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Genius Toolbox · Free tool
For any subject and grade. Rate the look-for that most needs to grow, find its colored tab, and flip to one action step to coach. Twenty-six action steps, each with the how, a line to say, and what to look for next time.
Start hereContent Agnostic Action Step Flip Ring
Read me first
Effective feedback targets the underlying cause, not just symptoms.
Key questions:
Before (internalization): action steps about the planning and preparation a teacher does before the lesson. During (implementation): action steps about what the teacher does during instruction. In many cases, strong implementation depends on strong internalization first.
Precise praise, guided questions, a model, then practice. Follow up soon after.
UnTapped Genius · Content Agnostic Action Step Flip Ring
Quick findLook-for to card number
Find the number, jump to it
Before the lesson the teacher didn’t plan it During the lesson planned, but not done in the lesson
Instructional Delivery
Learning Environment
Monitoring & Responding
UnTapped Genius · Press a number to jump to that card
Section tab
6 action steps
Content Agnostic
Is the classroom environment structured to support efficient routines and student persistence to maximize instructional time?
Find the look-for you rated, pick the action step, and jump to its number.
Routines
Classroom Management
UnTapped Genius · Content Agnostic Action Step Flip Ring
Learning EnvironmentContent Agnostic
No. 1
Turn and talks, handouts and transitions run long, and none of them were planned out ahead of time.
Students execute transitions, routines, and procedures in an efficient manner that maximizes instructional time.
“Which routine will cost you the most time tomorrow? Write what you do and what students do, in order.”
Planned routines run the same way every time, and students know their part.
Planned it, but still not seeing it in the lesson? Check the teaching: Give What to Do Directions
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Learning EnvironmentContent Agnostic
No. 2
After directions, students start late, ask what to do, or all do different things.
Students execute transitions, routines, and procedures in an efficient manner that maximizes instructional time.
“Let's script one direction: your attention call, then what, how, how long and how loud. Say it to me once.”
Students begin together on the cue, at the right volume, within seconds.
Did the teacher plan this? If not, start before the lesson with: Plan Critical Routines and Procedures
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Learning EnvironmentContent Agnostic
No. 3
The routine looks different each time, and students need reminders to do it right.
Students execute transitions, routines, and procedures in an efficient manner that maximizes instructional time.
“Show students the routine start to finish, then have them practice it. What will you say when they get it right?”
Students run the routine on their own, in the same order each time, with few reminders.
Did the teacher plan this? If not, start before the lesson with: Plan Critical Routines and Procedures
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Learning EnvironmentContent Agnostic
No. 4
Directions get repeated, or students keep talking while the teacher is giving them.
Students follow expectations with positive teacher reinforcements. If misbehavior occurs, students are redirected with minimal disruption to instruction.
“Stand tall and still, and change your tone to get attention. Then give one short, clear direction and scan the room.”
Directions are short and clear, and students respond the first time.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Learning EnvironmentContent Agnostic
No. 5
A few students drift, and the teacher stops the lesson or calls them out in front of everyone.
Students follow expectations with positive teacher reinforcements. If misbehavior occurs, students are redirected with minimal disruption to instruction.
“Try moving near them first, or give a quiet name check. Then tell them what to do, not what to stop.”
Students rejoin the work after a quiet cue, and the lesson does not stop.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Learning EnvironmentContent Agnostic
No. 6
The whole room has gotten loud or slow, and one-by-one corrections aren't working.
Students follow expectations with positive teacher reinforcements. If misbehavior occurs, students are redirected with minimal disruption to instruction.
“When the room drifts, stop and call for attention. Reset the expectation calmly, then thank the students who follow it.”
The class settles together in seconds, and the teacher moves right back into the lesson.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Section tab
10 action steps
Content Agnostic
Are all students learning accurate content through research and evidence-based instructional strategies?
Find the look-for you rated, pick the action step, and jump to its number.
Pacing
Explicit Model
Academic Language
Questions & Tasks
Frequent Practice
Breadth of Practice
Depth of Practice
UnTapped Genius · Content Agnostic Action Step Flip Ring
Instructional DeliveryContent Agnostic
No. 7
The lesson plan has no times on it, and one part of the lesson ends up taking over the period.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“Write minutes next to each part of the lesson. What cue will you use to move on, and where will a timer help?”
Each part ends close to its planned time, and students still get their practice.
Planned it, but still not seeing it in the lesson? Check the teaching: Balance the Ratio Between Teacher Voice and Student Practice Throughout the Lesson
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Instructional DeliveryContent Agnostic
No. 8
The teacher talks in long stretches, and students only get a turn to work near the end.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“Your model ran long. Trim it to what students need, then get them working. Which part can go?”
Students do most of the thinking, writing and talking, and teacher talk stays brief.
