Event Information
The session will begin by examining the impact of feedback and why it matters. Research consistently shows that teachers value feedback that is specific, timely, actionable, and credible. However, principals often spend very little time coaching teachers (Grissom, Loeb, & Master, 2013), despite strong evidence that coaching is one of the most effective drivers of teacher growth (Kraft, Blazer, & Hogan, 2018). Participants will consider why reallocating time and prioritizing high-quality feedback is critical for improving instruction, student achievement, and teacher retention. To ground this research in practice, attendees will engage in a scenario analysis of The Feedback Dilemma, discussing the perspectives of both teacher and administrator and exploring how to ensure feedback is evidence-driven and action-oriented. This section will combine a brief presentation of research findings with group analysis and a guided whole-group debrief. (Duration: 1/3 session)
The second portion of the session will focus on ensuring quality evidence and translating it into actionable feedback. Participants will explore the qualities of high-quality evidence—(e.g., clear, specific, aligned to standards, and free of judgment) and examine how strong evidence serves as the backbone for crafting feedback that teachers can actually use. Working with a Quality Evidence Checklist, participants will analyze sample observation statements, identify weaknesses, and co-construct revisions into clear, actionable statements. Through this collaborative process, participants will see how the clarity of evidence directly shapes the effectiveness and impact of the feedback that follows. (Duration: 1/3 session)
The final third of the session will give participants the opportunity to put the process into practice through the activity 'What Did You See and What Would You Say?.' Using a classroom simulation, participants will observe instruction, capture evidence, and work in groups to co-construct actionable feedback. We will also demonstrate how AI can help synthesize observation evidence, modeling how technology can support clarity and efficiency in feedback. Groups will then share and compare their approaches, focusing on the strength of the evidence-feedback connection. This segment concludes with a whole-group debrief highlighting effective strategies, ensuring participants leave with both hands-on practice and practical ways to leverage AI to move from observation to feedback that teachers find meaningful and growth-oriented. (Duration: 1/3 session)
1. Identify qualities of high-quality evidence that strengthen observation feedback.
2. Generate questions that promote dialogic conversation, teacher reflection, and professional growth.
3. Plan meaningful post-observation conferences that connect evidence to actionable next steps.
4. Differentiate feedback to align with teachers’ varying stages of professional practice.
5. Explore how AI can synthesize observation evidence to enhance clarity, efficiency, and the impact of evaluator feedback.
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leadership practice in two title I rural schools. Journal of School Leadership, 33(1),
3–25. https://10.1177/10526846221133996
Grissom, J.A., Egalite, A.J, & Lindsay, C.A.(2021). How principals affect students and
schools: A systematic synthesis of two decades of research. New York: The
Wallace Foundation. Available at http://www.wallacefoundation.org/
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Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42(8), 433–444.
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teaching coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588.
Kraft, M. A., & Christian, A. (2022). Can teacher evaluation systems produce high-quality feedback? An
administrator training field experiment. American Educational Research Journal, 59(3),
500–537. https://10.3102/00028312211024603
Krasniqi, D., & Ismajli, H. (2025). The role of feedback frequency on teachers' professional
development and self-efficacy. Education Process: International
Journal, 15(1)https://10.22521/edupij.2025.15.102
Lazcano, C., Guerrero, P., & Volante, P.(2022). Influence of instructional leadership on teacher
retention. International Journal of Leadership in Education, ,
1–19. https://10.1080/13603124.2022.2066187
Miranda, S. F. (2023). What Makes Principals’ Feedback Effective? ERIC - Education
Resources Information Center. https://files.eric.ed.gov/fulltext/EJ1398484.pdf
Sloan, C. A. (2024). Understanding teacher perceptions around feedback Available from
OpenDissertations; EBSCOhost. (ddu.oai.digitalcommons.georgefox.edu.edd.1229).
Stronge, J., & Xu, X. (2021). Qualities of effective principals (2nd ed.). Association for Supervision and Curriculum Development.
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