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Success in Implementing Data Teams

Success in Implementing Data Teams. Lissa Pijanowski, Ed.D Professional Development Associate. Fresno, CA. Bringing Coherence and Focus to Teaching and Learning. Focus.

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Success in Implementing Data Teams

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  1. Success in Implementing Data Teams Lissa Pijanowski, Ed.D Professional Development Associate Fresno, CA Bringing Coherence and Focus to Teaching and Learning

  2. Focus The right kind of continuous, structured teacher collaboration improves the quality of teaching and pays big, often immediate, dividends in student learning and professional morale in virtually any setting. Our experience with schools across the nation bears this out unequivocally. ~ Mike Schmoker, 2006 Focus Identify the “Top Ten” instructional priorities for your school or department or district for the coming year: Please circle your “Top Three” In order to implement successfully your highest priorities, what are two specific changes you can make now - for the current school year - to improve your opportunities for success?

  3. Levels of Data Analysis – Self Assessment Please underline or circle words or phrases that particularly resonate with you: Level 1 - Data Averse - “The use of data is unfair and evaluative. If we look at data at the student level, we violate their privacy. If we look at data at the teacher level, we violate their professionalism. Worst of all, if we emphasize student data, we encourage poor teaching and cheating. Whatever benefits there may be, the risks are greater and data analysis is just not worth the effort.” Level 2 - Data Aware - “I’m willing to look at the data - perhaps at the school and district level. Sometimes it is interesting to see how students performed and how schools are different. But I can’t say that data analysis influences teaching and leadership. We certainly do not measure teaching and leadership - in fact, I’m not sure that measuring those qualities is even possible.” Level 3 - Data Application - “We look at a variety of sources of student data, including state, local, school, and classroom-based assessments. We also look at teaching and leadership strategies, such as the time we allocate to various subjects and the frequency of feedback we provide to students. We regularly compare causes - teaching and leadership - with effects - student performance, and we have evidence that we adjust practices accordingly.” Level 4 - Data Master - “We regularly use data to challenge our assumptions about teaching, leadership, and learning. We can think of specific changes we’ve made and mistakes we’ve made, and we can also think of specific instances in which we have affirmed our best practices, even if they were not very popular. Most importantly, we can identify how we have used our best practices to assist our colleagues in other schools and other systems. We use data not just to be more professional, but to improve the world of education.” Level 5 - Data Inspiration - “Our students use data to provide self-assessment and immediate feedback and we have specific, compelling, and inspirational examples in which students challenge themselves to ever-higher levels of performance far beyond what traditional standards and testing would have accomplished.” Identify specific words or phrases that contrast your present and future use of data:

  4. Weed the Garden! Consider the two essential questions of the implementation audit: Are we really using it? And is there strong evidence that it is directly related to improving student performance? Consider the professional learning initiatives in place in your school system, assessing the degree of implementation and the impact on student achievement. Write the names of your initiatives in the appropriate quadrants of the following matrix. What implications does the matrix have for successful implementation of the Common Core State Standards?

  5. Step 6: ______________ and ______________ Step 1: ______________ and ______________ data. Step 5: _________________ results indicators. Step 2: ______________ data and ________________ needs. Step 4: _________________ common instructional strategies. Step 3: ____________, ___________, and ______________ incremental SMART goals. The Data Team Process

  6. Framework for Implementation What are the considerations for Data Teams implementation in my school or district? How can we connect the dots for our teachers?

  7. Data Team Roles and Responsibilities Select Data Team Leaders Who are the potential Data Team Leaders? Data Team Roles

  8. Assessment/Meeting Calendar Create an Assessment / Meeting Calendar

  9. Action Plan Data Teams Implementation Action Plan

  10. Implementation and Monitoring Considerations for Monitoring Data Teams: Who will monitor the Data Team? How often? How will we monitor instruction? How will feedback be given to the Data Teams? Notes / Thoughts / Ideas for Implementation:

  11. 1) 2) 3) Reflect Three Points to Remember: Email Lissa: lpijanowski@leadandlearn.com Visit Lissa’s website: www.lissapijanowski.com Call Lissa: 1.866.399.6019 ext. 521 Follow Lissa on Twitter: @lpijanowski Like Lissa on Facebook: www.facebook.com/lpijanowski The Leadership and Learning Center Visit Our Website: www.leadandlearn.com Email Us: info@leadandlearn.com Call Toll-Free: 1.866.399.6019 International: +1.303.504.9312

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