Leading Schools in a Data-Rich World

1. Leading Schools in a Data-Rich World

2. Developing an Inquiry Habit of Mind • Data almost never provides answers. Instead, using data usually leads to more and more focused investigation and to better questions.

3. Becoming Data Literate • Data and statistics may provide the tools for measuring educational concepts, but the numbers, words or pictures are only as good as the thinking and interpretation.

4. Create a Culture of Inquiry in the School Community • School leaders have little chance of using data effectively unless the school as a whole is also committed to being a community, routinely challenging existing beliefs and practices as well as routinely using data to make sense of the classroom and school environment. • It’s about constructing meaning together.

5. Data Knowledge Action • Data become the window for identifying “what next.” • In the hands of effective leaders, data is transformed into knowledge leading to action.

6. Personalize the Data Turn this: Into…

7. Personalize the Data Individual Students

10. School Improvement Activity

11. Why this process? • Turn this…

12. Into…

13. School Improvement Activity Ground Rules Suggestions PLT leader is to moderate the group Be respectful when communicating difficult messages Everyone’s voice is to be heard Be open minded and watch for your biases Be actively engaged – we are here to help kids be successful

14. Facts….Just the Facts • Part 1a: Who are we? Determining Strengths and Challenges • Focus on writing data only • Determine strengths and/or challenges for each of the indicator categories • The points on the sheet must be factual (i.e., directly taken from the data) • To ensure it is a fact, you can jot the reference or page # beside the point Education for the Future Summer Institute 2009

15. Data Analysis Activity • Indicator Categories Demographics: the context of a school Achievement: student performance on different measures Perceptions: staff, student and/or community opinions that demonstrate environmental improvements. Process: descriptions of programs and processes Education for the Future Summer Institute 2009

16. Brainstorming!! • Part 1b: Who are we? Determining Strengths and Challenges • Brainstorm all possible hypotheses about why the most challenging points exist on numbered sticky notes or in a numbered list. • These are not questions, but your reasons why we have these challenges. Education for the Future Summer Institute 2009

17. Data Analysis Activity • Part 2: Questions and Data • What questions do you need to answer to know more about the probable root cause? • What data do you need to gather to answer each of these questions? Education for the Future Summer Institute 2009

18. Data Analysis Activity

19. School Improvement Activity Conclusion This process will take time! Involve as many people as you can – buy-in and accountability is critical especially when trying to access “hard to find” evidence No shame – no blame – it’s all about the conversations Use Skopus to validate your intuition – your gut alone, is not enough Personalize your data – turn graphs into names and faces We’re here to help – Angela, Colleen and Matt

20. Personalize the Data Turn this: Into…