Feedback that Builds Trust and Drives Learning

For instructional coaches and principals, generating feedback with teachers is one of the most powerful levers for professional growth—and one of the most nuanced. When done well, feedback fosters trust, reflection, and improvement. When mishandled, it can shut down dialogue, erode relationships, and stall progress. A podcast I recorded with Craig Randall, author of Trust-Based Observations, and an article, 5 Ways Great Leaders Give Feedback That Improves Performance by Joel Garfinkel, generate some key points for reflection on our feedback processes.

Shifting the Mindset

Randall emphasizes that effective feedback begins long before a post-observation conversation. It starts with the mindset we bring to our work with teachers. When observations are seen as evaluative checklists, even well-intended feedback can trigger fear or defensiveness. When our purpose is to support—not sort—teachers, we foster psychological safety that opens the door to real learning.

“The way we’ve been doing observations for the last 25 years, research shows, is literally not improving teaching, and research shows it causes harm and makes teachers less confident in their practice. If we want collective teacher efficacy and improvement, we shouldn’t be doing something that’s making people feel less confident in their practice.”

(Craig Randall)

Instructional coaches and principals must intentionally shape this environment. By leading with curiosity rather than conclusions, and by positioning feedback as a conversation rather than a judgment, we shift the dynamic from “I saw this” to “What did you noticing during the learning activity?” Trust isn’t a soft add-on to the coaching process, it’s the foundation. As Randall shares, “teachers are more likely to reflect honestly and take instructional risks when they trust that the feedback comes from a place of support, not surveillance.” One way to build that trust is to engage in pre-observation conversations that clarify the teacher’s goals and invite them into the process. What are they working on? What would they like to explore? This positions the teacher as a co-learner and creates a shared focus for observation.

Bringing in the “How” of Effective Feedback

Garfinkel outlines five important elements that make feedback more effective. These practices align naturally with a trust-based approach:

Make it timely – Don’t let feedback drift into the rearview mirror. Prompt, thoughtful follow-up signals that the teacher’s growth matters now.

Be specific and actionable – Instead of vague praise or criticism, highlight observable behaviors.

Focus on strengths – Help teachers see what’s working in their practice. Strengths are the fuel for risk-taking and improvement.

Invite self-reflection – Ask open-ended questions that encourage teachers to analyze their own instruction. Reflection deepens learning.

Create ongoing conversations – Growth doesn’t happen in a single conversation. Establish feedback as part of a regular, trusted dialogue.

Feedback is not a one-time event or a scripted conversation — it’s a dynamic relationship built over time.

Expanding Feedback Ownership

Joellen Killion’s work, (The Feedback Process), offers another helpful lens by describing feedback along a continuum—unidirectional, conversational, and self-generated. Each represents a different level of teacher agency and engagement in the feedback process.

• Unidirectional feedback is delivered from the coach or principal to the teacher. It often comes from a place of expertise or authority and can be useful for providing clarity or urgent redirection, but it may leave the teacher as a passive recipient.
• Conversational feedback is more collaborative. It invites a shared dialogue in which insights are co-created. This form of feedback builds mutual respect and often leads to greater insight and motivation.
• Self-generated feedback is the most empowering. It emerges when teachers reflect on their practice independently, sparked by guiding questions, observation data, or student work—and come to their own conclusions about strengths and areas for growth.

As instructional leaders, our goal should increasingly be to support teachers in moving toward self-generated feedback. That’s where the deepest professional growth occurs—when reflection and improvement become part of a teacher’s internal process.

Creating a Culture of Continuous Growth

Instructional leaders have the opportunity—and the responsibility—to create school cultures where feedback is expected, welcomed, and used. When trust is prioritized and feedback is crafted with care, teachers are more likely to engage deeply, take instructional risks, and strive for excellence. Craig Randall reminds us, “When teachers feel safe, they’re more willing to reflect, experiment, and grow.” That’s the kind of culture where real learning happens—not just for students, but for every educator.

By being intentional about how we provide feedback, we don’t just improve performance—we empower growth.