*4.3.4 Delivering differentiated and actionable feedback to enhance principals' leadership capacity*

Principal supervisor Julia provided her principals with "trustworthy feedback that was based on data ... [and] rigorous analysis," which she generated from continual observations, dialogs, and tracking their leadership practices from month to month. This enabled her principals to follow up with specific measures to overcome their weaknesses instead of "[leaving] them with the evaluation rubric's behavioral summaries." Otherwise, the behavioral summaries would typically be reviewed independently by the principals, but the small amount of information was not enough to create an improvement plan. "I ask all principals, without exception, if they want extra time or an additional meeting to discuss in detail their performance and feedback," Julia stated.

All participating principal supervisors were conscious of the value and significance of providing feedback to their assigned principals, including praising their successes. Principal supervisors can utilize the formative assessment process as a

potent tool to learn more about their principals and give them useful, differentiated, and actionable feedback so they can continue to develop their instructional leadership capabilities [6, 36, 41]. In addition, Parylo et al. implored evaluators to develop principal evaluation into "a continuous, transparent process" that encouraged "constructive feedback" and robust "dialog" to assist principals in enhancing their effectiveness as school leaders in a difficult era ([37] p. 235). However, the benefits of such feedback do not end with the principals; their development directly impacts their ability to help teachers within their schools, which in turn boosts student achievement.
