Which of the following is true regarding best practices for school leaders when giving teachers observational feedback?

Providing specific next steps that are attainable for teachers is a critical aspect of effective observational feedback. By focusing on this approach, school leaders foster an environment of growth and development. It ensures that feedback is not just a one-time event but a valuable tool for continuous improvement. When leaders articulate actionable steps, teachers can understand how to implement the feedback in their practice, which promotes professional growth and enhances student learning outcomes.

This method also helps to maintain a supportive atmosphere in which teachers feel empowered rather than overwhelmed. When feedback is specific and tied to attainable goals, teachers are more likely to engage with and apply the feedback. Consequently, this practice creates a culture of collaboration and ongoing development in the school.

The other options reflect less effective strategies. Providing only feedback statements does not encourage reflective practice in teachers, while disregarding strengths limits the opportunity for positive reinforcement that can motivate improvement. Likewise, emphasizing all areas for improvement equally may dilute focus and create confusion, leading to ineffective implementation of feedback.