How should feedback be provided by an OC/T after an observation?

Feedback provided by an OC/T after an observation should indeed be specific, actionable, and balanced. This approach is essential for several reasons.

Specificity ensures that the feedback is clear and directly related to observable behaviors or outcomes. When feedback is detailed, it helps the individual understand precisely what actions or strategies they should continue or modify. For example, instead of just stating that a teaching strategy was ineffective, specific feedback would identify what aspects of that strategy did not work and offer practical alternatives.

Actionability is equally important; feedback should provide concrete steps that the individual can take to enhance their performance. This encourages a proactive attitude toward improvement rather than leaving the recipient guessing about how to implement the suggested changes.

A balanced approach means that the feedback does not solely criticize but also acknowledges strengths. Recognizing what went well alongside areas for improvement creates a supportive environment conducive to professional growth. This balance helps to maintain motivation and fosters a culture of continuous learning.

In contrast, vague feedback does not give the individual clear guidance, negative-only feedback can demoralize rather than motivate, and a focus solely on weaknesses neglects the importance of reinforcing positive behaviors. Collectively, these factors support why specific, actionable, and balanced feedback is the most effective way to facilitate development after observations