Providing feedback to teachers is much like coaching an athlete during a game. Imagine this: it’s the final minutes. The score is tied. Seconds are left on the clock. The only way to win is to make the game-winning basketball shot. What does the coach do? Call a time-out. In the huddle, the coach reminds the team of the play. The players discuss how to execute. The team breaks. Using the feedback from the coach, they make the shot. Game over, the team wins!
This scenario isn’t much different from teaching. Just like an athletic coach, instructional coaches provide feedback that supports teachers in executing lessons to meet students’ needs. Ultimately, it helps teachers win the game.
The Game Plan for Growth
At the heart of feedback is trust and communication. Aguilar (2013) explains that factors such as trust must be considered when giving feedback. Teachers must feel that feedback is part of a partnership—and that the coach is there to foster growth.
Another important factor is reflection. Thoughtful, intentional communication can translate into reflective practice.
When teachers have a clear goal and the opportunity to reflect, feedback creates a space for collaboration. It helps identify actionable steps that lead to growth.
Supporting teachers in recognizing and building upon their strengths creates a space for improvement. Joseph (2023) notes that feedback catalyzes continuous improvement helping teachers refine practice while reinforcing what they do well.
The Four D’s of Feedback
To support teacher growth, consider the Four D’s:
- Deliver feedback in a timely manner to support immediate reflection.
- Debrief with the teacher, making space for their voice and empowering their process.
- Discuss strengths and highlight what’s working. This builds on strong practice and opens space for growth.
- Determine next steps together that align with the teacher’s goals. Actionable strategies drive implementation. Double back to support the teacher in applying strategies. This supports the feedback turning into action.
Get in the Game: Purpose and Performance
Just as athletic coaches use targeted strategy to win, instructional coaches use impactful feedback to move teachers forward. Providing feedback with purpose helps teachers grow and enhances their performance. Joseph (2023) explains that constructive input helps teachers identify areas where they excel and aspects that can be developed. Through acknowledging strengths and recognizing areas for growth, teachers can refine instructional practices that translate into dynamic learning experiences for students (Joseph, 2023).
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So are you ready to get in the game? First you need to know the facts to transform feedback into a winning strategy.
The “FACTS” of Feedback
- F: Feedback should be specific. Be clear on the feedback that you want to deliver and how it connects to the teacher’s goal. When the feedback is connected to goals then it becomes easier to implement.
- A: Align feedback with the teacher’s goals and areas of growth. Remember, feedback should be actionable and attainable.
- C: Clear feedback provides clarity for next steps which leads to the teacher being able to apply and implement the feedback immediately. Clear feedback connects to action.
- T: Trusting partnerships encourage deeper reflection and growth. When trust is established it creates a space for the teacher to be reflective and engage in more in depth feedback discussions.
- S: Simplify the feedback to focus one to two key areas. Targeted feedback focuses on a specific area that allows the teacher to go deeper and move beyond surface level in implementation of the next steps.
Now that you know the FACTS, it’s time to step into the huddle and execute. Let’s get in the game and win big for students and teachers!
About the Author
Dr. Lashenna Gaines is a dedicated education professional with 23 years of experience in elementary education and leadership. She began her career as a first-grade teacher, where she discovered her passion for teaching reading and inspiring a love for books.
A graduate of North Carolina A&T State University, Converse University, and Northeastern University, Dr. Gaines has held diverse roles, including Literacy Teacher, Instructional Support Specialist, Master Teacher Administrator, and currently, Beginning Teacher Support Coordinator. She specializes in elementary education and empowering educators to enhance their teaching practices.
Driven by her love for literacy, she authored Daja’s First Day of School and Daja’s Day at the Beach to create relatable stories for young readers. Passionate about lifelong learning, Dr. Gaines is committed to fostering a love of education that extends beyond the classroom
References:
Aguilar, E. (2013, March 6). Giving Feedback (Opinion). Education Week. https://www.edweek.org/education/opinion-giving-feedback/2013/03
Burns, M. (2023, September 8). Research-Backed ways to improve feedback for teachers.Edutopia. https://www.edutopia.org/article/giving-teachers-better-feedback/
Dovico, A. (2022, February 10). 5 strategies to provide effective feedback for teachers. Nearpod Blog. https://nearpod.com/blog/5-strategies-to-provide-effective-feedback-for-teachers/
Joseph, M. (2023, November 16). Providing Teachers With Feedback That Fosters Growth. Edutopia. https://www.edutopia.org/article/providing-teachers-feedback-fosters-growth
