For many years, I was a proficient teacher. My classroom was efficient, students were engaged, and learning was happening. During observations, administrators often affirmed that I was “doing a great job.” And truly...that felt good. Recognition matters.
But over time, I realized something was missing.
I wasn't struggling. I wasn't new. I wasn't in need of remediation. What I wanted was feedback that honored my success and still helped me grow. I was looking for something that could elevate my practice—to take what was already working and push it to the next level.
For proficient teachers, growth doesn't come from fixing problems. It comes from refining practice, deepening impact, and stretching thinking. Here are two ways coaches, colleagues, and administrators can offer meaningful feedback that supports already strong teachers.
The Administrator's Challenge
Administrators understand that proficient teachers deserve and need this kind of growth-focused feedback. However, when the evaluation process demands 2-4 hours per teacher observation—from sitting in the classroom taking notes to aligning observations with complex rubrics to writing formal reports—they're often forced to prioritize their time toward struggling teachers. Proficient teachers, despite being ready for refinement and eager to grow, may only receive the minimum required observations with surface-level feedback. It's not a question of priorities; it's a question of capacity.
1. Offer Feedback That Invites Refinement, Not Correction
Proficient teachers don't need to be told what's wrong—they benefit from feedback that explores what's possible. This kind of feedback requires detailed observation notes that capture specific moments: when a successful strategy occurred, what the teacher said or did, and how students responded. By highlighting these concrete instances and then inviting reflection, administrators help proficient teachers see their practice with new eyes:
“Your questioning really engaged students. What might happen if you extended wait time or added one follow-up question?”
“Students were clearly comfortable sharing. How might you build on that to increase student-to-student discourse?”
This approach respects the teacher's expertise while encouraging thoughtful experimentation. It shifts feedback from evaluation to collaboration and keeps growth centered on instructional impact.
2. Focus Feedback on Impact, Not Performance
For strong teachers, feedback is most powerful when it centers on student thinking and learning—not just teacher actions. Observations that surface patterns in student engagement, ownership, or reasoning can open new pathways for growth:
“What did you notice about which students did the most talking during the lesson?”
“How did students demonstrate ownership of the learning goal?”
When feedback zooms out to look at impact, proficient teachers are able to reflect more deeply on their practice and make intentional adjustments that elevate learning.
Proficient teachers want to grow. They want to be challenged, supported, and seen as professionals who are capable of continual improvement. When feedback honors what's working and still asks, “What's next?”, it becomes a powerful force for growth—not because something is broken, but because excellence deserves to keep evolving.
The question isn't whether proficient teachers deserve this kind of growth-focused, evidence-based feedback—they clearly do. The real question is how administrators can make it feasible to provide this level of support consistently across all teachers, not just those who are struggling. When we find ways to make thoughtful feedback more sustainable, we honor both the complexity of teaching and the dedication of educators committed to continual growth.