Professional learning "should be a joy," the authors write, "not an affliction." Feedback experts Brookhart and Moss show how professional feedback can best motivate educators to learn. Professional conversations should be dialogs between the teacher and the principal, and feedback should feed teacher professional learning forward, identifying next steps in a journey toward a goal the teacher has selected. The authors suggest three ways to look at feedback. Educators should use a microscope lens to examine the feedback itself to see whether it has the desired characteristics. They should use a camera lens to take a snapshot of the feedback episode to see whether it was an episode of learning. And they should use a telescope lens for the long view, to see whether the feedback resulted in improvement. What makes feedback collegial, the authors write, "is dialogue in the context of a relationship that, ideally, isn't broken down into the separate roles of "supervisor" and "employee," but, instead, involves joint work in the service of student learning."