At Foxglove, the principal and coaches give teachers feedback on every assignment they share, alongside regular five-week progress reviews¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Foxglove's principal reviews student progress reports every five weeks and asks teachers to explain their assignments, and teachers receive feedback on every assignment they hand in. → Elaine Allensworth 2019

Evidence¶

Elaine Allensworth 2019¶

Elaine Allensworth. (2019). Elementary School Case Studies. University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/how-do-principals-influence-student-achievement

q1 · i? · qualitative · r1

Case-study interview evidence from Foxglove Elementary. Principal Delaney monitors trends every five weeks, and per the case, "teachers are given feedback on every assignment they share with the principal and their coaches".

"Every five weeks, she looks at student progress reports to look for trends. In grade-level meetings, she asks teachers to pull up their assignments so she can understand what they did in class and asks them why they did it that way."

Discussion¶

Related Claims¶

• Foxglove Elementary distributes leadership across staff roles but has few mechanisms to coordinate the work — related
• Students trust and respect teachers who support them as learners through clear lessons, monitoring, feedback, and individualized support, not teachers who act as buddies — related
• Lasting pedagogical change is more likely when teachers try out strategies, receive feedback, and iteratively improve across multiple workshops — a broader claim this one bears on
• The modern principal's job has expanded from administrative oversight to instructional leadership and staff collaboration — related