Coaching Feedback: Finding the Right Balance

Ways to make your guidance a bridge, not a barrier, to improvement.

DR. CRISTINA COMPTON
Director of Program Development
​

I still remember a time, as a classroom teacher, when I received feedback from an administrator that left me completely overwhelmed. The notes were detailed, but instead of providing clarity, they left me feeling stuck. I didn’t know where to begin, what I had done well, or what I needed to do next. Without a clear entry point, the feedback felt less like a door and more like a wall.

That experience taught me something important: feedback can either empower us to grow, or it can shut us down. As coaches and leaders, it’s worth asking ourselves—when we give feedback, does it feel like an invitation to growth, or like a list of shortcomings?

When I talk to instructional leaders about feedback, I often begin by asking them to reflect on their own experiences:

• Think of a time when feedback changed your thinking. What made it effective?
• What kind of tone in feedback helps you feel safe and motivated?
• How do you want to feel after receiving coaching feedback?

By starting here, we place ourselves in the position of the receiver—something we can easily lose sight of as we move deeper into coaching roles. Teachers often tell us what makes feedback meaningful: when it’s calming, when it begins with listening, when it feels like we’re on the same team, when it’s actionable, when expectations are clear, and when questions open up new perspectives. So what are some promising practices we can lean on when it comes to offering teachers feedback? 

At CPET, we believe teacher feedback should be rooted in four essential criteria.

---

Asset-Based

Feedback should recognize and build upon a teacher’s strengths. This tone fosters confidence and motivation while encouraging growth from a place of competence.

Example:
“You created a strong sense of classroom community by greeting every student at the door. Let’s think about how that same consistency might support smoother transitions during group work.”

This example validates what the teacher is already doing well while offering a bridge toward new growth.

---

Specific

General praise or criticism isn’t helpful. Specific feedback focuses on particular aspects of practice that can be seen, named, and repeated.

Example:
“I noticed you paused after asking open-ended questions, and several students used the wait time to expand their thinking. That technique helped deepen discussion.”
​
By naming a clear strategy, the teacher understands exactly what to continue.

---

Timely

Feedback is most effective when offered soon after the observation, while the details are fresh and relevant.

Example:
After observing a lesson, a coach emails later that day: “When you modeled annotating the text under the document camera, students were quick to try it themselves. I’d love to talk tomorrow about how you might extend that strategy in small groups.”

The immediacy ensures the teacher can recall the context and apply the suggestion right away.

---

Actionable

Feedback must point toward a clear next step. Naming what didn’t work without offering direction leaves teachers without a pathway forward.

Example:
“Several students struggled to follow the group work directions. What if we co-plan a set of visual reminders to post during tomorrow’s activity?”

The focus here isn’t on the problem but on the solution, empowering the teacher to try something new.

---

Written Feedback: Striking the Right Balance

Sometimes written feedback is the only option, given time constraints or the number of teachers we work with. Written feedback can be powerful—but only if it avoids the traps of being overly positive, overly negative, or too wordy, the latter being the kind of written feedback I too often experienced as a teacher. 

Here are three examples of what not to do, followed by reflections on why they miss the mark:

1. Overly Positive
“You’re such a great teacher! The lesson went really well. I loved the way you engaged the class. Keep up the good work!”

Why it’s not effective:
This feedback may feel encouraging in the moment, but it’s too vague. The teacher doesn’t know what exactly went well, or how to repeat and build on it. It misses the opportunity to connect feedback to student learning.

2. Overly Negative
“Students were disengaged for most of the lesson. The directions weren’t clear, and transitions took too long. You need to work on your classroom management.”

Why it’s not effective:
This feedback feels harsh and deficit-based. It names problems without pointing toward solutions, which can leave teachers feeling defensive or defeated instead of supported.

3. Too Wordy
“Overall, I think the lesson had a lot of strengths, like how you moved around the room and checked in with students, which is definitely a strategy that helps with engagement. At the same time, I noticed that not all students were on task during the group work activity, which might be related to the directions not being as clear as they could be. One idea is maybe to post them visually, but I also wonder if the pacing was part of the issue, since the groups took different amounts of time, and maybe you could assign roles, though of course that depends on the age group and the content, and it might take extra planning, so I’m not sure, but just something to consider moving forward.”

Why it’s not effective:
The teacher has to dig through multiple ideas, half-formed suggestions, and evasive language. Instead of clarity, they walk away overwhelmed and unsure of what to prioritize.
​

Effective written feedback uses the same four criteria as oral feedback—asset-based, specific, timely, and actionable.

Revised Example:
“I noticed when you moved around the room to check in with groups, students quickly re-engaged. That’s a real strength to build on. One next step might be to post directions visually on the board so students can stay on track even when you’re working with another group. How about we check in next week to see how that worked?”

This version affirms strengths, pinpoints a clear area of focus, and offers a manageable next step.

---

Final Reflection

As leaders and coaches, it’s worth pausing to reflect:

• When I give feedback, do I ground it in teachers’ strengths?
• Am I clear, timely, and actionable—or do I drift into vague, critical, or overly wordy territory?
• What promising practices around feedback can I model for my team?

Feedback is one of the most powerful tools we have to support teacher growth. When it’s thoughtful, balanced, and student-centered, it doesn’t just shape practice—it transforms it.