Cracking the Code on C2 Feedback Statements

Ever read your C2 feedback statements and thought: “What does this even mean?” You’re not alone.

The good news: these statements follow patterns. I reviewed 25 C2 score reports and pulled out the most common feedback so you can stop guessing and start strengthening your portfolio.

Perfect Scores (4.0)

• 4 teachers earned perfect 4.0s (no feedback statements at all).
  
• A 4.0 means you gave consistent and convincing evidence across every area.
  

✨ Aim for this level by making sure your evidence is deep, clear, and individualized.

Feedback for Candidates Scoring a 3

If you scored around a 3.0, here’s what assessors likely told you:

• “Provide more consistent and convincing evidence that you give appropriate individual feedback and next steps to students.”
  
• Show differentiated feedback.
  
• Explain how both you and your students know the next steps.
  
• “Provide more consistent and convincing evidence of your own knowledge of the subject.”
  
• Show how your instructional choices connect to student learning.
  Write about the strategies you used, not just what happened.

👉 Translation: You were close to 3.5–4.0, but your evidence wasn’t strong enough.

Common Feedback in the 2 Range

For candidates scoring in the 2 range, these came up again and again (over 50% of reports!):

• Set appropriate goals for student learning
  
• Goals should drive instruction.  
• Even if students share a goal, their objectives and strategies must be different.
  
• Reflect on how your instruction is differentiated
  
• Don’t just do differentiation—write about why it worked for individual needs.
  
• Differentiate pedagogy to develop understanding
  
• Pedagogy = the vehicle that gets kids to the content.
  
• Show variety in your strategies (lesson to lesson, student to student).
  
• Give insight into your future practices
  
• Move into a reflective voice.
  
• Show how this experience will shape your next steps.
  
• Describe, analyze, and evaluate student work
  
  • “This happened because I did ___. The student learned ___. This tells me ___, so next I will ___.”
    
• Think like a doctor:
  
• Demonstrate subject knowledge
  
• Surface-level teaching stands out quickly.
  
• Show rigor, depth, and alignment with standards.
  
  

  Less Common, But Still Important

  • Recognize individual learning differences
    
  • Go beyond surface-level student descriptions.
    
  • Provide specific details about student needs
    
  • The more diagnostic you are, the stronger your writing.
    
    

  Scoring Guide: Color Code

  Watch my video on YouTube “NBPTS COMPONENT 2 FEEDBACK STATEMENTS- What they mean and how to correct the mistakes”

  I use colors to break down the C2 reports when reviewing:

  • 🔵 Blue = Critical
    
  • Setting appropriate goals.
    
  • Reflecting on differentiation.
    
  • (These showed up in over 50% of reports!)
    
  • 🔴 Red = Consistent in both 2s and 3s
    
  • Signals you’re hovering between levels—tighten your evidence.
    
  • 🟢 Green = Significant but less frequent
    
  • Still worth strengthening; could tip you into a higher score.
    
  • 🟡 Yellow = Rare
    
                      Not seen often, but don’t ignore.  
•  

  What Score Counts as “Proficient”?

  • A 2.75 is the bottom of the “clear evidence of accomplished teaching practice” range.
    
  • Candidate support providers often encourage aiming for 2.75+ across all components.
    

  👉 Remember: You only get two retakes per component—make them count.Scores balance across components (a 2.0 can be offset by a 3.75).

Final Takeaways

Strengthen these areas, and you’ll move closer to the consistent and convincing level assessors are looking for.

✨ Want more step-by-step guidance?
Join me inside my NBPTS courses and Think Tank sessions @ www.traceybryantstuckey.com/initial