Did the teacher plan this? If not, start before the lesson with: Plan for Purposeful Pacing
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Instructional DeliveryContent Agnostic
No. 9
The teacher moves on at the planned time even when students are lost, or lingers when they've got it.
The teacher maintains appropriate pacing aligned to the purpose of the planned lesson and driving toward student mastery of the objective.
“Picture two cases: most students miss the check, or most get it. What will you do in each?”
The pace speeds up or slows down based on what students show.
Did the teacher plan this? If not, start before the lesson with: Plan for Purposeful Pacing
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Instructional DeliveryContent Agnostic
No. 10
The teacher can't describe a strong response, and student work comes back thin or off target.
The teacher explicitly models and thinks aloud grade-level strategies.
“Complete the task at the level you expect from students. What knowledge and skills did it take, and how will students show them?”
The teacher can show what strong work looks like, and student responses move toward it.
Planned it, but still not seeing it in the lesson? Check the teaching: Deliver a Focused Explicit Model
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Instructional DeliveryContent Agnostic
No. 11
The model is vague or runs long, and students don't know what to notice or do after it.
The teacher explicitly models and thinks aloud grade-level strategies.
“Think aloud through the example, naming each decision. Then ask one question and move straight into practice.”
Students can say what the teacher did, then start practice right away.
Did the teacher plan this? If not, start before the lesson with: Write the Exemplar
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Instructional DeliveryContent Agnostic
No. 12
Students sit passively while the teacher models, and few can say what they saw.
The teacher explicitly models and thinks aloud grade-level strategies.
“Before you model, tell students exactly what to watch for. Afterward, have them jot what they noticed.”
Students watch the model with a purpose, then say or jot what they noticed.
Did the teacher plan this? If not, start before the lesson with: Write the Exemplar
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Instructional DeliveryContent Agnostic
No. 13
Students see the answer but not how or why the teacher got there.
The teacher explicitly models and thinks aloud grade-level strategies.
“Say your thinking out loud as you work. Use I notice and I think, and tell students why each choice matters.”
At each move, the teacher says what and why, and students can repeat the reasons.
Did the teacher plan this? If not, start before the lesson with: Write the Exemplar
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Instructional DeliveryContent Agnostic
No action step
The teacher uses precise academic and content language.
TEA’s Content Agnostic Observation & Feedback Action Step Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
TEA’s guide has no action step of its own for Academic Language. These three each build in academic vocabulary, so coach the one that fits what you saw. Then look at this look-for again next visit.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · Content Agnostic Action Step Flip Ring
Instructional DeliveryContent Agnostic
No action step
The teacher uses rigorous, meaningful, grade-level questions and tasks that build students’ understanding of the content.
TEA’s Content Agnostic Observation & Feedback Action Step Guide lists no action step under this look-for.
Leaders may also create their own action steps using the what/how format to ensure clarity, precision, and impact.
TEA’s guide has no action step of its own for Questions & Tasks. These each work on the rigor of the task or the questions, so coach the one that fits what you saw. Then look at this look-for again next visit.
Action steps that touch it Added by UnTapped Genius
UnTapped Genius · Content Agnostic Action Step Flip Ring
Instructional DeliveryContent Agnostic
No. 14
The teacher calls on a few hands while the rest of the class waits or talks about something else.
The teacher provides frequent opportunities for practice using multiple engagement strategies (e.g., independent, partner, and group practice; think-pair-share; turn and talk; everybody writes; whiteboard responses; show call with student work).
“Ask the question, give silent think time, then cue partners to talk. Listen in before you pick who shares.”
All students think silently, then talk with a partner, and the share-out uses what they said.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Instructional DeliveryContent Agnostic
No. 15
Only a few students write or share, so the class's thinking isn't visible to the teacher.
All students are engaged in the practice required for mastery in ways that reveal their thinking (e.g., discussion, writing, practice).
“Give one prompt and a time limit, and have everyone write silently. Look over shoulders and choose one to share.”
Every student writes the whole time, and the teacher has seen what they wrote.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Instructional DeliveryContent Agnostic
No. 16
Students quit or wait for help as soon as the task gets hard.
Students do the cognitive work at the depth required for mastery, as called for by the lesson.
“When a student stalls, ask what they've tried first. How will you show them you believe they can do it?”
Students try more than one approach before asking for help, and keep going when it's hard.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Section tab
10 action steps
Content Agnostic
Are all students able to demonstrate learning with teacher adjustments through formative assessments?
Find the look-for you rated, pick the action step, and jump to its number.
Checks for Understanding
Monitoring
Responding
UnTapped Genius · Content Agnostic Action Step Flip Ring
Monitoring & RespondingContent Agnostic
No. 17
The plan has no checks for understanding written in, or the questions are easier than the final task.
The teacher deliberately checks for understanding through questioning, student work tasks, and formative assessments throughout the lesson.
TEA’s guide files this action step under Instructional Delivery.
