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Formative Feedback and the New Instructional Leadership

June 11, 2007

Effective systemic school improvement efforts depend on formative feedback systems. Without accurate and timely information on the results of intended interventions, school leaders and teachers cannot link what they expect to what actually happens in their schools. Richard Halverson, Reid B. Pritchett, and Jeffrey G. Watson summarize results of a 5-year study of how school leaders help teachers work with student achievement data. In this WCER Working Paper, they show how staff from an elementary school designed and used socio-technical processes to make data-driven decisions about student learning. Read the Working Paper here.