When the feedback is explicit and is something that the teacher can make a quick correction to fix then I believe it can be beneficial and helpful. 

Giving feedback can be enough to improve practice when the teacher is receptive to the feedback and able to implement the feedback. The relationship between the teacher and admin is essential for both of these components, as the teacher needs to trust the admin to be receptive and the admin needs to know that the teacher is able to implement their feedback based on their knowledge of the teacher. 

I keep thinking that directive feedback can be given when teachers ask for specific feedback to help them improve, but telling them what to do will not always change practice. I feel this type of feedback should be given when an unsafe environment is created (kids standing on desks, teacher leaving the class unattended, saying inappropriate things to students, etc). 

Certain circumstances present themselves to where saying something is important, perhaps even morally obligatory. If you observe a teacher doing something that is harmful, they need the feedback to stop doing X and be directed to do Y. Likewise, if a teacher is not doing something that they are supposed to be doing, such as recording attendance or writing an actual pass to go to the restroom, then that is something they should be directed to start doing. 

Directive feedback works when it is specific and the teacher understands and agrees with it. 

It can be helpful to give directive feedback when a teacher is working on a specific strategy and the feedback serves as a mirror that helps the teacher to see blindspots in her/his practice. Directive feedback can also be necessary when given to a teacher who is not working with integrity, in which case "giving feedback" is really documenting a paper trail. 

The biggest issue that I think of when I think of directive feedback, something that simply I say, this needs to be done and it really has to be done is when you're dealing with a teacher who's not following something like IEP or a 504 plan that lawfully they must do, and you know, many times before just that directive type statement comes, we would have been working on those things previously through other situations. So at times it does become there is the need that we have the line kind of drawn that that you must do this, but all of the classroom visits and walkthroughs and such that have taken place on the front end of that, hopefully is able to soften that blow just a little bit that the the teacher will see that you're coming from a place of trying to get them to do better, to be better. But again to make sure that they understand what it is that they must do.

When it is a new teacher and may not have a skill (observed) to teach a specific skill directive feedback would be helpful. It can also work when a teacher is not using an agreed upon grade level (PLC) strategy. Teachers would need to be open for accepting feedback and making a change where needed. 

As stated if something is mandatory or harmful it requires feedback, reflection and a corrective action if necessary. Feedback on school goals and teacher areas of interest or improvement can lead to improvement, as the school or individual teacher may be actively and openly working on those skills. I also think feedback, in a trusting and caring environment, can be framed as problems of practice or reflective practice in small groups or critical friends supports.

I don’t think there are too many instances where direct feedback to a teacher will get the desired result. If a teacher is asking for direct feedback during a lesson or how s/he presents a lesson, then your feedback may give them the direction they need to continue to be successful or to guide them on which of 2 strategies seemed to be more effective, more engaging, etc. “Just do it” isn’t what teachers typically want or seek from admin. 

If it is a simple or straightforward and perhaps routine - like something they could do with students while doing attendance - as a suggestion but not a directive or if it is a student with an IEP and they need their accommodations met in a way that would be easy for the teacher to do; or after you have been in the class multiple times and have developed a relationship 

I think the best time to give a teacher directed feedback is when what they're doing is causing harm causing harm to students causing harm to themselves or causing harm to their colleagues. I think that's one of the best times to give direct feedback is when you need a teacher to stop doing something that is causing harm to other individuals or to do something as you stated in the video to do something that is supposed to be, do being done like turning. And lesson plans or supervising their classes, not leaving classes unattended, making sure that they're turning in things on time. I think that's those are good times to say something to teachers to be directive and give direct feedback.

As a suggestion for re-teaching a lesson that students did not understand? 

It's beneficial to give the teacher the feedback when it is more applicable 'in the moment". Perhaps it's not about the teacher's teaching but how specific students are struggling with it and what they might need as supports. It's also good to be able to give positive feedback in the moment....no need to wait to share the good.

There may be a couple of different scenarios where simply giving teachers feedback can lead to improved practice. One that immediately comes to mind for me is when there's an ongoing professional conversation or dialogue, when that teacher has said, hey, I want you to come into my classroom and I want you to look for this or I want specific feedback on this topic or this thing that I'm going to try or this thing that I've been doing. I think with, you know, when a teacher has a really clear and specific goal, or where they're seeking clear and specific feedback and the administrator comes in as an observer and is looking for those things to help, give teacher feedback and contribute to their professional growth and development. Then it can be a really positive tool that can lead to improved teacher practice.

