Theoretical Underpinnings

At ReVision Learning, we have developed a unique support instrument, processes, and the required scaffolding for instructional leaders to develop their skills in providing high quality feedback for growth. We have built our vision of evaluation and coaching on six pillars of effective feedback and each pillar has a foundational understanding in research and literature. In this lesson, we will describe our journey in developing the ReVision Supervisory Continuum, our instrument through which we leverage growth in those 6 core skill areas.

Warm Up

Think about the one book or resource that has influenced you as an instructional leader. How did it affect your vision of evaluation or practice as an instructional leader?

Setting the Context

I.  Read Pages EBO WORKBOOK 1-4 through 1-6 that outline two of the most important pieces of research and literature to the work we have completed with evaluators and instructional leaders in schools.  Answer the reflective questions on page 1-4 and again on 1-6.  Consider how this research and literature can begin to include your interaction with the teachers you serve.  Taking time to reflect on how you find a balance between the levels of challenge and support in your supervision and evaluation can significantly impact the relationships you are forming with you teachers.

II.  View the video and listen in as Patrick Flynn, Founder and Executive Director of ReVision Learning describes how some of the critical research in leadership practices have directly influenced our work with evaluators and instructional coaches.

Video on Essential Research & Literature used to support ReVision Learning in development of support for evaluators.

III.  As an optional next step, review in greater depth any of the additional research and literature before you consider how these can influence your work as a supervisor.



We often share with the evaluators with whom we work, that taking the time to understand this research and literature will ensure that they are beginning with a relationship-focused mindset, setting themselves up to provide supportive yet critical feedback to teachers.



Learning Tasks

Choose one of the six promising practices of evaluators for teacher development outlined in the video.  As a reminder, they are:

  1. Embody transformative-orientation v. compliance-orientation to evaluative practice
  2. View oneself as a teacher of teachers
  3. Plan your teacher assessment design and make LEARNING the focus
  4. Go beyond the policy – don’t just do it right, do the right thing
  5. Plan for formative feedback – especially difficult conversations
  6. Define the coherence that exists – if you do not see it, start looking harder

Go to the Forum and describe some steps you will take to increase this practice in your school.


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