ABSTRACT
Many schools explicitly schedule regular time to analyze formative data they’ve collected and assess progress toward goals, but few engage in a degree of reflection that could include major organizational pivots from chosen strategies early in the school year. For decades, other industries have used looped learning as a method for developing their learning cultures and increasing their efficacy. American schools, unlike industries and armed forces, typically respond to failure punitively and with blame instead of seeing failure as an opportunity to learn. A leader should encourage groups of teachers to take calculated risks, such as an inquiry cycle in which they test a hypothesis on improving instruction over a short period of time and then assess the evidence.
