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Effective teacher evaluation systems rely heavily on the quality of feedback teachers receive from their principals. In a recent study, researchers explored how different types of feedback can help teachers improve their classroom practices. The study, using data from the Network for Educator Effectiveness (NEE), focused on two essential instructional practices: Cognitive Engagement (CE) and Problem Solving and Critical Thinking (PCT). These practices are crucial for student learning and are regularly assessed in teacher evaluations through student surveys.

Understanding Feedback in Teacher Evaluations

The feedback teachers receive from their principals after classroom observations is a vital part of teacher evaluation systems. This study highlights five key characteristics of feedback:

• specific about teachers’ strengths
• specific about areas for improvement
• useful and relevant to teachers’ strengths
• useful and relevant to areas for improvement
• immediate and face-to-face

The researchers found that feedback focusing on teachers’ strengths had the most significant impact on improving instruction in relation to Cognitive Engagement and Problem Solving and Critical Thinking. Teachers who received detailed, strength-based feedback were more likely to engage students in learning and critical thinking. For example, when teachers were told exactly what they were doing well in class, they felt more confident and motivated to continue those practices. This type of feedback was especially effective for improving Cognitive Engagement — a practice to get students actively involved in learning through meaningful tasks.

Why Strength-Based Feedback Works

One of the reasons feedback focused on strengths is so effective is that it is more easily accepted by teachers. When teachers receive recognition for their efforts, they feel respected and valued by their school leaders. This recognition may ease communication between principals and teachers, making the feedback process smoother. By specifically pointing out what teachers are doing well, school leaders send the message that they notice and appreciate the positive contributions teachers make to student learning.

This acknowledgment can be incredibly motivating for teachers, as they feel their hard work and dedication are being recognized. The feeling of being valued boosts teachers’ self-esteem and motivates them to improve further, creating a positive cycle of growth. Teachers who feel respected and supported are more likely to act on feedback and strive for even better performance.

How Feedback on Areas for Improvement Helps Complex Practices

While strength-based feedback was the most effective characteristic overall, the study also found that feedback focusing on areas for improvement was helpful for more advanced teaching practices such as Problem Solving and Critical Thinking. Teachers who received detailed suggestions on how to improve critical thinking were able to apply these strategies and improve their practice. This feedback is most useful when principals provide concrete, actionable steps that teachers can implement in their classrooms.

For example, encouraging teachers to have students compare ideas or justify their thinking are strategies that align with improving problem-solving skills. By offering specific steps, principals can support teachers in tackling these more complex instructional goals.

What Doesn’t Seem to Matter as Much

Surprisingly, the study found that face-to-face and immediate feedback — which many believe to be essential — did not significantly impact teaching quality. Instead, the content of the feedback mattered more than how quickly it was delivered or whether it was done in-person. This finding offers flexibility for school leaders, suggesting that written feedback or feedback provided at a later time can still be highly effective, as long as it is specific and helpful.

In systems like NEE, where teachers receive feedback multiple times throughout the year, the emphasis can shift from immediacy to quality of feedback, allowing busy school leaders more flexibility in how and when they communicate with teachers.

Implications for Educators and School Leaders

For teachers, this research provides reassurance that receiving positive, specific feedback can significantly enhance teaching practices. It also highlights the importance of accepting constructive feedback on more challenging areas, like critical thinking, to improve student learning. When teachers feel that their strengths are recognized and valued, they are more open to receiving and acting upon feedback. This positive reinforcement not only encourages continued excellence but also promotes a sense of ownership over their professional development.

For principals and school leaders, the study suggests prioritizing feedback on teachers’ strengths can lead to noticeable improvements in student engagement and critical thinking. At the same time, providing detailed, constructive feedback on areas for improvement can help teachers tackle more complex instructional practices.

Additionally, finding that face-to-face feedback is not always necessary can free up time and resources, allowing principals to focus more on the quality of feedback rather than the immediacy of its delivery. This flexibility makes it easier for school leaders to maintain consistent communication and support for teachers without the need for scheduled meetings after every observation.

In conclusion, this study provides valuable insights into how feedback can be a powerful tool for improving teaching. By focusing on specific, strength-based feedback, and providing concrete steps for improvement, principals can help teachers refine their instructional practices and ultimately improve student learning outcomes. When teachers feel respected and recognized, they are motivated to continue growing and improving, which leads to better educational outcomes for students.

Xintong Li is a Senior Research Analyst experienced in quantitative methods and educational research. He received his PhD in Statistics, Measurement, and Evaluation in Education at the University of Missouri. He has publications in methodological foundations and applications and is skilled in advance statistical modeling, programming and large-scale simulations using high-performance computer clusters. His current research interests include causal inference using cross-sectional data and motivation in education.

The Network for Educator Effectiveness (NEE) is a simple yet powerful comprehensive system for educator evaluation that helps educators grow, students learn, and schools improve. Developed by preK-12 practitioners and experts at the University of Missouri, NEE brings together classroom observation, student feedback, teacher curriculum planning, and professional development as measures of effectiveness in a secure online portal designed to promote educator growth and development.