• Research Brief

Aspiring Principals’ Instructional Feedback in Tennessee: Evidence from the Vanderbilt Aspiring Leaders Study

  • By Francisco A. Santelli, Jacob M. Rubin, Jason A. Grissom, Kaitlin Binsted
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Key Findings

  • Aspiring principals’ instructional feedback largely includes key characteristics of effective feedback content.
  • Aspiring principals’ feedback is more likely to contain key characteristics of feedback content than feedback delivery.
  • Aspiring principals consistently identify the same areas for improvement as expert evaluators

Suggested Citation

Rubin, J. M., Grissom, J. A., Binsted, K., Santelli, F.A., (2026). Aspiring Principals’ Instructional Priorities: Evidence from the Vanderbilt Aspiring Leaders Study. Tennessee Education Research Alliance.

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