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If you have ever looked closely at a hermit crab, you will notice no two shells are the same. As the crabs grow, so does their need for a new shell. Rather than feel out of sorts by staying in the same cramped environment, they look for ways to improve their living situation – the “just right” shell. They shop around oftentimes trying out different ones before settling on the best fit. After all, they are hoping to stay for a while…well, at least until they need to move again.

We know that no two teachers are the same and that there is no “one size fits all” in our work to support them. While every teacher grows, they will need changing support as they determine the most effective strategies or timing or try their hand crafting questions to elicit thinking among all students. As teachers of teachers, to best impact instructional practices and student outcomes, it is critical for an instructional leader to recognize how to scaffold support for teachers as individuals. It is also important to recognize that your feedback will not impact practice if you only provide general statements to every teacher about improvement such as, “students need to collaborate,” or ask reflective questions like, “How can you provide opportunities for students to collaborate?” if teachers don’t know why students need to collaborate or where to begin to develop students’ ability to collaborate. This course will help an observer learn to build scaffolded next steps that are grounded in:

a) logic based on observed practice and

b) the key levers of the rubric.

RVL 1.D: Feedback contains areas of strengths and areas of growth explicitly connected to the indicator and observed practices/evidence and are developed based on indicator language and the key levers between ratings.
AND RVL 1.F: Feedback report as written serves as a comprehensive learning tool containing clearly articulated evidence-based feedback and explicit connections.
Determine logical next steps based on the key levers of a framework and analysis of collected evidence.
Companion Guidebook Feedback to Feed Forward: 31 Strategies to Lead Learning Connections Strategies 29-31
Watch a video lesson with a scenario and determine the logical next steps for the teacher based on the lesson and key levers of their selected attribute/indicator.


Purchase our comprehensive guidebook aligned to all 21 Core Skills:     Feedback to Feed Forward


References: Vygotsky, L. (1978). Mind and society. Cambridge, MA: Harvard University Press.



Lesson 17.2 Scaffolding Next Steps Assessment

Length: 25 minutesComplexity: Standard

In-Course Assessment Watch the clip of Ms. Reinfeld’s Social Studies lesson. She has been very open this year to your coaching and is working to integrate discourse and collaboration into…