Today's Guest Post is brought to you by Dr. Amy Illingworth!

Dr. Amy Illingworth currently serves as an Assistant Superintendent of Educational Services in Southern California. Amy is the author of The Coach ADVenture: Building Powerful Instructional Leadership Skills That Impact Learning, and she is passionate about educational coaching. Each year, she sets a goal to visit every classroom in her district and write a personal email to each teacher in response to what she sees and celebrates within their classroom. You can find more from Amy on her blog, Reflections on Leadership and Learning.

Guest Post

In education, feedback often becomes another "f-word." Teachers, coaches, and administrators frequently struggle with giving and receiving it effectively. One way to shift our perception is to start by asking for the specific feedback we actually want.

Every professional educator I know is committed to personal growth and working on their own goals. However, these goals aren't always shared openly. Reflecting on my own experience, when I was a teacher, I focused on increasing student voices in my classroom. I even developed a system to track participation using unit vocabulary. One colleague saw a part of that system and dismissed it as "silly," telling me to stop wasting time on it. That comment hurt my new-teacher heart, and I nearly gave up on the idea. But a mentor encouraged me to keep going, highlighting what I'd already achieved and my next steps. The difference between these two interactions—the unsolicited comment and the sought-out mentorship—was night and day.

This example underscores a common challenge: "drive-by feedback" that's often unhelpful. Someone drops into a classroom, observes briefly, and shares quick feedback without context or follow-up. While there's no ill intent, this isn't truly coaching or growth-oriented feedback.

What if, instead, we fostered an environment where feedback is intentionally invited and focused? For example, teachers can display a sign on their door—perhaps with a QR code linking to a short form—that specifies what kind of feedback they're seeking. I once coached a teacher working on balancing teacher talk and student talk in her math lessons. She put up an #ObserveMe sign asking visitors to reflect on specific questions:

• During your visit, what was the balance of teacher vs. student talk?
• What questions did I ask to encourage student talk?
• What did you notice about the student talk you heard?

These targeted questions helped the observer provide feedback directly related to her goal. She wanted to refine her questioning techniques—a clear, specific focus that made the feedback immediately actionable. She asked for what she needed, received relevant input, and used it to improve her practice.

I've also seen coaches utilize feedback surveys after professional development sessions or classroom observations. These targeted tools allow educators and coaches to gather insights aligned with individual goals, tailoring their next steps accordingly. Imagine ending the year with a reflection on your progress—sharing feedback received, observing growth, and adjusting your practice to meet new or evolving goals. This intentional process turns feedback into a meaningful part of professional growth.

Goal setting isn't limited to formal systems. As a second-year teacher, I had to ask my vice principal for an observation, because I'd had no formal feedback during my first two years. When I needed a recommendation to relocate, I understood the importance of being proactive. Initially, I received a checklist from my evaluator, but I explained my goals, and my vice principal was able to write a more meaningful letter based on personal observations.

Thank You, Amy!

We absolutely love learning from you!

If you'd like to explore more, be sure to follow her website HERE! Also, don't forget to check out her book, The Coach ADventure!