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

2. 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.

3. 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.
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4. 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
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For the standards, go to:
For a standards crosswalk, go to:

5. 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.

6. 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.

7. 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.

8. 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.

9. 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

10. 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

11. 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

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

13. 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

14. 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?

15. Final Thoughts and Questions

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

17. Matthew Clifford
20 North Wacker Drive, Suite 1231
Chicago, IL

18. 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 ). 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.