What type of feedback is most critical for a principal when guiding instructional strategies?

The most critical type of feedback for a principal when guiding instructional strategies is the data derived from subskill reading assessments. This feedback is essential because it provides specific, quantifiable insights into students' reading abilities and helps identify areas where instruction may need to be adjusted to meet diverse student needs. By analyzing this data, principals can make informed decisions about which instructional strategies, interventions, or resources are necessary to enhance student learning outcomes.

In contrast, parental feedback, while valuable for understanding community perspectives and gaining support, does not provide the targeted insight needed for instructional guidance. Teacher performance evaluations, although important for assessing teaching effectiveness, may not directly correlate with student learning data or reveal specific instructional needs. Lastly, student attendance records, while indicative of engagement and potential barriers to learning, do not offer direct feedback on instructional strategies or student achievement in specific skill areas like reading. Thus, focusing on subskill reading assessment data allows for a more precise approach to improving instructional practices and facilitating student growth.