Dissertation
Feedback Matters: a Study of the Learning of Practicing Principals Regarding Formative Feedback for Instructional Improvement
Washington State University
Doctor of Education (EdD), Washington State University
2022
DOI:
https://doi.org/10.7273/000005212
Abstract
Positive learning experiences and achievement for students are significantly skewed to the knowledge, level of skill, and disposition of the classroom teacher (e.g., Darling-Hammond, 2000; Rockoff, 2004). Ensuring teachers have professional learning experiences that develop their knowledge, skills, and dispositions is critical. This research project aims to bring to light the learning and practice of principals who engage in formative feedback for teacher instructional practice improvement. Additionally, deepening the understanding of how principals navigate obstacles in providing formative feedback. The data for this qualitative project was collected through 13 semi-structured interviews and 3 follow-up interviews with principals identified as highly skilled in formative feedback practices. The purposive sample was selected by experienced principal supervisors in the three participating school districts.
Findings include insights into principals’ learning through interconnectivity with practicing principals and principals’ learning through job-imbedded experiences. Additional findings include a description of the methods these principals implement to overcome challenges to providing formative feedback. This description includes insights into fostering a sense of community, prioritizing their time to be in classrooms, intentionally disconnecting formative feedback practices from the formal evaluation process, and increasing opportunities for teachers to be in a state of “Flow”. Other themes include how principals’ increase teacher receptivity to formative feedback for instructional improvement by focusing on and considering the needs of staff, creating a thorough line of goals from the teacher to the building to the district and finally a shared understanding of instructional expectations.
Policies and practices that impact principal preparation programs, teacher evaluation systems, and support for practicing principals by state associations and school districts can be influenced and improved through consideration of the findings in this study. There is limited research on formative feedback practices. Most research does not differentiate between evaluative feedback and formative feedback. There is a need for research that focuses on teacher growth through a principal’s instructional leadership work with formative feedback. This study contributes to that. Additionally, a replicated version of the current study is recommended with sample participants being novice principals, perhaps those in their first 3 years of the principalship.
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Details
- Title
- Feedback Matters
- Creators
- Pete Perez
- Contributors
- Kristin S Huggins (Advisor)Sharon Kruse (Committee Member) - Washington State University, Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Department ofKathleen M Cowin (Committee Member) - Washington State University, Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Department of
- Awarding Institution
- Washington State University
- Academic Unit
- Educational Leadership, Sport Studies, and Educational/Counseling Psychology, Department of
- Theses and Dissertations
- Doctor of Education (EdD), Washington State University
- Publisher
- Washington State University
- Number of pages
- 134
- Identifiers
- 99901019639701842
- Language
- English
- Resource Type
- Dissertation