Education Archives

Beyond the Observation: Making Teacher Evaluation Feedback Meaningful for Educators

For many educators, the phrase teacher evaluations can bring mixed emotions.

Maybe it is the pre-observation nerves. The carefully crafted lesson that somehow goes sideways when an observer walks in. Or the post-conference where the feedback feels helpful, but it’s disconnected from the everyday realities of teaching. For school leaders, the challenge is equally complex: balancing accountability requirements while also supporting teacher growth in meaningful ways.

Schools are reflecting: Are we using feedback primarily to evaluate teachers, or to help them grow?

Teacher effectiveness frameworks were never intended to function as compliance checklists alone. At their best, they create opportunities for professional learning, reflective practice, and stronger instructional outcomes for students. Yet too often, performance feedback becomes concentrated around formal observations rather than embedded into the daily culture of a school.

The reality is that meaningful feedback for educators cannot live only in observation cycles.

Today’s educators are navigating increasing student needs, shifting expectations, staff shortages, and rising levels of burnout. In this environment, performance feedback must feel less like a judgment and more like a partnership focused on instructional growth.

Research on educator retention consistently points to one important factor: teachers are more likely to remain engaged and committed when they feel supported, valued, and professionally developed. Feedback matters because educators deserve meaningful opportunities to strengthen practice.

The most impactful school leaders understand that feedback is strongest when it is timely, specific, and connected to instructional goals. Rather than waiting for a formal observation window, growth-centered leaders create regular opportunities for brief conversations about teaching and learning.

Sometimes the most valuable feedback sounds like:

“I noticed how you redirected students during group work while maintaining relationships. What do you think worked well there?”

“I saw students struggling to engage during independent practice. Would it be helpful to brainstorm a few strategies together?”

These conversations feel different because they are rooted in coaching rather than compliance.

Importantly, meaningful feedback also recognizes that teachers are professionals. Educators want clarity around expectations, but they also want autonomy, trust, and opportunities to reflect on their own practice. Strong feedback conversations create space for dialogue, not just ratings.

A Few Considerations for Strengthening Educator Feedback:

Make feedback part of the culture, not just the evaluation cycle.
Teacher effectiveness frameworks can provide structure, but professional growth happens between formal observations. Brief classroom walkthroughs, coaching conversations, and regular check-ins help normalize feedback as part of continuous improvement rather than something reserved for evaluation season.
Prioritize specific, evidence-based feedback.
General comments such as “Great lesson” or “Student engagement could improve” rarely move practice forward. Instead, ground conversations in observable evidence and invite reflection: “I noticed students referencing the success criteria independently during the activity. What impact do you think that had?”
Lead with strengths while supporting growth.
Teachers are more likely to embrace feedback when leaders recognize what is already working. Identifying strengths builds trust and creates a foundation for tackling areas of growth without the conversation feeling punitive.
Ask reflective coaching questions.
Some of the most powerful leadership moves involve asking rather than telling. Consider questions like:
• What part of the lesson felt most successful to you?
• Where did students struggle, and what do you think contributed to that?
• How can I best support your goals right now?

Questions like these communicate partnership and reinforce a culture of professional learning.

Connect feedback to student impact and school mission.
Educators are deeply mission-driven. Feedback feels more meaningful when teachers can clearly connect instructional practices to student outcomes and the broader vision of the school. Every educator should be able to answer: How does my work contribute to student success and belonging?

At the end of the day, teacher effectiveness systems are only as meaningful as the conversations surrounding them. When feedback shifts from a compliance exercise to a culture of coaching, schools create conditions where educators feel supported, students benefit, and professional growth becomes part of everyday practice.

July 18, 2026/by Kim Walters

Belonging, Education, School Culture

A Grand Re-opening: Designing the Schools Students Don’t Want to Miss

The turn of the calendar page often brings a sense of renewal to our classrooms. While we usually reserve “Grand Openings” for the first week of August or September, what if we treated this season as a Grand Re-opening for our learning communities? It is a perfect moment to pause and ask a vital question. How do we create a space where students love to be so much that they simply do not want to miss a single day?

