Now that you have a better understanding of the 6 standards defined by the ReVision Learning Continuum, let’s dive into using the instrument to read and evaluate an instructional leader’s feedback. Beyond selecting performance levels or rating the feedback report, as a facilitator of learning, you are also charged with utilizing the sample as evidence to clearly analyze the evaluator’s understanding and application:

   a. Determining what is challenging the evaluator along with

   b. Determining how you can build capacity or extend his/her skills.

You will find common errors or challenges that many experience as mentioned earlier, but it is important to think about the root cause of the challenges for each evaluator.  As a facilitator of learning, you will need to provide actionable coaching points to help him/her immediately improve practices in both classroom observation behaviors and in his/her creation of the written feedback report. 

In this lesson you will:
Analyze and evaluate a feedback report for the types of evidence used based on ReVision Supervisory Continuum Indicator A:

Evidence cited is directly tied to the appropriate indicators of practice and accurately represents the levels of performance.

journalWarm Up

You have observed and rated hundreds of lessons. Consider for a few minutes how you actually do that. As a facilitator, you will find you will need to become very mindful and conscious of your own processes and steps so you can then turn those around as modeling, think alouds or direct coaching. So think… How do you read through your evidence and select the appropriate performance level on a rubric? How do you make the determination between levels? Not only will this mindfulness help you read and accurately rate the feedback, but also assist your evaluators in the appropriate ratings selections against the CCT which is directly related to RVL Continuum Indicator A.  

Setting the Context

In the following lessons, you will have the opportunity to watch a feedback reader describe how to evaluate reports for each Continuum standard. The feedback was written after an observation of a middle school math intervention lesson and is aligned to the CT SESS which is closely related to the CCT/SEED.  The sample available addresses one attribute of 3b. After each, you will practice reading more from this evaluator and will select the appropriate ReVision Supervisory Continuum performance level.


For our analysis of RVL 1.A & B, we also pay close attention to the design of the claim about practice and then how the evaluator supports that claim. We explore the Claim-Connect-Action structure further in the last lesson, but if you need a refresher, review the Evidence-Based Observation Workbook Sec 5. In RVL1.A It is also important to pay attention to the evaluator’s selection of ratings, considering how far they are from the norm (historical, faciliator’s, or group norm). Though “1-off” if considered “calibrated,” you should still pay close attention to the evaluator’s level of understanding and support for each attribute if you do not see aligned ratings. 

Learning Task

Read the rest of this evaluator’s feedback for CCT 3b and also indicator 3a.

Do you notice the same areas of strength and areas of challenge from the first sample?

Select a performance rating for this evaluator’s report for Indicator A of the RVL Continuum and list 2-3 pieces of evidence to support the rating. Click on “View the Lesson Quiz” to add your work.


Back to: Providing Feedback to Evaluators