Formative Feedback: An Exploratory Study of Principal Influence on Teachers' Instructional Practice

• In Event: Principals Leading Teachers: Lessons for Improving Schools

Abstract

Using a qualitative design, this study sought to understand how teachers’ instructional practice was influenced by their principals who provided formative feedback for instructional improvement. Collecting data from nine teachers from three focal principals from a larger study of thirteen principals who were known for providing formative feedback in three different districts, data analysis by three researchers occurred through a feedback flow conceptual framework. Findings revealed the principals’ formative feedback practices provided teachers with a model for formative feedback practices with students, a tool for reflection, and socioemotional support.

Authors

• Kristin Shawn Huggins, Washington State University
  Presenting Author

• Jerad Farley, Hermiston School District
  Presenting Author

• Pete Perez, Othello School District
  Presenting Author