When we address the challenge of truancy, we often look at policies and attendance markers. However, the most hopeful and sustainable solution lies in the architecture of belonging. At Yes…And, when we go on Belonging and Engagement Walks through various schools measuring a variety of indicators, we see a vast spectrum of environments. We see rooms that look like they were plucked directly from a Pinterest board. We see rooms with bare walls. We see spaces so crowded with anchor charts that the eye has no place to rest, and we see clinical rooms that feel more like waiting areas than workshops for the mind.

In almost every case, the teacher’s intent is beautiful. We want everything to be ready. We want the room to be perfect so students feel welcome the moment they step inside. Yet, there is a profound shift that happens when we move from doing things for students to doing things with them. Students feel a much deeper connection to the community when they help determine the environment and the systems that govern it. When children and young adults are seen, encouraged to share thoughts, and told that their opinions carry weight, they stop being visitors in your classroom. They become owners of it.

If you are looking to spark this sense of ownership during your Grand Re-opening, consider these three actions for your learning system.

1. The Power of the Responsive Feedback Loop

Create a dedicated place where students can provide feedback. Whether it is a physical box or a digital form, ensure it allows for anonymity. The magic is not just in the gathering of ideas, but in your response. Commit to reading the feedback and addressing it publicly with the class. You may not be able to grant every request, such as a four-day weekend or pizza every day. However, if you consistently explain the “why” behind what can and cannot change, students realize you are listening. They learn that their ideas are valued, which is the foundation of trust.

2. Routine Check-ins for Growth

Make it a habit to ask how you can be better for them. This does not have to be a formal survey. It can be a simple question at the end of a quiz, a quick exit ticket, or a five-minute circle discussion. Ask them which teaching strategy worked best for them last week. Ask what is currently missing from the class that would help them learn more effectively. This vulnerability on your part models the growth mindset we ask of them every day.

3. Co-creating the Winning Team Spirit

Goal setting is a practice that works from Kindergarten through the twelfth grade. When you create S.M.A.R.T. goals with your students, you are building a “winning team” culture. These goals can be academic or behavioral, but they must be authentic. Talk to them about what they know and what they want to learn next. When the class works toward a collective goal, let them suggest the reward. Some ideas might require a bit of compromise, but the process of negotiation is where the belonging happens. Celebrate every win loudly. Ensure that no student is left behind in the pursuit of these milestones.

A Heartfelt Warning

Before you implement these ideas, ensure you are truly ready to hear what your students have to say. Honesty can be difficult to digest. If we ask for their voices and then dismiss their perspective, trust will decrease. Students will only feel like their presence matters if they see their fingerprints on the classroom culture.

Let’s tell our students that we want them to love coming to school. Let’s tell them that their experience is the most important metric of our success. Let’s tell them we believe in them. By inviting them to co-design their education, we create a community they would never dream of missing.

July 18, 2026/by Kim Walters

Belonging, Education, Gratitude, School Culture

Strengthening School Culture Through Appreciation

I recently attended the Milwaukee Talent Summit where Dan Terrio shared a deeply moving story about “human beingness.” He spoke about growing up on the Stockbridge-Munsee reservation and the importance of identity, connection, and showing up as fully human in our work. That message hit home for me because leadership and teaching are not just about plans, data, and outcomes; they are about the people who make learning happen every day and the experience they provide the students.

As we enter this season of gratitude and reflection, it’s a perfect time to focus on your student’s strengths, the strengths of your team, and the culture you are building together.

Strong, healthy school cultures are shaped by daily moments of connection. The personal check-ins with colleagues, the specific praise for a student who did something kind or thoughtful for another student, and the small acts of appreciation help teachers and students feel seen, valued, and motivated.

As we near this reflective season, consider these questions: What’s working well in your school community? What might need a fresh approach? Who might need a little extra TLC?

Gratitude is a simple yet powerful tool to help make those reflections intentional. And gratitude doesn’t just boost morale; it also improves well-being. Research shows that expressing thanks increases happiness, lowers stress, and strengthens overall resilience.

