There's bad news and good news about feedback and teachers collaborating: Getting feedback on our performance is a great way to grow as educators--but feedback often backfires and doesn't produce change in the person getting the feedback. Reilly notes that there are two components to a feedback exchange: the content--the message the person initiating feedback wants reflective feedback frame to deliver--and the relationship between the initiator and the colleague getting feedback. She describes, using examples from her coaching work in schools, how a can open up difficult conversations about practice among teaching colleagues. The approach can both help an observer give feedback that promotes change and preserve good relationships. This frame uses three steps: (1) offer a clarifying question or statement connected to something tied to a colleague's practice; (2) state the value of the person you're talking with or the idea under consideration; and (3) pose a reflective question or propose a course of action.