If you're a school leader responsible for providing feedback to others, you likely understand the importance of using open-ended questions to prompt thinking and encourage reflection. However, you may have experienced situations where your open-ended questions didn't elicit the thoughtful responses you were hoping for, leaving the conversation unfocused or stalled. The issue may not be whether your questions are open-ended, but that they're too open.
Principal Rivera has observed veteran 4th-grade teacher Ms. Johnson several times and noticed that her classroom feels more energetic than productive. Students frequently call out answers, move around without permission, and struggle to stay on task. Going into the post-observation conference, Mr. Rivera hopes that Ms. Johnson will recognize these issues and reflect on her classroom management practices.
Mr. Rivera opens the conversation by asking, "So, how do you think the lesson went?"
Ms. Johnson responds enthusiastically, "I think it went really well! The students were excited and engaged the whole time."
Mr. Rivera nods, searching for an entry point to discuss the off-task behavior he observed. He tries again: "What did you notice about student participation?"
"Oh, they were really involved," she says. "Everyone wanted to share!"
The conversation continues in this vague, positive loop. Ms. Johnson focuses on student enthusiasm, rather than how her routines—or lack thereof—impact learning time. She leaves feeling affirmed, while Mr. Rivera leaves frustrated that he missed the chance to guide her toward recognizing and addressing her classroom management challenges.
There are several reasons that may have contributed to making this conversation unproductive. Ms. Johnson may not have the self-awareness to recognize the chaotic environment in her classroom, or she may have intentionally avoided the topic in an effort to mask her weaknesses as a teacher. More likely, the cause was Mr. Rivera's questions, which were too broad to guide her reflection in a meaningful direction.
Consider how the outcomes of the post-observation conference differ when Mr. Rivera comes to the conversation prepared with focused, open-ended questions that target the areas of concern and narrow the focus of Ms. Johnson's reflection.
Mr. Rivera starts the conversation by saying, "I noticed your students were eager to share their ideas today. What strategies did you use to keep that enthusiasm productive?"
Ms. Johnson pauses. "Well, I like to let them talk freely so they feel comfortable participating."
Mr. Rivera nods and follows up: "That openness is great for engagement. How did that approach impact students' ability to hear directions or stay focused during transitions?"
She thinks for a moment. "Hmm… I did have to repeat directions a few times. Some students weren't listening."
Mr. Rivera continues gently: "What patterns did you notice in who stayed on task and who needed redirection?"
As the conversation deepens, Ms. Johnson begins to recognize that several students repeatedly disrupted others. Mr. Rivera follows up, "What routines or signals could help students know when it's time to share versus listen?"
By the end of the conference, Ms. Johnson identifies classroom management as an area to strengthen and outlines a plan to reteach expectations for participation.
Mr. Rivera's intentional, targeted questions transformed the discussion from surface-level positivity into meaningful self-reflection and goal setting. His questions were open enough to invite ownership, yet specific enough to direct attention to the area of concern.
Questions that are too broad or vague can lead to confusion, off-topic responses, or surface-level answers and can actually shut down conversation instead of opening it up. The key is finding the sweet spot—questions that invite insight without leaving the teacher unsure where to begin. When leaders strike this balance, feedback conversations evolve from routine check-ins into powerful opportunities for professional growth.
Being aware of the educator's goals and reviewing evidence and feedback from previous observations will help you develop questions that are focused on the areas you recognize will result in educator growth. Your preparation prior to the conversation will prevent you from falling into the trap of asking questions that are too open-ended.
In order to prevent asking questions that are too wide open, strive to ask questions that:
Are specific enough to give direction, but open enough to invite reflection.
Example: "How do you think the students responded to the learning objective today?"
Prompt the type of thinking, information, or discussion you are hoping to elicit.
Example: "How did your strategies for engaging students work out during the group activity?"
Use prompts or context to set the stage.
Example: "Based on your experience, what are some strategies that might have worked better in that situation?"
Below are examples of open-ended questions that keep feedback conversations focused on specific practices or areas of growth.
| Feedback Area | Too Open-Ended Question | Focused Open-Ended Question | Follow-Up Prompts to Deepen Reflection |
|---|---|---|---|
| Opening the Post-Observation Conference | "So, how do you think the lesson went?" | "What part of your lesson do you feel most effectively supported your learning objective?" | "What part didn't go as planned?" "What factors do you think contributed to that outcome?" "If you were to teach this lesson again, what would you adjust?" |
| Instructional Delivery | "How did your instruction go?" | "What strategies did you use to check for understanding during the lesson?" | "What did you notice about the students' responses to them?" "Which strategies seemed to help students grasp key concepts?" "At what moments did you realize students were confused? How did you respond?" |
| Assessment | "How do you think students did on the lesson?" | "What evidence from student responses or work helped you determine whether they met the learning goal?" | "What trends did you notice in student understanding?" "How might you use this evidence to adjust tomorrow's instruction?" |
| Learning Environment | "How did the students behave during the lesson?" | "What routines or expectations helped students stay focused?" | "Where did you notice challenges in maintaining engagement?" "What patterns did you notice in student behavior or attention?" "What changes to routines or transitions might help reduce off-task behavior?" |
As you strive to support the growth of your staff, challenge yourself to ask focused, open-ended questions that guide educators to reflect on areas that will lead to shifts in practice, resulting in improved student outcomes. The effectiveness of these conversations depends not only on the questions you ask but also on the purposeful preparation and planning that precede them. Taking time to review the educator's goals, analyze evidence, anticipate possible responses, and identify key areas for growth ensures that your feedback conversations are intentional and impactful, resulting in continuous improvement for your staff.
Reach out to the CESA 6 Growth & Development team or your Regional EP Facilitator to learn how they can help you develop and hone your feedback skills through the tandem observation process.