Growing Leader Practice: Observing Data Discussions Matthew Clifford, Principal Researcher National Principal Supervisor Summit May, 2017 Introduce self. Emphasize principal and district leadership experience. EdWeek Orange EdWeek Blue 1 pager observation- dropbox 1 pager data conversation standards 4 copies of the manual Copyright © 2014 American Institutes for Research. All rights reserved.

Who we are American Institutes for Research is one of the largest behavioral and social science organizations in the world. Our goal is to use the best science available to bring the most effective ideas and approaches to enhance everyday life. In the field of education leadership, we conduct research and develop tools for principals, coaches and supervisors that reflect research findings.

Who are you? Raise your hand if:. You are a principal or assistant principal. You lead teacher data discussions. You have a principal evaluation system. You have reviewed or revised your principal evaluation system in the past five years. You feel you receive actionable feedback that improves your performance. You get good feedback on your ability to lead data discussions. Possibly dele

Principals effectiveness: New standards The new standards Mission, vision and core values Ethics and professional norms Equity and cultural responsiveness Curriculum, instruction and assessment Community of care and support for students Professional capacity of school personnel Professional community for teachers and staff Meaningful engagement of families and community Operations and management School improvement Possibly dele For the standards, go to: www.ccsso.org/Documents/2015/ProfessionalStandardsforEducationalLeaders2015forNPBEAFINAL.pdf For a standards crosswalk, go to: www.gtlcenter.org

The power of data Improvement cycle Study Identify Plan Act Data on student performance can engage a continuous improvement cycle. Schools and districts have invested in providing access to good data for instructional and other decision-making. Principals are asked to use data with teachers and other staff to identify trends, root causes and changes.

Data use: What we noticed We conducted research on data use in schools. Challenges: Schools are swimming data. Principals have strong data literacy. Data are disconnected from actions. Principals can struggle to facilitate data discussions. Good data discussions have a flow and structure.

Addressing challenges: Leadership observation We developed the Leading Data Discussions observation tool. Conducted a literature review. Convened focus groups and advisors to identify leadership practices. Created an observation tool. Aligned with PSEL standards Piloted the process with 13 schools in 3 districts, and refined it. Provided online coaching and support.

Addressing challenges: Leadership observation Uses of Leading Data Discussions tool Formative feedback tool for coaching and supervision Principal, assistant principal or teacher-leader learning, either individually or through a network/PLC Leadership evaluation and goal setting.

Leading Data Discussions: Key Constructs Assessing data quality Presenting data in multiple forms Modeling professional interactions Analyzing data and creating plans with staff Supporting staff to connect data to practice Facilitating discussions

Leading Data Discussions: Alignment to PSEL   Leading Data Discussions Observation Tool PSEL Presenting Data Modeling Assessing Data Quality Analyzing Data and Developing Plans Connecting Data to Practice Facilitating Discussion Mission, Vision, and Core Values Ethics and Professional Norms Equity and Cultural Responsiveness Curriculum, Instruction, and Assessment Community of Care and Support for Students Professional Capacity of School Personnel Professional Community for Teachers and Staff Meaningful Engagement of Families and Community Operations and Management School Improvement

Leading Data Discussions: The process Step 1—Prepare: Preobservation meeting Step 2—Collect: Observe meeting in-person or via video Step 3—Analyze: Review notes/video, code and score Step 4—Discuss: Postobservation meeting Step 5—Plan: Develop goals and identify supports

Leading Data Discussions: The look-for’s Pair up Read the “quick form” Read the rubric examples Discuss evidence for ratings Raise questions/concerns

Leading Data Discussions: The Rubrics Assessing Data Quality Behavioral Indicator 1 Basic 2 Developing 3 Proficient 4 Distinguished   Discusses data quality and reporting issues. Discusses data limitations and/or alternative explanations. Identifies, with staff, any needs for additional information or analysis based upon identified data quality issues or analytic limitations. Creates, with staff and others, timelines, staffing plans, and action steps to address data limitations or needs for additional data or analysis. 3 Continuous rubric: Read left to right

Evaluating video evidence Think about these questions…. What constructs did you see in practice? What were the leader’s strengths and weaknesses? What feedback might you provide? http://www.youtube.com/watch?v=r2UCLZDWdyA https://www.youtube.com/watch?v=tkEn0cppm_4

Final Thoughts and Questions

What’s next for this work Expand the number of trained users and the video library Pursue additional validation research for the tool

Matthew Clifford 630-689-8017 mclifford@air.org 20 North Wacker Drive, Suite 1231 Chicago, IL 60606-2901 www.air.org

Resources Hanushek, E. A., & Haycock, K. (2010). An effective teacher in every classroom: A lofty goal, but how to do it? Education Next, 10(3), 47–52. Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value- added measures of teacher quality. American Economic Review, 100(2), 267–271. Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation (NBER Working Paper No. 14607). Cambridge, MA: National Bureau of Economic Research. Rothstein, J. (2010). Teacher quality in educational production: Tracking, decay, and student achievement. Quarterly Journal of Economics, 125(1), 175–214.