ABSTRACT
This chapter articulates what teachers want it to sound like so they can truly process and accept the feedback. It ensures that the leader will make a structural decision about writing that invites the reader, the teacher, to read the feedback and accept it as being more about practice than the person and the combination with descriptive and conditional language. Performance improvement specialists primarily focus on the delivery of the feedback: how to have a crucial conversation, a difficult conversation, a challenging conversation, a fierce conversation, a hard conversation, or just a regular-old conversation. With these pre-kindergarten teachers, over the next few years, a new curriculum was launched, new assessments were implemented, instructional coaching supported classroom teachers, and a new teacher evaluation system was launched. To build their capacity of listening to understand, four listening setasides are learned so these coaches can listen with enough savvy to provide a response that moves the coachee's thinking.
