ABSTRACT
Educators frequently mention at the conclusion of protocols such as the Consultancy that it feels quite risky to raise possible assumptions. As leaders seek to develop more educators that can fall into the autosupervision bucket, one must face the reality that giving suggestions to reflective practitioners does not increase their reflective capacities. Classroom teachers do not generally look favorably on leaders who frequently generalize. The risk is too high and the probability of inaccurately lumping is too great. The authors reference face-to-face feedback in their explanations of leaky tone, but the metaphor translates to written feedback quite well. Surfacing assumptions and crafting them into written feedback may appear quite tricky. Education theorists would label this the transmission model of education, certainly at odds with most prevailing models in the 21st century. Formative assessment consistently occurs throughout the observation. Students have multiple opportunities to play the same excerpt.
