If you want to learn more about becoming a partner email [email protected] or find us at Twitter at @ReViewTalentFS

The ReVIEW Team

Building A Coaching Platform-A Partnership with Educational Consultants

2 min read

design sketches flickr photo by Andrew Turner shared under a Creative Commons (BY) license

We built ReVIEW Talent Feedback System because nothing worked. No program evaluation tools functioned in a way that allowed us to serve school districts across the country. No coaching platform existed. Not for educational consultants. Not for us, and not for you.

As educational consultants we need a specialized toolkit. The projects and activities used in schools require surveys, forms, and observations. No one, not even the giants in the field, had the data collection tools we as a community need.

Setting goals flickr photo by mortsan shared under a Creative Commons (BY) license

We Needed an Evaluation Platform

Partner schools and districts wanted our help in making data driven decisions. We needed to examine data for patterns and present digestible conclusions. Most coaching platforms leave the burden of statistical analysis up to you.

As a community of coaches we rely on local teaching frameworks used in a district. Yet other platforms charge astronomical rates for rubric and framework tools.

Getting changes made to systems districts already use is nearly impossible. No one provided the flexibility educational consultants need.

So we built ReVIEW Talent Feedback System to meet our data collection needs. We then quickly realized we needed a platform to help the people behind the data.

Entrepreneur working on his macbook flickr photo by perzonseo shared under a Creative Commons (BY) license

We Needed a Coaching Platform

Data has no value if you do nothing with it. As educational consultants we also needed a learning platform that empowers teachers to grow through reflection. No one built an LMS for us.

We also work with leaders and coaches to help them provide feedback to others. No one had a platform that allowed us to coach the coaches.

Educators are busy. We often have to deliver of services using blended delivery. Yet no tool had the flexibility to develop the learning activities educational consultants used.

We needed an evaluation and coaching platform so we built one, and now we share it with you.

If you want to learn more about our partnership deals or take ReVIEW Talent Feedback System for a test drive email [email protected] or find us on Twitter.

The ReVIEW Team

Observing for Practice Reveals Performance in Early Childhood Classrooms

4 min read

Preschool Programs flickr photo by Seattle Parks & Recreation shared under a Creative Commons (BY) license

Many smart educators ask us the best approach to evaluating and coaching teachers in early childhood classrooms.

We know when using frameworks for effective teaching ratings skew higher in lower grades. When class culture usually represents a single domain early childhood educators score better than middle school and high school teachers. You still have god-like qualities to three and four year olds. A much harder status to achieve with middle school students.

At the same time administrators often struggle to recognize key levers such as "intellectual-risk" and "involving student in the assessment practice" in the early grades.

What should you do then? At ReVIEW Talent Feedback System we encourage evaluators to look for very specific practices we know move the needle on learning.

We encourage districts and public charter schools we work with to create forms and systems  to help observe and coach research based practices. These include:

Dialogical Read Alouds

Kids and Reading flickr photo by VividImageInc shared under a Creative Commons (BY) license

Do students or the teacher drive discussion when reading books? During read alouds you can really look for practices that support comprehension and vocabulary.

Vocabulary Instruction

Early Childhood Development Programme flickr photo by A dynamic education NGO working across Nepal shared under a Creative Commons (BY) license

How do early childhood instructors teach words. Are these a few at a time? Are they focusing on sight words (too early) before developing meaning in academic vocabulary. Do they teach 2-3 words a day and constantly reinforce these words.

Phonemic Awareness

Trying out the Early Literacy Station flickr photo by bonnerlibrary shared under a Creative Commons (BY) license

When we focus on sounds are we making this part of the day or figuring out creative ways to embed phonemic awareness? Great teachers often use segmenting and substitution games as part of their transitions. 7 minutes a day. That's all good phonemic awareness instruction takes.

Environmental Print

Pre school open house. overtheirshoulderseries flickr photo by clarkmaxwell shared under a Creative Commons (BY-NC-ND) license

Focus on the classroom and not just the people in the classroom. Is everything labeled? In multiple languages? Is student work displayed? Does the teacher use environmental print in neat ways. The coolest thing we ever observed was a reading castle made out of cereal boxes. Another classroom made a book that traveled home with kids with everyone's favorite cereal.

Assessment and Alphabetic Principle

Early Childhood Development Programme flickr photo by A dynamic education NGO working across Nepal shared under a Creative Commons (BY) license

We see too many classrooms focusing on letter and sound connections incorrectly. Good teachers start with names and then move on to other names in the class. They may keep a daily log in journal where students write their names from September to June.

Center Time

Portland: Pre-School with Nate flickr photo by eliduke shared under a Creative Commons (BY-SA) license

We encourage schools to develop an observation protocol just for coaching center time effectively.  This time is so critical in the daily routine of the early childhood classroom. You have to examine how well the teacher organizes success criteria, does small group instruction, provides feedback at each center, and works with other adults in the room.

