Effective Feedback for Teachers: A Guide for School Leaders

Starting a leadership role at a new school is an opportunity to build positive relationships with staff. One of the best ways to do this is by spending time in classrooms. Observing lessons allows school leaders to support teachers in a shared environment, fostering discussions on improving student outcomes. However, one of the most impactful yet challenging tasks of leadership is giving effective feedback for teachers.

Feedback should be a tool for growth, not just accountability. Poorly delivered feedback can create tension, damaging relationships and turning the process into a mere box-ticking exercise. The key is to focus on teacher development rather than evaluation. Here’s how leaders can give feedback that truly supports improvement.

How to Give Effective Feedback for Teachers

1. Ask Targeted Questions
   When meeting with a teacher after an observation, begin with focused questions about the specific area of teaching being discussed. This ensures the conversation stays relevant and constructive.
2. Use Evidence-Based Feedback
   Base your observations on specific moments from the lesson. By highlighting explicit examples, you help the teacher reflect on their practice and connect feedback to their teaching strategies.
3. Give Precise Praise
   Rather than offering general compliments, pinpoint what the teacher did well. Clarity in praise reinforces best practices and encourages continued growth.
4. Provide Actionable Steps
   Feedback should focus on improvement, not criticism. Give clear, actionable suggestions that the teacher can implement in their next lesson.
5. Encourage Verbal Rehearsal
   To check understanding, ask the teacher to describe how they might apply the feedback in a future lesson. This helps reinforce the changes and provides an opportunity for further clarification.

Common Mistakes in Giving Feedback

While effective feedback for teachers is a powerful tool for growth, some common mistakes can undermine the process. School leaders should avoid the following pitfalls:

• Judging the Person, Not the Action
  Feedback should focus on the teacher’s instructional practice, not their personality. Making it personal can harm relationships and hinder progress.
• Providing Vague Feedback
  General comments like “That was a good lesson” don’t provide useful guidance. Instead, feedback should be specific, actionable, and linked to teaching goals.
• The “Feedback Sandwich” Trap
  Some leaders try to soften criticism by placing negative feedback between two positive comments. While well-intentioned, this can dilute the message and leave teachers unsure of what needs improvement.
• Being Too General or Too Lengthy
  Feedback that lacks detail leaves teachers without direction. On the other hand, excessive feedback can overwhelm them, making it difficult to prioritise key takeaways.

The Impact of Effective Feedback on Student Learning

Ultimately, effective feedback for teachers is about improving student learning. When teachers understand clear expectations, they can refine their practice with confidence. Transparency in the coaching and mentoring process strengthens relationships, making professional growth a shared goal rather than an evaluation process.

By delivering constructive, evidence-based, and actionable feedback, school leaders can create a culture of continuous improvement—one where teachers feel valued, supported, and empowered to enhance their teaching.

Final Thoughts

Effective feedback for teachers is one of the most powerful tools a school leader has to drive improvement. When done right, it fosters trust, collaboration, and professional growth. By focusing on specific, constructive, and actionable guidance, school leaders can support teachers in refining their practice—leading to better student outcomes and stronger school communities.

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Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field.

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Author: Dr Jake Madden

I’m Jake Madden (Dip Teach; B.Ed; Grad Dip: Leadership; M. Ed: Leadership; EdD; FACEL; MACE), and I’ve had the privilege of working in education for over thirty years as a teacher and principal. Throughout my career, I’ve focused on supporting teachers to build their capacity, developing learning approaches that respond to the needs of today’s world, creating flexible learning spaces for 21st-century learners, and designing curriculum that encourages global mindedness. I’m particularly passionate about the concept of teacher-as-researcher, and I’ve been fortunate to contribute to this area by sharing my experiences through books and journal articles. My work reflects what I’ve learned from leading and navigating educational change, and I’m always eager to continue learning from others in the field. View all posts by Dr Jake Madden