Читать книгу A Handbook for High Reliability Schools - Robert J Marzano - Страница 16

As schools achieve higher levels of reliability, they should continue to monitor each level already achieved. Thus, a school that has achieved level 3 high reliability status will constantly monitor data for levels 1, 2, and 3 as it works on level 4. If quick data show that performance is unsatisfactory at any level, schools take steps to remedy the situation. In this way, problems are resolved before they cause significant errors in the system.

Problem prevention is an excellent reason to constantly monitor critical factors and address errors immediately. However, it is not the only reason to monitor performance. Tracking performance using quick data allows school leaders to celebrate successes with staff members, parents, and students. Research by Edwin Locke and Gary Latham (2002) has shown that feedback—especially positive feedback—is important in keeping people motivated to achieve or maintain goals:

For goals to be effective, people need summary feedback that reveals progress in relation to their goals. If they do not know how they are doing, it is difficult or impossible for them to adjust the level or direction of their effort or to adjust their performance strategies to match what the goal requires …. When people find they are below target, they normally increase their effort …or try a new strategy.… After people attain the goal they have been pursuing, they generally set a higher goal for themselves. (p. 708)

School leaders can use quick data to regularly celebrate the school’s successes; congratulate students, teachers, and parents on their hard work; and motivate the school community toward continuous improvement.