Which supervisory action best aligns with building trust and improving instruction when working with teachers?

• A. Collaborating with teachers to review observation and coaching protocols and determine how support for instruction can be more relevant
• B. Issuing a top-down directive without consultation
• C. Praising only high-performing teachers publicly
• D. Withholding feedback to reduce workload

Answer: (A)

Building trust and improving instruction comes from supervision that is collaborative and focused on growth. When you work with teachers to review how observations are conducted and how coaching is delivered, you create a shared framework and language for feedback. This joint review helps ensure the supports you provide are relevant to the teachers’ actual classroom needs and goals, making professional development feel like a partnership rather than a mandate. Teachers see their input valued, know what to expect from coaching, and can trust that guidance is aimed at helping them grow in ways that matter in the classroom.

In contrast, a top-down directive without consultation can erode trust because it shows little regard for teachers’ insights or what they’re experiencing day to day. Praising only high-performing teachers publicly can create inequities and demotivate others who are also working hard to improve. Withholding feedback removes a critical driver of growth and can leave teachers uncertain about how to adjust practices. The collaborative approach, by centering teachers in the process and tying feedback to concrete coaching that addresses classroom realities, best supports trust and instructional improvement.