2 Differentiated Technical Assistance Team (DTAT) Video Series Leadership: Data Driven Leadership Part III of III Judy Johnston, LaVonne Kunkel, & Steve DeGaetani

3 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. 5

6 Purpose Series: 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 7

Why:  Curriculum/Pacing  Personnel  Student Learning Where:  Summative assessments  Formative assessments  Classroom observations Data-Based Leadership: Student Learning Data 8

 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 9

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. 10

 Assures alignment with standards  State  National  Reveals gaps in achievement  Pacing  Provides trend data  Students  Personnel Data-Based Leadership: Student Learning Data: Summative 11

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? 12

 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 13

 Documents  Schedules  Programs  Policies (attendance)  Procedures (dismissal, attendance)  SIP  Lesson plans, grade books, report card review Data-Based Decision Making: Operational Data 14

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 15

 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 16

Data-Based Decision Making: Operational Data  Team Proceedings Agendas Minutes Work products 17

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. 18

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,

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.” 20

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? 21

What was one idea I learned during today’s video that I plan to share with teachers at my school? 22

23 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

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  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

25 Instructional Delivery Session 1 – The Principal Session 2 – Teachers and Teams Session 3 – Data-Driven Leadership