The Ultimate Goal

We belive learning through play builds our future. You need to observe for practices that we know drive student achievement. Too few of our coaching tools do not make the connection to actual learning in the classroom.

If you would like help ensuring your administrators and faculty have the capacity to deliver high quality instruction in early childhood classroom please do not hesitate to ask

The ReVIEW Team

States Don't Define Ineffective Teachers--Effective Administrators Do

3 min read

Blame flickr photo by !anaughty! shared under a Creative Commons (BY) license

I thought we had moved on from blaming teachers. In fact when the Every Student Succeeds Act passed I saw an opportunity to change the narrative that bad scores, equal bad schools caused by bad teachers.

I may have celebrated too soon. Last night on LinkedIn I came across this article, "States Struggle to Define Ineffective Teachers under ESSA"  and I had to shake my head.

I did not realize the law required every state to define ineffective teachers and then track where those teachers work.

I understand the desire of the civil reights community to ensure equal educational opportunities but labeling is the wrong approach.

I wonder if the issue we are trying to solve is much more systematic than at the teacher level. The difference in "teacher quality" has very little to do with ineffective teachers. No one expects a portion of pilots to be rated in effective because of an increased delayed flights. We expect pilots at the minimum to be effective in putting the plane in the air and then landing it again.

We as a society expect a level of expertise in people we hire. Yet we treat teachers differently. People want you to belive schools in the cities get overrun by lazy inneffective teachers.

Nothing could be farther from the truth.

How do you define an ineffective teacher? You don't. That job belongs to their bosses job. We need to empower school adminstrators empower  to do so. What states should be submitting is detailed plans of how administrators learn to coach and evaluate.

In the article in EdWeek I think Ray Raossomando got it right:

Therein lies the difficulty. What's beneficial is a reliance on observations and what's grown to be rich conversations between supervisors and teachers.

The focus on evaluation and the use of a variety of frameworks has helped us rethink ways to support capacity of teachers and not just compliance with federal mandates.

We should do the same with defining ineffective teachers.

We need to protect the autonomy of schools and their choice in staff development. 

What should states do?

In their plans they should define inneffective teachers as any teacher that has been deemed ineffective by their supervisor based on the schools evaluation plan.

Then given the number of different frameworks used in every state and the flexibility returned to districts they should focus on the capacity of evaluators to deliver high quality feedback.

At ReVIEW Talent Feedback System we have a number of options states can include in their ESSA plans.

You can use our video based calibration and have coaches receive feedback on the quality of their observation reports.

Districts can utilize or inter-rater agreement reports to make sure evalautors see the same quality of teaching

Finally we have formed partnerships with other like minded companies to provide a comprehensive package of services to help in states where schools must navigate a budget crisis.

Capacity over Compliance

We need to move beyond the narrative of the ineffective teacher. Instead let us focus on growing the capacity of educators who serve people of color. We know what to do. Providing high quality feedback isn't science fiction.

The ReVIEW Team

Bethany Public Schools Joins the Team

2 min read

Some districts get it. They know schools should use evaluation not only as a tool for talent management but to encourage growth in teachers.

A culture of coaching and feedback matters.

Bethany Public Schools understands the connection between delivering high quality feedback to teachers and growth in student achievement. This fact makes us proud to share that Bethany Public Schools has joined in partnership with ReVIEW Talent Feedback System to take their vision even farther.

Working with partner districts who want to build a system of growth makes our job rewarding.

Bethany Public Schools will launch ReVIEW Talent Feedback System across the district beginning in July. Yesterday they met with Patrick to create customizable forms to populate the system, personalizing the system to their values and beliefs about feedback for learning.

The district far exceeds guidelines set by the state for teacher observation. In fact the district created a custom form for ongoing walkthroughs and an innovative teacher goal setting form that puts educators in charge of professional development.

“The level of customization and support provided by the ReVIEW team was unparalleled. They deliver a far better product, aligned to our vision of instructional and leadership excellence and, at a much lower price,” noted Colleen Murray, Superintendent of Bethany Schools.

Forward thinking districts, like Bethany Public Schools, that KNOW a better route to growth begins with a focus on capacity and not compliance should reach to [email protected] to learn how a partnership with us can help.

The ReVIEW Team

Key Lever Coaching: Five step plan to increasing instructional capacity

4 min read

Campy Downtube Shifter flickr photo by Allen McGregor shared under a Creative Commons (BY) license

Key Lever Coaching, a high impact professional development method, connects classroom practice to your school's chosen framework for effective teaching. By having evaluators focus on the key levers in a rubric you can implement a growth plan with the levels of fidelity and flexibility that staff development requires.

