This working paper from TPI-US reviews literature and TPI-US framework connections to highlight the use of effective feedback practices in teacher preparation programs to ensure candidate growth. The inclusion of specific, goal-based feedback in clinical experiences is critical for enabling candidates to understand their development as teachers and for encouraging the transfer of coursework into practice. Aimed at teacher preparation program administrators and mentor teachers, the paper includes suggestions for offering effective feedback, including centering student learning with a common observation form, linking back to previous efforts and feedback, and identifying steps for improvement. The report includes a “cycle of practice and feedback” mentor teachers and administrators can use to visualize how effective feedback can work in practice.