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If you have ever been in a casino, you might have noticed it is hard to figure out where you or the bathrooms are and how to find the exits. (ATM’s, however, easy to locate!) It is also pretty difficult to figure out if it is even day or night. This is the casino-designer’s goal–to create a suspended reality, keeping things a little unclear, ultimately so you will continue playing and spending money. 

But, this is hardly our goal in communicating and supporting teachers. Clearly answering for a teacher why they need to work on a particular skill can make the difference between positive and impactful feedback and feedback that just seems to be a laundry list of what the teacher is doing well or not so well.  

Creating Clear Connections is the practice of making explicit links between the evidence you have collected during an observation, what your expectations are, and the actions you are suggesting. All teachers receiving feedback need more than a list of what they need to work on to improve their practice. An instructional leader, in helping a teacher to be successful in the classroom, needs to not only be clear about a teacher’s strengths and areas of growth but how those areas have been evidenced during observations of his/her practice.

Claim, Connect, Action™ is a framework that guides an observer’s feedback so it is focused on the shared expectations of classroom practice from the district’s rubric. Through use of this framework, an instructional leader clearly connects the evidence being collected to the teacher’s demonstrated performance level while providing action steps to make improvements.

In this course, the learner will examine samples of feedback to help develop strategies for ensuring he/she can make clear connections to what was observed in the classroom so, as they can formulate feedback, it is:

a. rooted in the district rubric,

b. clearly connects to what was observed, and

c. links what was observed to the actions being provided. 

RVL 1.A: Evidence cited is directly tied to the appropriate indicators of practice and accurately represents the levels of performance. AND
RVL 1.F: Feedback report as written serves as a comprehensive learning tool containing clearly articulated evidence-based feedback and explicit connections.
Make explicit connections between what was seen in the classroom and expectations in the instructional framework.
Companion Guidebook Feedback to Feed Forward: 31 Strategies to Lead Learning Connections Ch 2 49-50, Ch 3 p 89-93
Develop feedback that connects collected evidence to a selected indicator's language and performance levels.


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



Lesson 20.2 Creating Clear Connections Part II

Length: 20 minutesComplexity: Standard

Making Connections with the Evidence We Collect On the surface, Creating Clear Connections is as simple as making sure we use evidence to help reinforce the claims we need to…

Lesson 20.3 Creating Clear Connections Assessment

Length: 25 minutesComplexity: Standard

In-Course Assessment You will now have the opportunity to review an observer’s notes to help him make clear connections to your framework for a teacher in your building.    …