In the busy pace of teaching filled with lesson planning, grading, meetings, and deadlines, it’s easy for relationships and individual contributions to get overlooked. Gratitude brings these back into focus. It invites educators to pause, appreciate one another, appreciate your students, and remind everyone that strong connections fuel collaboration and progress.

Belonging and engagement in schools is deeply connected to how appreciated staff and students feel. All teachers have the opportunity to model gratitude in meaningful ways. A quick shout-out at the start of a staff meeting, a sincere thank-you, or a handwritten note can ripple through your school community, building trust and unity.

For example, a principal might begin a faculty meeting by saying, “Before we start, I want to recognize the incredible teamwork during last week’s parent-teacher conferences. Your dedication made those evenings run smoothly and made families feel welcome.”

A department chair could send a message to their team: “Thank you to the math teachers who collaborated on that new unit plan. Your creativity and teamwork will make a real difference for our students.”

And a teacher might take a moment during recess to thank a colleague: “I appreciate how you stepped in to help with that student this morning. That support means so much.”

If you want a little inspiration to start your own gratitude practice, check out the SoulPancake video “An Experiment in Gratitude | The Science of Happiness.” It’s an oldie but a goodie! It’s a heartwarming reminder of how appreciation lifts both the giver and the receiver. You might find yourself smiling, or even shedding a tear.

I invite you to lead with gratitude through the next month. Engage in this practice rooted in “human beingness.” Those small moments of genuine appreciation are the threads that weave connection, build resilient culture, and inspire everyone to show up fully. It’s in the everyday, imperfect human-to-human interactions where true leadership happens, one relationship at a time.

Just as Dan Terrio’s story reminded me that leadership is ultimately about our shared humanity, may your gratitude practice elevate not only what gets done but how we show up as educators, together.

From all of us at Yes…And LLC, thank you for leading with care, intention, courage, and gratitude.

December 14, 2025/by Kim Walters

Education, Engagment, Feedback, Strategies

Using Winter Break to Revamp How We Invite Student Feedback

For many educators, winter break arrives as a much needed pause. The first half of the school year is full of instruction, deadlines, relationships to build, and classroom routines to strengthen. The good news is that winter break can also serve as a natural reset point. It offers enough distance from day to day tasks to reflect on what is working and what might need rethinking.

One area that can make a meaningful impact in the second half of the year is how we invite student feedback. Students are more engaged, more motivated, and more connected when they feel that their voices matter. Yet many teachers feel pressed for time and worry that gathering feedback will require major changes or complicated tools. It does not need to. Small shifts can create powerful outcomes.

Below are simple ideas that take very little time and can help you return in January with a classroom that feels even more collaborative and responsive.

Try a One Question Check In

Students often have valuable insights but do not always have space to share them. A single question posted on a sticky note board, Google Form, or exit ticket can reveal what students need from you.

Examples

What is one thing you want me to know about how you learn best?
What helps you feel comfortable participating in class discussions?
Which classroom routine is helping you right now, and which one is not?

This can be done once a week or once every two weeks. The key is to respond with small adjustments or a short acknowledgment that shows you heard them.

Create a Midyear Classroom Agreement Review

Classroom expectations feel more meaningful when students help shape them. Winter break is a great time to revisit your current agreements and plan a quick reflection activity for January.

Try a simple three column chart.

Column 1: What is working?

Column 2: What is not working?

Column 3: What do we want to try next?

This can be completed in partners or small groups within ten minutes. Students enjoy the chance to influence the tone and flow of the classroom, and you gain information that supports stronger community building.

Use a Stop, Start, Continue Protocol

This protocol is quick and clear. Ask students to list one thing they want the class to stop doing, one thing to start, and one thing to continue. You can also frame it around your teaching. For example:

Stop: One instructional habit that is not supporting them

Start: One thing they wish you would try

Continue: One thing that helps them learn

You only need to adjust one or two items for students to see that their input matters.

Offer Choice in Small Doses

Choice builds ownership. It also increases engagement without requiring major redesign. During winter break, you can plan to try just one new choice option in January.

Small examples:

Let students choose the order in which they complete tasks
Offer two writing prompts instead of one
Provide three strategies for solving a problem and let them pick one
Allow a partner option for an activity that is usually done alone

These changes create a sense of autonomy and respect for student preferences.

