Creating a Culture of Feedback Without Overwhelm for First-Year Teachers
| by Alyssa Meyers
In my first observation ever as a new teacher, my principal told me she liked how I differentiated for students, how I moved around the room throughout my lesson, and how I kept things positive. She also noted that I seemed a little nervous (I was!) and that I could stand to be a bit more authoritative and direct.
It was great feedback, and I was happy to have it.
As the year went on, the feedback kept coming. I had four total observations that year, two announced and two unannounced. I got advice from my mentor and other colleagues. My friends would weigh in with their two cents. I heard from parents, grandparents, and my students themselves.
My point is, as much as I value and appreciate feedback, it was a lot that first year. Sometimes, it felt overwhelming, a constant stream of suggestions, corrections, and observations.
Looking back, I realize how crucial it is for school leaders to create a thoughtful feedback culture — one that supports growth without crushing spirits or overwhelming new hires. Below are 7 tips to help make that happen.
#1 Space It Out
New teachers will have a lot to work on, but you don’t have to tell them everything they’re doing wrong all at once. Instead, prioritize the most important fixes and go from there. If you dump everything on a new teacher in one sitting, they may shut down and tune you out entirely.
During my first year, I sometimes felt like I was getting a laundry list of improvements. And while each point was valid, the sheer volume made it difficult to focus on any single area for meaningful growth. What worked better for me was focusing on two or three key areas per feedback session and then taking time to implement those changes before moving on to the next priorities.
#2 Separate Fact from Opinion
Sometimes feedback is cut and dry — it pertains to a school rule, for example, or a scientifically proven strategy. Other times, it’s based on life experience or something that’s worked for you or that you’ve seen work for other teachers.
When you’re giving feedback to a new teacher, make sure you distinguish between the two types, and if it’s the latter, phrase the feedback appropriately. For example, instead of saying “Do this,” you might try, “Hey, here’s something that worked for me — you’re welcome to try it, too.”
As a school leader, you have a ton of power and influence (maybe more than you realize!). Teachers, especially new or younger teachers, look up to you and take what you say to heart. You might think you’re making an off-the-cuff suggestion, but a new teacher might receive it as an order they must follow.
#3 Balance Positives and Negatives
One thing I really appreciated about my principal that first year is that my observations were balanced. She gave me things to work on, but she also made a clear effort to point out areas where I was doing well.
If you’re only giving negative feedback, your teachers may quickly feel defeated or worn down. If your feedback is always positive, well, that isn’t realistic or helpful. No teacher is perfect, and without constructive feedback, there’s no chance for growth.
The most effective feedback sessions I experienced followed a pattern: celebration of strengths, identification of growth areas, and collaborative problem-solving. This approach helped me maintain confidence while staying motivated to improve.
#4 Get Vulnerable
One of the best pieces of advice I got as a new teacher was to be transparent with my students when I made a mistake. Own up, apologize if needed, and do better going forward. I would give the same advice to school leaders.
Just as students need to see their teachers as fallible humans, teachers need to see their leaders the same way. When you’re honest with teachers about your mistakes — whether past or present — it makes it so much easier for them to be open and honest about their struggles as well.
#5 Pause for Recovery
If a teacher has a particularly bad day, you might have lots of really helpful feedback to offer. But it will probably be better received if you wait a day or two until the teacher has had time to recover.
When I messed up, believe me, I knew it! I did want to learn how I could do better next time, but sometimes I just needed a break first. I was very lucky that the admin who observed me gave me this space after an observation. It often allowed me to realize my own errors before they were even pointed out to me, which softened the blow when talking about it later.
#6 Make It Actionable
Vague feedback like “improve your classroom management” or “be more engaging” doesn’t give new teachers clear direction. Instead, provide specific, actionable steps they can take immediately.
For example, rather than saying, “your transitions need work,” you might try, “I noticed students took about three minutes to transition from their desks to the carpet. Consider using a countdown timer and having materials ready at the carpet before you call students over.”
The most helpful feedback I received included concrete strategies I could implement the very next day. My mentor would often model techniques or provide specific scripts I could try. This level of detail made the difference between feedback that sat in my head and feedback that transformed my practice.
#7 Follow Up with Support
Giving feedback is just the beginning. New teachers need ongoing support to implement changes successfully. Schedule follow-up conversations to check on progress, troubleshoot challenges, and celebrate improvements.
Consider pairing feedback with resources — professional development opportunities, for example, or even simple classroom observations of veteran teachers who excel in the areas your new teacher is working on.
Teachers choose their profession because they want to make a difference. That means they want to improve and they truly do want your feedback. But the delivery — supportive feedback that lifts while it guides forward — can make all the difference.
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