Early career teachers make up an increasingly large proportion of the public school teaching force. Often less effective and facing greater challenges than their more experienced counterparts, new teachers tend to leave the profession at high rates and, given that the modal length of teaching experience has now dropped to one year, finding ways to support the growth and development of new teachers has become of paramount importance. One critical way to provide this support is through effective feedback that improves instruction. In this 90-Day Cycle, the authors investigate the factors and processes that contribute to an effective feedback system, paying particular attention to how the system affects early career teachers and how such systems can coexist with extant and emerging teacher evaluation systems. Identified are a set of interconnected drivers at the district, school, and individual levels, that unpack the feedback process into a set of sub-processes that are shaped by individuals, systems, and the larger context in which those systems operate.