Host a Two Minute Listening Moment

Set aside the first two minutes of class once a week for students to share something from their school experience. Students can talk about how the current unit feels, what they are proud of, or a challenge they are facing. You can invite volunteers or use quick anonymous note cards.

This simple practice strengthens relationships and reinforces that the classroom is a shared space.

Use a Quick Pulse Survey After Break

Before launching into January lessons, ask students two short questions:

What is one thing that would help you learn better this semester?
What is one thing you do not want us to change?

The responses often reveal insights that influence planning and save time in the long run.

Rest and Reset

The purpose of winter break is rest. At the same time, small moments of reflection can open new possibilities. Teachers do not need to overhaul everything to create stronger learning communities. A few intentional approaches to student feedback can transform the climate of a classroom and elevate student voice in ways that feel authentic and practical.

As educators committed to doing better when we know better, winter break gives us space to breathe, reset, and return with renewed purpose. Yes…And LLC celebrates your work, your creativity, and your willingness to listen to the students who depend on you most.

December 14, 2025/by Kim Walters

Belonging, Education, Engagment, Leadership

Connection Is the Curriculum: Why Belonging Still Matters Most

As schools continue to navigate the shifting challenges of our time like chronic absenteeism, declining engagement, and growing student needs, it’s tempting to look for a new program, platform, or policy that can fix it all. But if we look closely at what truly drives both attendance and achievement, the answer isn’t new at all.

It’s connection.

Students show up where they feel seen. They work harder for adults who care about them. They take risks, academically and emotionally, when they believe they belong.

The truth is, learning has always been relational. As human beings, we are built for connection. Before students engage with content, they engage with people. The trust they feel in their teachers and the sense of safety they feel in their classrooms are the foundation for everything else that follows.

Belonging isn’t an “extra.” It is the curriculum.

When students feel connected, they’re more likely to attend school, contribute to discussions, take feedback, and persevere through challenges. When they don’t, even the best lessons can fall flat. No literacy initiative or math intervention can make up for a student feeling invisible.

And in a time when schools are under immense pressure to accelerate learning and close gaps, it’s worth remembering: connection isn’t a distraction from rigor; it’s the path to it.

A Personal Reminder

I think back to my own high school experience to understand this more deeply. I was generally a pretty good student; I was pretty much an A-B student with an occasional C, and I knew how to “play school.” But French class was completely different.

My French teacher didn’t make any effort to connect with me or anyone else. It was all about covering content. I was so disengaged that I would lean back in my chair with my foot on my desk, openly showing I didn’t care what the teacher thought. I barely retained any French beyond “deux copies, s’il vous plaît” because we had to write every assignment twice! Even without an education degree, I knew that repeating assignments like that was a waste of time and didn’t help me learn.

I often wonder how different it could have been if that teacher had shared a little about themselves or tried to get to know us. Just a small connection, a moment of interest or curiosity, could have completely changed my engagement. That experience stays with me as a constant reminder: students need to feel seen before they can learn.

Student Voice: The Heartbeat of Belonging

There’s no better way to build belonging than by listening to students. Students want to know that their experiences, opinions, and ideas matter, not just on special occasions or through surveys, but in the everyday rhythm of learning.

Ask them simple, powerful questions:

“What helps you learn best?”
“What part of today’s lesson helped you most and what was confusing?”
“How can I be better for you”
“What would make this classroom feel like a place where you belong?”

And then listen; show them you are listening by applying what you are learning about them and how to better meet their needs. Gather their feedback on activities, projects, and even classroom routines. Use their insights to refine lessons and create space for reflection. When students see their feedback turn into action, they begin to trust that their voices have weight.

This doesn’t cost money. It costs intentionality. Here are a few no-cost ways to amplify student voice and agency:

Exit tickets or reflection prompts that ask what helped them learn (or what didn’t).
Student-led conferences or goal-setting sessions where students talk about their growth and next steps.
Choice in assignments or project formats, giving students autonomy in how they demonstrate learning.
Classroom norms or agreements that are co-created with students, so they have ownership of the environment they learn in.
Student advisory groups or feedback circles that meet monthly with school leaders to share insights and ideas.

