Educators assess students' work and behavior every day. They are professional feedback-givers, dispensing grades, advice, support, and red ink. They believe in the power of feedback to communicate what students are doing well and how they can do better. However, some teachers shy away from opportunities for feedback on their own work. Some don't actively seek comment from colleagues, supervisors, students, or parents. In this article, the author talks about the significance of feedback to good teaching. The author points out that regular, authentic feedback is one of the best forms of professional development.