Feedback is provided to teachers throughout the school year. But how often do school administrators receive feedback on the feedback communicated to teachers and have an opportunity to deliberately practice delivering the information in a concise manner? This quantitative study begins to address school leaders' abilities in the Colonial School District to implement the "Observation and Feedback" (Bambrick-Santoyo, 2012) protocol. Professional development with opportunities for peer feedback, video-recorded evidence collection of teacher instruction, and scheduled feedback sessions were utilized to assess the school leaders' ability to deliver the steps in the protocol. Nine school leaders volunteered to participate in the study. The leaders were from the elementary and middle school levels. The study indicated that if the researcher wants to improve school leaders' ability in the Colonial School District pipeline to support teachers with effective feedback, the researcher needs to focus on developing the school leader's feedback skills. One way to do that is to provide professional learning using the "Observation and Feedback" (Bambrick-Santoyo, 2012) protocol. The research period consisted of four months in which school leaders increased the baseline performance score as measured by an adapted rubric. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]