Rubrics contain many parts. You have criteria used to judge quality and the scales used to measure different level of quality in those criterion. Evaluators find the key levers, the phrases that a rating turns on, in the scale descriptors. Often words such as consistently to inconsistently, establishes to maintains, pr logical progression versus purposeful progression determine a teacher's rating.

While this can sound arbitrary and subjective (like any measurement tool a rubric is both) schools can use key levers as an easily reproducible method of professional development. These small words, in a climate that supports feedback and growth, can drive culture.

Knowledge flickr photo by UCFFool shared under a Creative Commons (BY) license


Step One: Know your Framework

Three elements drive a teacher's growth plan: personal goals, the school's vision, and your framework for effective teaching. 

This means more than using a rubric to conduct two informals and one formal every year or so. When used effectively a shared framework can help drive coaching conversations, identify professional development needs and help teachers grow.

Key lever coaching begins by ensuring administrators, evaluators, and teachers familiarize each other with your school's chosen framework for effective teaching.

Fuel cap flickr photo by bigpresh shared under a Creative Commons (BY) license


Step Two: Identify High Impact Practices

After the school has an understanding of your framework start to make connections to classroom practices that drive student achievement. 

What is the difference between a "logical and purposeful progression"?  Have your staff explore these questions. Begin at the criterion level. Have faculty brainstorm what they think effective questioning strategies look like in the classroom.

Then have your team categorize the examples using your quality scales (proficient, effective, exemplary, strong etc). Next return to your framework and apply the key levers as a lens. Where the questions, for example of low or high cognitive demands.

Then have groups of people describe two different classrooms using one of the earlier practices. Have them describe one class where the evidence would justify a lower rating and another where it would justify a higher rating.

anchor flickr photo by Scott Marley Photography shared under a Creative Commons (BY) license


Step Three: Anchor the Team

Now that your school, from the building lead to the newest teacher understand your framework you need to anchor your coaching team using some kind of calibration activity.

These can involve choosing specific indicators or domains watching videos together and then discussing the high impact practices using key levers.

You could also rely on a full video based calibration system that not only examines inter-rater reliability but judges your coaches abilities to use key levers in their observation reports. 

Got Feedback? flickr photo by cogdogblog shared under a Creative Commons (BY) license


Step Four: Deliver High Quality Feedback

Now comes the hard part. As a district you need to create a culture of coaching that goes far beyond required teacher evaluation plans. This takes buy-in from all stakeholders involved.

Frequent short observations focused on specific attributions and driven by key levers allow you to customize coaching to teacher goals. Scheduling walk throughs will allow you to see high impact practices occurring in the aggregate. Coaching your evaluators to deliver high quality written feedback using key levers holds the process together.

Compass flickr photo by Walt Stoneburner shared under a Creative Commons (BY) license


Step Five: Find Directions for Growth

While most key lever coaching happens informally or formally when debriefing lessons the summative written feedback provides valuable data in determining the direction for future professional development.

You can see areas where teachers may need greater support. You may notice for example that teachers struggle with  pacing of long term projects with enough scaffolds for knowledge growth. The questioning data could indicate a lack of student to student discourse in read alouds.

When you pull on the key levers you can help your faculty grow.

If you would like to learn how ReVIEW Talent Feedback can help your school grow using key levers please reach out. We have the systems and knowledge to guide teachers to greater instructional capacity.

Email [email protected] for more. 

The ReVIEW Team

Paper: The Only App an Evaluator Needs

2 min read

notebook flickr photo by waferboard shared under a Creative Commons (BY) license

I know, I know. We created a web app that 100s of educators use. School districts rely on our video based calibrations to ensure an adequate level of inter rater agreement. Some systems even have our coaches provide written feedback to evaluators. 

A growing number of districts have rejected the "big players" and wanted a comprehensive talent platform

An army of educational consultants have started to use our platform to deliver their professional development. They conduct observations, complete instructional audits, do curriculum evaluation, and program reviews. 

Non-profit organizations (who get access to the platform for free) have started to use ReVIEW to provide leadership training and track volunteer contributors.

Yet here I am telling you an evaluator only needs to carry paper to deliver high quality feedback.

Even with all the amazing tools we built I still do not enter an observation without a notebook.I encourage everyone regardless of the system you use to observe employees to rely heavily on paper.

I use this it to map student and teacher movement throughout the classroom.

In the above example I noticed that a teacher did not spend his time equally with all students. I draw the classroom as the  first thing I do when I enter a classroom to complete an observation. Then I can map movement and look for patterns. I coached the teacher to make sure she visits all students.

In the next example I tracked what students answered or were called on by the teacher. Notice anything? The high school science teacher disproportionately called on male students over female student. I worked with her to recognize how subtle bias can reinforce stereotypes in science.

Paper. Do not leave home without it.

If you would like to learn more about using ReVIEW Talent Feedback System to improve the capacity of your staff and employees reach out to us at [email protected]