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I agree with the importance of immediate and specific feedback. If you are continually providing feedback it must be meaningful to the recipient. A few years ago, learning targets became an important component of instruction. Many teachers embraced them and made sure they were posted but the true impact came when they were used to guide instruction, assess student learning, and develop next steps for meeting the needs of students. This process took time, feedback, and monitoring, and reflection on the part of teachers and administrators.

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I aspire to being an administrator who works hard to see each opportunity for feedback as a way to support teachers and work they do for students in a positive way. There will be those situations that challenge this approach, but being consistent and providing immediate and specific feedback provides documentation of the effort. Teachers deserve to walk away knowing what is going well and an opportunity to reflect on ways to improve and grow. I start each post observation conversation by asking a teacher what they think went well with their lesson. Also, I am ready with observation notes with specific instances of strengths in a lesson.

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This loop of providing feedback will work for some but not all. An abundance of feedback may be overwhelming for some teachers. When a teacher is struggling it may be in more than one area and too much feedback can lead to creating an overwhelming situation. The other components of immediate and specific feedback are important but also depend on consistency from the provider and recipient of the feedback. I would also argue that time for reflection needs to be added to the feedback loop.

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The author makes an assumption that if the loop of giving immediate, specific, and abundant feedback is followed then the recipient will be persistent.

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The author assumes the feedback loop is a concept that can work across broad domains and topics.  Too, he feels the feedback loop is best when it focused on being abundant, immediate, and specific as those three factors all lead to persistence.

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I agree that for feedback to have purpose, it must be abundant, immediate, and specific.  When conducting observations/learning walks, it is always best to be specific when a teacher meets or exceeds your expectations regarding key "look fors."  It not only reinforces growth, but demonstrates you were an active observer during your time.  I also agree the feedback should be immediate.  I always look to conduct a post observation conference within 24 hours and it is rare that I do not meet that goal.  I believe by doing so, you reinforce the importance of good instruction and a growth mindset.  I also find the value of the post conference increases when you time it soon after the observation as it present the most powerful phase of the process which is the conversation with the teacher.

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I would argue you must be careful when looking for abundance as you may devalue the process or impact of feedback (ie: see participation trophies) although I would also argue that too little feedback leaves staff unsure.  However, I have yet to find myself in a situation where the teacher did nothing right.  I believe the "glow" and "grow" process fits everyone even it means starting with the simplest of positives before shifting towards the platform focused on growth.  I would also argue that feedback should come from both sides of the post observation meaning you must not only provide feedback but use inquiry in leading teachers to reflection.

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Persistence, not perfection is how we attain our goals. I aspire to be consistent with my feedback and aligned in the process with my fellow administrators.  Ensuring my team and I are calibrated to provide consistent feedback is essential to the growth of the school and will allow for greater overall success. If we are all to be persistent, we must stick to the feedback loop process and trust the process while always reflecting on our own process.