From Feedback to Feedforward: Growing as a Servant Leader
- Thomas Robinson
- Jul 5
- 4 min read
You know, leadership really isn’t about having all the answers. If anything, it’s about being willing to learn, to really listen, and to grow alongside the people around you. Over the years, I’ve noticed that the leaders who make the biggest difference aren’t up on a pedestal; they're right there with you, asking questions, offering encouragement, and making space for real change. As I’ve walked my own path as a leader, one of the biggest shifts for me has been learning to focus on feedforward rather than just feedback. That idea of looking toward what’s possible instead of just reviewing what’s already happened has honestly changed the way I lead, work with others, and support our school community. When I first heard about feedforward, it just made sense with my belief in a growth mindset. Feedback, especially the kind that only points out what went wrong, can be tough to hear. But feedforward? It’s more about what’s next offering suggestions with the future in mind, in a way that feels constructive and empowering. That small shift takes the edge off criticism and turns it into an invitation to learn and grow. It fits perfectly with the idea of servant leadership, which Keiser University (2023) describes as leading through empathy, trust, and encouragement. That’s what I’ve always tried to do as a leader: listen first, lift others up, and help everyone reach their potential. Feedforward just feels like a natural extension of that approach. I’ve spent a lot of time reflecting on my journey from MISD to Hillcrest School, and these ideas have taken on even more meaning. Back at MISD, I kept running into roadblocks when I tried something new or pushed for more collaboration. The growth mindset was more of a buzzword than a reality. I loved experimenting, playing with new tech tools, finding creative ways to engage students but not everyone around me was on the same page. Sometimes, when I did get feedback, it felt more like criticism than helpful support. That made it hard to grow, and eventually, I realized I needed to find a place where learning was a shared value, not just something I did on my own. Coming to Hillcrest was a breath of fresh air. Here, innovation isn’t just encouraged, it's part of daily life. Teachers are open-minded, willing to try new things, and support each other without any egos getting in the way. That’s the kind of environment where feedforward really works. I’ve seen how conversations that look forward, that are filled with curiosity and possibility rather than judgment, can empower teachers. Now, when I lead a tech workshop or mentor a colleague, I try to say things like, “What if we give this a shot next time?” or “Have you considered adding this to get students more involved?” instead of just pointing out what could’ve been done better. Even those small shifts in language can change how people receive guidance—and how excited they are to try something new. You know, when I think about what really matters in learning and leadership, I keep coming back to something Harapnuik (2017) said: that true learning has to be reflective, it has to put the learner at the center, and it has to feel relevant. That resonates deeply with me. Feedforward has become such a natural part of how I try to create that kind of culture—one where we focus on what’s possible next, not just on what’s already happened. For me, it’s about helping each other grow and discovering purpose together, rather than chasing quick fixes. Honestly, being a leader with a growth mindset isn’t as simple as it looks on paper. There are days when I feel the pressure to have everything figured out, to always know what to do or say. But when I remind myself to slow down and see learning as an ongoing journey—not just for others, but for myself too I feel less like I’m putting on a performance and more like I’m building something real. Feedforward is my anchor in those moments. It keeps me focused on progress over perfection, this is hard for me because I was raised with the idea of perfection before anything else. But with this idea of progress, it reminds me that real leadership is about making space for everyone’s growth including my own. I’ve also learned that letting myself be vulnerable, especially when I’m on the receiving end of feedforward, is a powerful thing. Sometimes a colleague will toss out a new idea for a lesson, or a student will share how they learn best, and I must admit I don’t always have the perfect answer. But I’ve come to love those moments. They make me think, and they remind me why I chose this path in the first place. Solomon (2024) talks about this in Edutopia, saying that when educators reflect and embrace a growth mindset, it doesn’t just improve teaching it shows students what lifelong learning looks like. That’s the type of ripple effect I hope to be part of every single day. Looking ahead, I want feedforward to be woven into everything I do as a leader and a teacher. I want the work I do to be shaped by curiosity and a sense of what’s possible, not the pressure to get it right the first time. Whether I’m planning a lesson, working through a classroom challenge with a colleague, or experimenting with new tech alongside my students, I always try to ask, “How can we make this even better?” That simple question has opened so many doors for collaboration and creativity, and it keeps me committed to the heart of a growth mindset. In a world that never stops changing, especially in education feedforward feels like a hopeful way to grow together, one step at a time.
Reference
Harapnuik, D. (2017, October 23). CSLE+COVA. Dwayne Harapnuik.
Keiser, R. (2023, October 30). Leadership styles in education: Nine ways educators guide
talent. Keiser University.
de-talent/
Solomon, C. (2024, December 23). How to build growth mindsets in the classroom through
reflection. Edutopia.
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