Module 5: Giving Effective Feedback

Feedback Planner

Plan your feedback conversation with an educator using the COIN model and Radical Candor principles. Walk into the conversation prepared. Walk out with something agreed.

Step 1 of 4
What type of feedback?
Is this a concern that needs to change, or is this recognition for something the educator is doing well that you want to grow?
Constructive Feedback
Something needs to change. A behaviour, a practice gap, a communication pattern, or the way an educator is showing up in the room.
Positive Feedback
Something is working. A strength, behaviour or contribution you want the educator to know you have noticed and want to keep growing.
Step 2 of 4
Where does your feedback usually land?
Radical Candor (Kim Scott) pairs caring personally with challenging directly. The goal is both at the same time. Be honest with yourself about where you usually sit so the plan can help you adjust.
Care personally + Challenge directlyRadical Candor. Honest and kind.
Care, do not challengeRuinous Empathy. Message gets softened.
Challenge, do not careObnoxious Aggression. Direct but cold.
No care, no challengeManipulative Insincerity. Silence or empty praise.
Radical Candor
You care about the educator and you challenge them directly. Honest, warm and leads to real change. This is where you want to be.
Ruinous Empathy
You care so much about not upsetting the educator that your message gets softened. They walk away unsure what actually needs to change.
Obnoxious Aggression
You are direct but the care is not coming through. It lands like a verdict. The educator gets defensive and nothing actually shifts.
Manipulative Insincerity
You avoid the conversation, hint at it, or default to empty praise. This is the pattern that does the most damage to trust over time.
Step 3 of 4
Plan your feedback conversation
Work through each step of the COIN model. Prepare your C, O and I before you sit down with the educator. Do not walk in and wing it.
C
Concern
Get clear on the real issue

Get clear on the real issue before you open your mouth. Is this a practice gap, a behaviour pattern, a communication issue, something personal going on for the educator, or a culture concern? Is it a pattern or a one-off?

Be specific about the actual issue, not the surface frustration.
Behaviour
Practice gap
Pattern
One-off
Workload
Communication
Team culture
Room floor
Transitions
Family pickup or drop-off
Programming time
Team meeting
Outside ratios
Not specific
O
Observation
What you saw or heard. Facts only.

State specifically what you saw or heard. Dates, times, words used, what the educator was doing at the time. No interpretation, no guessing at intent, no second-hand stories.

Include dates, times, specific examples and only what you directly saw or heard.
I
Impact
Make the stakes real

Explain the effect on the children, the families, the team, the room and the service. Make the stakes real and specific so the educator understands why this matters.

Think about children, families, the team, ratios, the program and how the room is running.
N
Next Steps
Agree the path forward together

Ask the educator what they think should happen before you offer your own view. Let them suggest the fix first. Always document the next steps you agree on in writing after the conversation.

Plan the open questions first. Let the educator speak before you share your view.
Your plan
Feedback conversation plan
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