“Do the final task first. Which questions during practice will tell you if students can do it? Script the answer you want.”
Planned checks match the final task, and every student responds.
Planned it, but still not seeing it in the lesson? Check the teaching: Check for Whole-Group Understanding
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Monitoring & RespondingContent Agnostic
No. 18
The teacher asks a question, takes one or two answers, and moves on without hearing from the rest.
The teacher deliberately checks for understanding through questioning, student work tasks, and formative assessments throughout the lesson.
TEA’s guide files this action step under Instructional Delivery.
“Pick the question, choose how everyone will answer, and set a timer. What will you change if most are wrong?”
Every student responds to the check, and the teacher adjusts when most get it wrong.
Did the teacher plan this? If not, start before the lesson with: Identify Checks for Understanding
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Monitoring & RespondingContent Agnostic
No. 19
Students give short answers, and the teacher accepts them or moves on with no wait time.
The teacher deliberately checks for understanding through questioning, student work tasks, and formative assessments throughout the lesson.
“After a short answer, wait, then ask Tell me more or How do you know. Which prompt feels most natural for you?”
Students say more about their thinking after a short prompt from the teacher.
Did the teacher plan this? If not, start before the lesson with: Identify Checks for Understanding
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Monitoring & RespondingContent Agnostic
No. 20
The teacher circulates but doesn't track patterns, and errors go unnoticed until later.
The teacher actively monitors student work by circulating the classroom, checking for understanding, and analyzing both verbal and written responses.
“Plan your path around the room before practice. What will you jot down as you go, and what will you do with it?”
The teacher follows a set path, tracks patterns, and checks back after giving feedback.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Monitoring & RespondingContent Agnostic
No. 21
Students work alone and get little or no feedback while they do.
The teacher actively monitors student work by circulating the classroom, checking for understanding, and analyzing both verbal and written responses.
“Check every student's work as you move. Tie your feedback to the goal, then ask a question that doesn't give the answer.”
Students fix or strengthen their work right after quick, specific feedback.
Not sure it was planned? Ask: “Walk me through how you prepared this part.”
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Monitoring & RespondingContent Agnostic
No. 22
Students make a predictable mistake, and the teacher has to improvise a response.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning and student experience, implementing scaffolds, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“Think about the task students will do. Where will they most likely go wrong, and why? Script a question that gets them thinking again.”
A predicted mistake appears, and the teacher has a question ready to get students rethinking.
Planned it, but still not seeing it in the lesson? Check the teaching: Use Scaffolds to Increase Access
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Monitoring & RespondingContent Agnostic
No. 23
Some students can't get started, and the teacher either gives the answer or lets them struggle.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning and student experience, implementing scaffolds, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“Where will students struggle? Pick a sentence stem, visual or tool for that spot, and keep the task just as hard.”
Students who struggled still do the full task, using a support.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Monitoring & RespondingContent Agnostic
No. 24
A hard question gets silence, and the teacher repeats it or gives the answer instead of breaking it down.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning and student experience, implementing scaffolds, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“Break the big task into smaller questions, starting with an easy way in. What cue will help students recall what they already know?”
Students reach the answer through a few smaller questions and need less help as they go.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Monitoring & RespondingContent Agnostic
No. 25
A group of students share one error, and the teacher either moves on or re-explains the whole lesson.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning and student experience, implementing scaffolds, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“Where did students last get it right? Open the model there, stop right after the error, and give students something to listen for.”
The model ends after the error is addressed, and students go back to correct their own work.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Monitoring & RespondingContent Agnostic
No. 26
Students keep making the same error after the teacher explains it, and only the teacher is talking.
The teacher makes adjustments in response to student learning (e.g., making connections to prior learning and student experience, implementing scaffolds, providing language supports, giving individual feedback, addressing misconceptions, modeling, etc.)
“Show the common mistake, from student or teacher work. What question gets students to explain why it happened and how to fix it?”
Several students take turns explaining the error, then each corrects their own work.
Did the teacher plan this? If not, start before the lesson with: Plan for Error
UnTapped Genius · Action steps from TEA’s Content Agnostic Observation & Feedback Action Step Guide
Card 1 of 33
Read me first
The action steps, their how bullets, and the before and during the lesson paths (TEA calls them Instructional Internalization and Instructional Implementation) come from TEA's Content Agnostic Observation & Feedback Action Step Guide, part of the Observation & Feedback Playbook, word for word. The look-fors are the ones on TEA's Content Agnostic Observation Tool. TEA's guide files no action step under Academic Language or Questions & Tasks, so those look-fors have a card that says so. UnTapped Genius chose which look-for each action step sits under, and added the Use when you see, Say it and Look for next time coaching supports, the quick find, and the navigation. The coaching supports are marked Added by UnTapped Genius on each card.
This tool is free to use and is not affiliated with, sponsored by, or endorsed by the Texas Education Agency.
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