1. ESSENTIALS FOR EFFECTIVE DATA USE IN SCHOOLS KNOWLEDGE, SKILLS, AND PROFESSIONAL BEHAVIORS Justin Katahira – Hawaii P-20 Christine Sorensen Irvine – PRCC and UHM

2. BEGINNING THE JOURNEY September 30, 2013 An invitation from Hawaii P-20

3. WALKING TOGETHER Hawaii P-20 Hawaii Department of Education Pacific Regional Comprehensive Center Hawaii teacher preparation programs

4. DATA DRIVEN DECISION MAKING

5. DEFINING THE PROBLEM Identifying critical knowledge and skills needed by teachers and school leaders to use data effectively Understanding what pre-service and in-service programs were doing The need for alignment

6. FIRST STEPS Gathering all relevant standards (state and national) and reports related to teachers and school leaders (INTASC, ISLCC, CAEP, U.S. ed reports, Danielson framework, NBPTS, etc.) Identifying where in the standards using data was addressed Looking for commonalities Reviewing for consensus

7. EARLY WORK Categories of data use competencies Sub items within each category Matrix looking ay level of competency (basic, intermediate, advanced) needed by role Preservice teacher New teacher (first 3 years) Experienced teachers Teacher leaders Principals Complex area staff District/SEA STAFF

8. ARTICULATING “DATA USE COMPETENCIES” Data Use Competencies KnowledgeSkills Professional Behaviors

9. NATIONAL INTEREST Sept. 2013 Nov. 2013 Jan. 2014 Mar. 2014 *Sept. 2014* Oct. 2013Feb. 2014Jul. 2014 Hawaii DUSWG

10. EXPANDING THE CONVERSATION SLDS gets involved – State Support Team Invitation to other states Common concerns 12 (plus Hawaii) join the conversation

11. CROSS STATE PROGRESS: DUSWG SLDS program state support team Meeting in Seattle February 2014 Discussion of data driven decision making process versus knowledge and skills to effectively participate in the process Works groups identified Knowledge Skills Professional behaviors Online and phone collaboration monthly

12. THE FIRST RELEASE: JULY 2014 Goal: To increase the effective use of data by teachers and administrators to support student learning and success. Objectives 1. To provide a foundation for states’ development of data literacy and data use trainings 2. To inform and improve the articulation between pre and in-service data training for teachers and administrators

14. KNOWLEDGE, SKILLS AND PROFESSIONAL BEHAVIORS JULY NATIONAL RELEASE AT STATS-DC

15. KNOWLEDGE Fundamental Process Conceptual

16. SKILLS Planning Selecting Collecting Analyzing Interpreting Communicating Acting

17. PROFESSIONAL BEHAVIORS Ethical Use Rules and regulations Collaboration Continuous Improvement

18. WHERE DO WE GO FROM HERE?

19. 19 Feedback from STATS-DC I.Positive A.Good foundation B.Clear and accessible II.Suggestions for Improvement/Enhancement A.Need to put content in education context: shift towards behavioral focus i. Need to acknowledge melding of pedagogical and content knowledge B.Needs district- and/or school-level members and perspective C.High interest in case studies/vignettes and in articulating content by role D.Interest in progressions – basic to advanced

20. 20 Expanded DUSWG Members 34 Members representing 18 states: 4 Local education agencies (LEA) 2 Regional service centers 16 State education agencies 9 Postsecondary institutions 1 Early childhood program 2 P-20 entities

21. 21 Member Expectations I.Participate in Monthly Webinars II.Serve on a Subgroup A.Participate in subgroup calls/webinars B.Contribute to tasks in-between calls/webinars III.Contribute to deliverables IV.Serve as ambassador for work group in your state and/or organization V.Community of Practice (CoP) participation

22. 22 External Vetting A.Teachers B.School administrators C.District administrators D.Educator preparation programs (pre-service) E.Educator professional development programs (in-service) F.Boards of education G.Teacher unions

23. CONVERSATIONS ABOUT USE: VARIATIONS ACROSS STATES Voluntary-Encouragement Teacher education program content School/district level professional development Regional centers (complex) professional development State resource development Alignment efforts Non-voluntary Adopt in state standards Teacher ed program approval requirements Require for licensure Require for re-licensure Certificate programs Principal certification State law Standards boards/SEA level policies

24. IMPLICATIONS FOR HAWAII?? Education – different levels (teacher education, early childhood, K-12, etc.) Outside of education

25. CONTACTS Justin Katahira Hawaii P-20 jkata@hawaii.edu 808-956-7147 Dr. Christine Sorensen-Irvine College of Education, University of Hawaii at Manoa Pacific Comprehensive Center sorens@hawaii.edu 808-956-3910