Feedback: Can you be a great leader without it?

In my last two years as a classroom teacher, the district I worked for placed great emphasis on delivering feedback and teaching students to give effective feedback to their peers. The idea was that by providing constant feedback and opportunities to make corrections, students would develop a sense of ownership over their work. As an ELA teacher, I focused on creating success criteria to guide students' work—almost like a checklist—and provided detailed areas for growth when making suggestions for improvement. Research supports this approach, emphasizing that teachers play a vital role in enhancing students' self-regulation by providing external feedback, which helps them evaluate their own progress (Al-Bashir et al., 2016, p. 39). Additionally, by encouraging peer feedback and involving students in defining success, I ensured that feedback was a dialogue rather than a one-way transmission, reinforcing the idea that students must understand feedback before applying it (Al-Bashir et al., 2016, p. 39). Being a leader in this environment was a breeze. Because students were actively involved in shaping their learning, they tended to value my opinion and the opinions of their peers, making feedback more meaningful and effective. This aligns with research that highlights the importance of allowing students opportunities to revise their work, as feedback is most impactful when it helps bridge the gap between current and desired performance (Al-Bashir et al., 2016, p. 40).

Now, I spend my days managing adults rather than teaching middle school students. I've learned that it is quite a bit harder to give feedback (especially constructive) to adults. It can be uncomfortable for someone like me who wants to avoid confrontation and is always afraid their staff will quit. However, in my two years managing adults, I've realized that feedback is not just a necessity—it’s an essential component of leadership. Without it, professional growth stagnates, misunderstandings arise, and the quality of work suffers. Kaplinsky (2019) highlights that receiving tough feedback is not just about the message itself but about the relationship between the giver and the recipient. Some feedback can feel constructive and helpful from one person while feeling judgmental from another. This resonated deeply with me because I had seen firsthand how different people react to feedback based on their relationship with the person delivering it -- especially in a role that many of my staff see as a quick way to make money rather than an opportunity to affect change.

To improve the chances that feedback is well received, Kaplinsky applies John Gottman’s research on relationships, emphasizing the importance of a 5:1 ratio—five positive interactions for every one piece of constructive criticism. This approach ensures that feedback is balanced, prevents defensiveness, and helps maintain trust. It is not about sugarcoating reality but rather ensuring that feedback is delivered within the context of a supportive and positive environment. As a leader, I’ve started to recognize that if I want my staff to be receptive to growth, I need to be intentional about building positive interactions so that when constructive feedback is necessary, it is seen as supportive rather than critical. This means celebrating small wins, acknowledging strengths, and fostering a culture where feedback is not just about correction but also about affirmation.

Through the feedforward process—a feedback method designed to offer critiques that push for progress and growth—I learned the true importance of balancing leadership with a growth mindset. As a teacher, fostering student growth through structured feedback felt natural, but managing adults requires a shift in approach. I realized that feedback isn’t just about pointing out areas for improvement; it’s about creating an environment where people feel supported and motivated to grow. Receiving feedforward has taught me that feedback should be forward-focused, actionable, and framed in a way that encourages continuous development rather than dwelling on past mistakes.

One of the biggest lessons I’ve learned is that feedback is not a one-time conversation but an ongoing dialogue. Effective feedback requires follow-ups, check-ins, and a willingness to adjust based on the needs of the person receiving it. As Kaplinsky (2019) suggests, people often struggle to see their own progress over time. Just as students need guidance in recognizing their academic growth, professionals benefit from reminders of how far they’ve come. This has shaped my leadership style by reinforcing the importance of not only giving feedback but also helping my staff reflect on their own development.

Additionally, I have found that modeling a growth mindset is just as important as encouraging it in others. When I receive feedback—whether from my supervisor, colleagues, or even my team—I try to respond with openness rather than defensiveness. This sets the tone that feedback is not about fault-finding but about continuous improvement. When staff members see me embracing feedback as a tool for growth, they are more likely to adopt the same mindset.

Moving forward, I will be intentional about integrating consistent, constructive feedback into my leadership approach—creating opportunities for my staff to reflect, refine, and take ownership of their growth in the same way I encouraged my students to do in the classroom. This means prioritizing open communication, fostering trust, and ensuring that feedback is seen as a tool for success rather than as criticism. By balancing high expectations with encouragement and support, I aim to create an environment where everyone—myself included—is continuously learning and improving.

Al-Bashir, M., Kabir, R., & Rahman, I. (2016). The value and effectiveness of feedback in improving students’ learning and professionalizing teaching in higher education. Journal of Education and Practice, (16), 38-41.

Kaplinsky, R. (2019, May 21). My secret for giving other teachers feedback. Robert Kaplinsky. https://robertkaplinsky.com/my-secret-for-giving-other-teachers-feedback/