Every time a student’s idea is heard and acted on belonging deepens. And when belonging deepens, motivation follows.

Why This Still Matters

In a world where educators are asked to do more with less, where public trust in institutions is fragile, and where division often overshadows shared purpose, schools remain one of the last truly communal spaces. Every day, they model what belonging looks like in action: adults greeting students by name, teachers offering grace after a hard day, principals showing up in hallways just to listen.

Those moments don’t show up in test scores or dashboards, but they are the heartbeat of a healthy school and definitely contribute to achievement. Connection is not a soft skill. It’s the strategy that sustains hope for both students and adults. So as this school year unfolds, let’s not forget what has always been true:

Before students can learn, they need to feel they belong.
And before they believe in the work, they need to believe they matter.

A Call to Educational Leaders

For school administrators and leaders, this is your moment to model what connection-centered leadership looks like. Walk the halls and ask students what helps them learn. Invite them into conversations about what school feels like for them. Make listening, not compliance, the hallmark of your culture.

Encourage teachers to try one new practice that centers student voice. Celebrate small shifts. Create the conditions for curiosity, agency, and care to thrive. When leaders make belonging a priority, it sends a powerful message:

Everyone here matters, and everyone here has something to contribute.

Because when connection becomes the curriculum, everything else follows: engagement, attendance, achievement.

October 5, 2025/by Kim Walters

Belonging, Culture, Education, Leadership

Using Cultural Competence Assessments to Better Serve Our Students

As educators, we all share a common goal: to create inclusive, affirming learning environments where every student can thrive. One powerful way to support this goal is by developing our own cultural competence, which is our ability to relate to, communicate with, and effectively interact with people from different backgrounds. Cultural competence is not static; it grows with reflection, learning, and intentional practice.

To support this growth, many educators are turning to research-based tools like the Intercultural Development Inventory (IDI), CQ Behavioral Preferences, and the CQ 360 Assessment. Each of these assessments offers unique insight into how we experience cultural differences, how we respond to them, and where we may need to stretch in order to connect more deeply with the diverse students and families we serve.

Why These Assessments Matter

Students bring their whole selves into the classroom, including their identities, experiences, and perspectives. When educators are aware of their own cultural patterns and preferences, and how those may differ from their students’, they can reduce unintentional bias, build stronger relationships, and create more equitable experiences.

These assessments help us:

Recognize where we are on our intercultural development journey (IDI)
Understand our preferred styles of interaction across different cultural contexts (CQ Behavioral Preferences)
Gain feedback on how others perceive our cross-cultural behaviors and effectiveness (CQ 360)

What You’ll Learn

The IDI provides a developmental framework that helps individuals and teams see where they are starting from and what growth steps will help them more effectively engage across differences.
The CQ Behavioral Preferences inventory helps illuminate which communication and relational styles we naturally prefer and which may feel more challenging—such as direct vs. indirect communication or individual vs. group-focused approaches.
The CQ 360 goes a step further by gathering perspectives from colleagues, supervisors, or students, giving you a fuller picture of how your cross-cultural behaviors are experienced by others.

Together, these tools act like a cultural mirror, helping us see our strengths and growth areas with clarity and compassion. They also provide action steps for development; not as a one-time checklist, but as part of a lifelong learning process.

Putting Insight into Action

Assessment without application misses the point. These tools are most powerful when paired with facilitated reflection, coaching, or professional learning communities where educators can unpack what the data means and how to translate it into better practice.

When teachers become more culturally self-aware, it directly impacts students. Instruction becomes more relevant. Classroom norms become more inclusive. Discipline becomes more just. Relationships become more authentic.

Bottom Line

Cultural competence is not about having all the right answers; it’s about becoming more aware, more adaptable, and more committed to growth. These assessments are not about judgment; they’re about insight. And with that insight, we can serve every student with deeper empathy, equity, and excellence.

Want to learn more or bring these tools to your school district or team? Let’s talk! Your journey toward greater cultural competence can start with a simple step, and the impact will ripple out across your classroom and beyond.

