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Going out for dinner with friends after a long week should be a welcome reprieve to the day-to-day grind. As a consumer, you are likely to give feedback to the restaurant when one of two things happen: you have an incredible experience or you have a horrible one. The feedback you leave can have a lasting impression, especially when it’s negative. The more specific the feedback, the more likely it will have the effect you intended.

As an observer, you may find you have different reasons for why you provide feedback to a teacher day to day – perhaps they have asked you to come in to check out a new strategy, it is time for a formal evaluation, or there is a school-wide goal to address a particular practice or outcome and you have just conducted a building walk-through. Regardless of the reason you are developing feedback, it is critical that what you provide the teacher is explicit and actionable. To truly serve as an instructional leader, promoting growth mindset, all feedback to a teacher should result in his/her clear understandings of effectiveness and should provide attainable next steps, regardless of the teacher’s proficiency level or experience. This can be achieved by utilizing a thinking frame within your feedback known as Claim, Connect, Action.

This course builds on the course titled, “Crafting a Claim Statement,” in which the learner develops strategies for forming a claim about practice and establishing support for that claim with evidence. These are important steps to master before working to add the “Action” portion, as you will in this course. In these next lessons, the learner will:

a) work to define “actionable” feedback

b) develop strategies to build on the teacher’s existing skills and understanding of effective practice or Zone of Proximal Development (Vygotsky, 1978).

RVL 1.F: Feedback report as written serves as a comprehensive learning tool containing clearly articulated evidence-based feedback and explicit connections.
Employ the Claim, Connect, Action model to develop actionable feedback.
Companion Guidebook Feedback to Feed Forward: 31 Strategies to Lead Learning Connections Ch 1, 2, & 6 Strategies 30 & 31
Develop actionable feedback report by adding the Action to an existing piece of feedback (Claim-Connect provided).


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



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


Lesson 19.2 Composing Feedback Reports Part II

Length: 15 minutesComplexity: Standard

Attainable, Time-bound & Meaningful Let’s think further about how you can create feedback that will promote growth and reflection. Actionable feedback includes next steps that are meaningful and that a teacher…

Lesson 19.3 Composing Feedback Reports Assessment

Length: 30 minutesComplexity: Standard

In-Course Assessment   A veteran passionate high school teacher has been teaching history and geography for 18 years and has always used the textbook as the anchor to all lessons and…