When it comes to feedback, time is the biggest constraint. It prevents teachers from receiving or providing meaningful feedback (other than the in-the-moment kind) to administrators and peers who are equally pressed for time. And scheduling time for feedback can be challenging when every school day is different from the last. A larger issue facing teachers is that much of the formalized feedback they receive takes them out of their everyday practice. This formal feedback quite often fails to provide teachers with the opportunity to take action in the moment, as it is not connected to the context in which it might be applied. Teachers are expected to individually interpret learning, rather than collaboratively discuss the different ways their teaching could be done or evolve.