August 18, 2025/by Kim Walters

Belonging, Education

The Declining Sense of Belonging: Why It Matters for Workers & Students Alike

Belonging is a core human need, essential for people of all ages. And yet, far too many individuals are feeling disconnected in the very places where they spend the majority of their time. According to a 2019 Harvard Business Review article, 40% of employees report feeling isolated at work. In Wisconsin schools, only 53.6% of students say they feel a strong sense of belonging, a significant decline from 70.8% in 2017 (2023 Wisconsin Youth Risk Behavior Survey).

This growing sense of disconnection is more than a fleeting concern that has real consequences. Whether in schools or the workplace, a lack of belonging impacts mental health, productivity, engagement, and well-being. The data is clear: we must act with urgency and empathy to reverse this trend.

Why Belonging Matters

Belonging isn’t a buzzword; it’s a feeling. It’s the emotional experience of being seen, accepted, and valued for who you are. When people feel like they belong, they are more likely to thrive academically, professionally, and personally.

Research consistently shows that a strong sense of connection leads to improved performance and well-being. In contrast, when belonging is lacking, motivation dwindles, mental health suffers, and the risk of disengagement and risky behaviors increases.

Workers: The Business Case for Belonging

The workplace is not immune to these issues. Just as students struggle to feel connected, many employees report feeling alienated and unsupported. The Paradigm Belonging Report makes a compelling case: belonging is not a “nice-to-have”. It’s a critical driver of business success.

Why it matters:

Engagement & Purpose: Employees with a strong sense of belonging are nearly 10x more likely to be engaged and twice as likely to find meaning in their work.
Performance & Retention: Belonging boosts job performance by 56%, reduces turnover risk by 50%, and cuts sick days by 75%.
Financial Impact: For a company of 10,000, this can translate to $52M in annual savings.

And yet, disparities persist. Non-binary, LGBTQ+, disabled, and racially diverse employees are consistently less likely to feel they belong. Addressing these gaps not only supports equity but also strengthens overall team cohesion and innovation.

In a 2023 Harvard Business Review article, U.S. women of color in tech identified peer and manager support as the most critical contributors to their sense of workplace belonging. The takeaway: relationships and leadership matter deeply.

BetterUp’s research further expands our understanding of belonging connecting it to concepts like mattering, inclusion, and identity. When employees feel accepted and part of something bigger, they’re more loyal, innovative, and motivated to grow.

Students: A Crisis of Connection

The 2023 Wisconsin Youth Risk Behavior Survey (YRBS) paints a sobering picture: students are reporting lower levels of protective factors like school belonging and social support. While just over half (53.6%) of students feel they belong in their school community, that number has declined steadily since 2017.

Certain student groups experience this decline even more acutely:

Female students
Students of color
LGBTQ+ students
Students with disabilities or chronic health conditions
Students receiving special education services
Those facing food insecurity
Students who move frequently
Students earning D’s or F’s

For these youth, the absence of belonging isn’t just emotional. It’s tied to increased exposure to violence, poor mental health, and risky behaviors.

According to the CDC’s 2013–2023 Youth Risk Behavior Data Summary:

Female and LGBTQ+ students report significantly higher rates of mental health challenges and suicidal thoughts.
While substance use and sexual activity have declined, protective behaviors (like condom use) have also decreased.
Experiences of violence and emotional distress have continued to rise over the past decade.

These findings underscore the urgent need to build school environments where every student feels connected, supported, and safe. Positive relationships with adults, involvement in extracurriculars, and authentic inclusion are powerful protective factors that can turn the tide.

So, What Can We Do?

Belonging doesn’t just happen. It is intentionally cultivated. Leaders, educators, and community members alike must prioritize it every day.

Here are a few key reflection questions for decision-makers:

Are we equipping people managers with the skills to lead across lines of difference?
Do we recognize and address the intersectionality of identities in our classrooms and workforces?
Are our systems and structures creating inclusion or unintentionally reinforcing exclusion?

If you’d like to explore how your school, organization, or team can strengthen belonging, reach out to Yes…And LLC for a free consultation. Together, we can create communities where everyone has a place and every voice matters.

June 25, 2025/by Kim Walters