The EPIC Start to R.E.A.D.
Teacher observations are critical for professional development, providing valuable insights into instructional practices and student engagement. However, the effectiveness of these observations depends largely on the quality of feedback that follows. Without a structured approach, feedback can feel scattered, overly critical, or too vague to be actionable.
Dr. Bret Church, founder of the Educator Perceptions & Insights Center (EPIC), developed the R.E.A.D. method to address this challenge. The READ method — Reinforce the Effective, Encourage Enhancements, Assist the Adrift, and Direct the Unacceptable — offers a structured approach to delivering feedback that promotes growth, cuts back on teacher churn, and ensures high standards in the classroom.
According to the Bill & Melinda Gates Foundation, effective feedback can improve teacher performance by up to 30%. The READ method provides a clear framework to unlock that potential, giving school administrators a reliable process for every post-observation conversation.
Reinforce the Effective
Positive reinforcement is not just for students — it is equally powerful for teachers. The first step of the READ method focuses on identifying and celebrating the instructional strategies that are already working well. When administrators take the time to name specific, effective practices they observed, it sends a clear message: what you are doing matters, and we see it.
This step does more than feel good. Reinforcing effective practices boosts morale and confidence, encouraging teachers to continue and refine the strategies that drive student learning. It also creates a positive foundation for the rest of the feedback conversation, making teachers more receptive to suggestions for growth.
Research supports this approach. According to a 2016 study published in Educational Leadership, teachers who received regular positive feedback were 12% more likely to report higher job satisfaction. When teachers feel seen and valued, they invest more deeply in their craft — and they stay.
Encourage Enhancements
Even the most effective teachers have room for growth. The second step of the READ method focuses on encouraging targeted, small changes that can have a big impact on instruction. This is not about pointing out flaws — it is about identifying opportunities to take strong teaching from good to great.
Encouraging enhancements fosters a growth mindset within the school community. When feedback is framed as an opportunity rather than a critique, teachers are more likely to experiment, take instructional risks, and embrace new strategies. This step acknowledges that professional growth is a continuous journey, not a destination.
Effective enhancement feedback is specific and actionable. Rather than saying "you could do better with student engagement," an administrator using the READ method might say, "Your questioning technique is strong — what if you added a brief turn-and-talk after each key question to increase participation?" This kind of targeted suggestion honors what is working while opening the door to even more effective practice.
Assist the Adrift
Some teachers are struggling, and they know it. Others may not fully realize how far their practice has drifted from where it needs to be. The third step of the READ method — Assist the Adrift — is about providing targeted support to teachers who need more than a simple enhancement suggestion. This is where administrators shift from coach to collaborator.
Assisting the adrift means working alongside the teacher to identify root causes of instructional challenges. Is the teacher overwhelmed by a new curriculum? Struggling with classroom management in a particularly difficult period? Lacking training in a content area? By collaborating to diagnose the issue, administrators can offer the right resources, mentoring, and professional development to help the teacher get back on track.
The key to this step is that it is supportive, not punitive. Teachers who feel they are being helped — rather than judged — are far more likely to engage with the feedback process, seek out resources, and make meaningful changes in their practice. The goal is to build a bridge back to effective instruction, not to build a case for dismissal.
Direct the Unacceptable
There are times when direct intervention is necessary. The fourth and final step of the READ method — Direct the Unacceptable — addresses situations where instructional practices or professional conduct fall below acceptable standards. This step requires clarity, honesty, and a commitment to both the teacher and the students they serve.
Directing the unacceptable means being clear about what needs to change, why it needs to change, and what the timeline for improvement looks like. It means combining firmness with a concrete support plan — not delivering an ultimatum and walking away, but setting clear expectations while providing the scaffolding needed to meet them.
Research validates the importance of addressing underperformance directly. According to a 2020 study published in the Journal of Educational Research, schools that addressed underperformance through structured feedback and targeted intervention improved teacher effectiveness by 15% within a year. Avoiding difficult conversations may feel easier in the moment, but it ultimately harms students, demoralizes high-performing colleagues, and leaves struggling teachers without the guidance they need.
The Impact of the READ Method
The READ method offers a balanced approach to feedback that combines positive reinforcement with constructive criticism, all within a structured framework that administrators can apply consistently after every observation. By moving through each step — Reinforce, Encourage, Assist, Direct — leaders create a culture of continuous improvement where feedback is expected, welcomed, and acted upon.
Schools that implement robust, structured feedback systems see measurable improvements in teaching quality, student outcomes, and overall school climate. According to the Learning Policy Institute (2017), schools with strong feedback cultures experienced 20% lower teacher turnover — a significant finding at a time when teacher retention is one of the most pressing challenges in education.
The READ method transforms feedback from a dreaded post-observation ritual into a meaningful professional development tool. It ensures that every teacher — from the most effective to the most struggling — receives feedback that is honest, actionable, and designed to help them grow.
The READ method was developed by Dr. Bret Church and the Educator Perceptions & Insights Center (EPIC). To learn more about EPIC's work in teacher observation and feedback, visit edu-epic.com.