Theory into practice

Image Source:


This opening lesson of this course defines the core theoretical frameworks that have guided our work with over 800 evaluators and instructional leaders over the past four years. At ReVision Learning, we pride ourselves on the fact that we have worked hand in hand with evaluators to develop our products and services by tapping into practical research and literature to support that work.

The core theoretical frameworks will help reinforce your understanding of how the research and literature can impact your practice as an evaluator and/or instructional leader.

The first three have been examined in greater detail in Section 1 of our Evidence-Based Observation Practice workbook. Within the workbook are some guiding questions to support your thinking.

Warm Up

Reflect on your current practices as an instructional leader and in your observations and coaching of educators.

  1. Do you find yourself “inspecting practice” or “observing for learning” when you are completing a classroom observation?
  2. In what ways does your feedback have an impact on the educator being observed?  How can you create a greater impact through your feedback?


Setting the Context


Read through pages 1-1 through 1-3, answering the questions on page 1-3.

Then, watch this brief video overview of the ReVision Learning Guiding Principles.


Learning Tasks

Go to our Forum and post some of your reflections based on the following questions:

You will also have the opportunity to read responses from others taking the course.

  1.  What adaptive messages and technical information need to be considered to support you as an evaluator in shifting the mindset about teacher evaluation?
  2. What new leadership strategies can you begin to consider that will ensure a stronger relationship with those you are evaluating and/or coaching?


Visit our Resource Page for this course and review any of the resources not directly addressed in the lessons or select another relevant course to learn more. 


Back to: Fundamentals of Feedback and Instructional Leadership Part I