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Differentiated Technical Assistance Team (DTAT) Video Series

Leadership: Data Driven LeadershipPart III of III

Judy Johnston, LaVonne Kunkel, & Steve DeGaetani

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The ultimate goal in school improvement is for the people attached to the school to drive its continuous improvement for the sake of their own children and students.

- Dr. Sam Redding

Leadership

Session 1 – The Principal

Session 2 – Teachers and Teams

Session 3 – Data-Driven Leadership

Leadership Series

The sessions are designed to be used by individuals or in a group setting.

The sessions are sequential. The PowerPoints and all other materials

or references may be downloaded from the VDOE Web site.

An Instructional Video Guide is also available on the VDOE Web site.

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PurposeSeries:•To identify components of effective leadership•To examine best practices that result in effective leadership •To build leadership capacity in your school

Today’s Video Presentation:

•To examine the importance of data-based decision making in leadership

Today’s Focus

To examine the importance of data-based decision making in leadership by:

Using student learning data

Using operational data

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Why: Curriculum/Pacing Personnel Student Learning

Where: Summative assessments Formative assessments Classroom observations

Data-Based Leadership:Student Learning Data

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Provides an instant check for understanding

Used to adjust teaching and learning as it is happening

Provides descriptive feedback What is right What is wrong How to fix it

Data-Based Leadership:Student Learning Data: Formative

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Activity/Discussion

Think about formative assessment in your classrooms.

What strategies or tools are used to gather minute to minute learning data?

Cite a specific example of how a teacher or group of teachers have altered instruction in response to formative assessment.

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Assures alignment with standards State National

Reveals gaps in achievement Pacing

Provides trend data Students Personnel

Data-Based Leadership:Student Learning Data: Summative

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Activity/Discussion

Think about student learning data in your school that is obtained from summative assessments (SOL, unit tests, benchmarks). What are your sources of summative data? How is this data distributed to stakeholders? How is it used by the leaders in your district,

your school, the classroom? Do you feel that it is used effectively? How do

you know? Should something be done differently?

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Improve instructional practices Follow up on professional

development Ensure fidelity in the use of

programs Monitor pacing and curriculum

Data-Based Decision Making:Student Learning Data: Observational

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Documents Schedules Programs Policies (attendance) Procedures (dismissal, attendance) SIP Lesson plans, grade books, report

card review

Data-Based Decision Making:Operational Data

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Data-Based Decision Making:Operational Data

Program Evaluation Reading or math audits Gifted education Special education Title 1 Remediation/Intervention Enrichment English language learner instruction

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Observational Data Classroom observations Walk throughs Measures of achievement

Perceptions Data Surveys

o Parents, teachers, students Organized chats with community,

parents, staff

Data-Based Decision Making:Operational Data

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Data-Based Decision Making:Operational Data

Team Proceedings

Agendas

Minutes

Work products

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Activity/Discussion

As a team, reflect on the examples of operational data (documents, program evaluations, observational data, perceptional data, team proceedings).

Choose one area in which you used the data to make improvements in your school. Share the procedure you used and the results that were attained.

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Using Your Data

Replacing a poor teacher with an average one would raise a single classroom’s lifetime income earnings by about $266,000, economists estimate. Multiply that by a career’s worth of classrooms.

- Annie Lowrey, Big Study Links Good

Teachers to Lasting Gain, 2012

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Using Your Data

“Elementary and middle school teachers who help raise their students’ standardized test scores seem to have a wide-ranging, lasting positive effect on those students’ lives beyond academics, including lower teenage pregnancy rates, and greater college matriculation and adult earnings.”

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Activity: Using Your Data

Name the top 3 teachers in your school. Name the bottom 3 teachers in your

school. Look at their annual evaluations. What do you notice? What will you do about it?

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What was one idea I learned during today’s

video that I plan to share with

teachers at my school?

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Questions?

If you come up with a question today, or even later when you share content from this video in your school, please contact…

The OSI staff at osita@doe.virginia.gov

Additional Resources Marzano, R., Waters, T. McNulty, B. (2005). School Leadership That Works. Alexandria, VA: Association for Supervision and Curriculum Development Comprehensive Center for Teacher Quality. Washington, DC. Enhancing Leadership Quality. 2008 Nancy Protheroe. (2001). Improving Teaching and Learning with Data-Based Decisions: Asking the Right Questions and Acting on the Answers. Educational Research Service. Arlington, VA. Walberg, J., ed. (2007). Handbook on Restructuring and Substantial School Improvement. Lincoln, IL. Center on Innovation & Improvement. Nathan Tyson, “Dynamism vs. Dysfunction,” Principal Leadership Dec, 2008 Redding, S. (2006). The mega system. Deciding. Learning. Connecting. A handbook for continuous improvement within a community of the school. Lincoln, IL: Academic Development Institute VA DOE (2008).Training for Instructional Leaders Session One: Effective Teaming and Instructional Planning. Lencioni, P., (2002). The Five Dysfunctions of a Team. San Francisco, CA. Jossey- Bass

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Instructional Delivery

Session 1 – The Principal

Session 2 – Teachers and Teams

Session 3 – Data-Driven Leadership