The only time I have given direct feedback is if the students were in danger - such as leaving a student in the classroom without supervision. In all other situations I wait until I have made multiple walkthroughs before giving feedback. This enables me to have a full picture of the issue and I often realize that it is not an issue and it was a one time occurrence. 

It works when a teacher is looking for feedback. We have several teachers that truly want to know the areas in where they can improve. 

I think it's important to get the full context of what the teacher was doing. So you talk about planning, you talk about implementation, you talk about things that you captured during the observation, you get the teachers rationale, you pose some questions so that you get a full picture of what went into the planning, what happened during the instruction, what you observed, capturing, some evidence.

At that point, I think is appropriate to offer feedback because he have a full understanding of what happened behind the scenes. What happened during the observation and why the teacher made real time moves during the observation?

It's like you said, when they need to stop doing something that's inappropriate, or they need to start doing something that's mandatory. So if they, for example, aren't planning lessons, or if they're winging it, or if they are only teaching to one side of the room, maybe repeatedly or, you know, picking on one student in particular repeatedly, things like that, where students do not feel like they're being granted equal opportunities to respond to the questions. So those are things, I think it's definitely great to see on the spot or shortly after the lesson.

If there is an instance when incorrect or misleading information is being taught 

It is okay to give directive feedback if something is harmful or if it is mandatory. 

I like the suggestion to only observe, I feel that in many instance teachers are expecting feedback. It will be a process to change that mindset. Being present and letting staff know you are an active participant in the school climate is powerful. 

Providing feedback is necessary if student/classroom safety is in jeopardy or if essential school rules are not being followed. 

Direct feedback is situational. If a teacher asks you to provide feedback for something specific, by all means give them that feedback, they want it and are receptive. I have had teachers ask me to come in and observe to give feedback because they are struggling with something. If student safety and security is at risk, then feedback must be given and action must be taken immediately. This could include classroom management. 

The best time to give that directive feedback is when teachers ask for it. They are seeking it out so they might be more open to listen to what you have to say. Also, talking with a teacher, asking them a questions, and having them find the solution to their problem. That might make a teacher listen to the feedback because they came up with the solution to whatever they were seeking out from you. Sometimes you have to say something prior to a teacher seeking the feedback, but if harm is not being done in the classroom, the best time to talk is when the teacher is ready to listen. 

Personally, I think if an educator seeks advice, it is completely acceptable to provide them with feedback. For example, if a teacher is seeking advice on instructional strategies or behavioral interventions, offering suggestions would be appropriate. However, consistently offering feedback devalues a teacher's professional authority and minimizes opportunities for self-reflection. 

I think immediate feedback would need to be to address a teacher's interaction with students if it's inappropriate. Or if the teacher is presenting a lesson in a manner that mimics reading from a book without any individual input. 

I think feedback in this section has been taken to only mean that a teacher is doing something that we question or have a concern about. Feedback can also be positive: "Hey I loved ______ about your lesson today, I think that really had an impact on student learning." This feedback can be given immediately. It acknowledges that you've seen something you want them to continue and the impact it had on the classroom or students. For something you'd ask them to change or a question you might have, I think those are times where (unless it's harmful to students, as others have said) you may need to pause, discuss or continue to observe, etc. 

If there is a safety concern, or if the students are in danger of something. 

When teachers are open to feedback, it can lead to improved practice. Some teachers thrive on feedback and make changes right away. Teachers that are closed off to feedback will resist any feedback. 

New teachers are always open to suggestions. I also feel if I lead the conversation with questions asking them what they would change or what didn't go as planned, they are more receptive to my recommendations. 

Directed feedback is appropriate when something is mandatory or harmful in some way. I think treating teachers as professionals is one of the strengths of my leadership, but I like the idea of helping them to professionally reflect. 

When the teacher asks for direct feedback, they are obviously receptive to hearing it. Unsolicited direct feedback isn't going to be effective because the teacher doesn't see it as impacting them. People need to be receptive to being told how to do something, otherwise it will usually fall on deaf ears. 

When the feedback is given in a positive way even if there is room to improve their teaching practice 

The only time when it is necessary to give immediate feedback is if we are witnessing something that is harmful for the kids. Even the example of the movie should be treaded on lightly because a teacher might have been rewarding the students for something that they had accomplished. On the other hand, if you walk into that teacher's room a few days later, or even a week later, and they are once again showing a movie, that would require immediate feedback. The other time that would require immediate feedback would be if you walk into a room and the teacher is teaching a different curriculum than what is expected or mandated for that class. While we want to honor teacher autonomy and professionalism, you would have to give immediate feedback to an English teacher who spent the entire period teaching kids about the stock market and investment strategies.