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Remember that feedback is not the same thing as ‘data’. Data is just raw information about how we are performing, like ‘92’ or ‘C-‘. Feedback is the insight we derive from the analysis of the data, which answers three questions: what part(s) of this do I already know; what part(s) am I still missing; and, most important, what must I work on to improve? Data is something we are given; feedback is something we make, and it is the absolutely essential requirement for learning. Dr. Jeff Howard, The Efficacy Institute

[This is the time of year when we] collate and analyze a flurry of data from our partners’ stakeholder feedback surveys. Our Studer Education partner districts assess parent satisfaction, employee engagement, and district support to schools through online survey tools that we’ve designed. These tools are one method of gathering data about an organization, particularly our employees’ and families’ perceptions.

I provide an extra set of eyes, reviewing each survey report for clarity and effective communication of results. As I considered the data and comments these reports provide to our partner districts, I thought of Dr. Jeff Howard, founder of the Efficacy Institute and writer of the quote above. In a post titled Feedback is Fundamental, Dr. Howard differentiated between data and feedback. To make their data into feedback, our partners must read their survey reports and ask themselves Dr. Howard’s third question, “What must I work on to improve?

In doing so, our partner leaders become lead learners for their communities. These superintendents and their teams demonstrate openness to criticism, a willingness to listen, and a commitment to self and organizational improvement. They strive to learn what needs to improve, they strategize for how to make things better, and they implement new actions. Once the leader of an organization shows him or herself as a learner, every district employee has a model to follow, and an opportunity to learn, too. Making your data into feedback is “absolutely essential” for the continuous improvement of our selves, our systems, and our results.




MatarazzoDr. Melissa Matarazzo is a Research Fellow at Studer Education. Dr. Matarrazo began her career as a middle school teacher and assistant principal in Derry, New Hampshire.Prior to joining Studer Education, Dr. Matarazzo served as the Executive Director for Achievement and Accountability in the Charleston County (SC) School District. She has served as a supervisor of teacher interns at the College of Charleston, SC and an adjunct instructor at American International College in Springfield, MA. Follow Dr. Matarazzo on Twitter at @LrngLdr and follow Dr. M’s weekly post “Try This Tip” here.

The Efficacy Institute, Inc. is a national, not-for-profit agency of education reform, committed to developing all children to high standards. The Institute believes that: “Smart is not something you just are; smart is something you can get!”

Interested in some feedback about your district? Try our free District Diagnostic Tool for your organization. Contact us for more information about our stakeholder feedback tools.

Our mission at Studer Education is to provide students with a great place to learn, teachers with a great place to teach, and parents with confidence that their children are getting a great education. Visit us online at http://studereducation.com. Studer Education is a division of Studer Group, ranked for the sixth straight year on the Best Small and Medium Workplaces by Great Place to Work® and a recipient of the 2010 Malcolm Baldrige National Quality Award.