Differentiated Technical Assistance Team (DTAT) Video Series Leadership: Data Driven Leadership Part III of III

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

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  • *Differentiated Technical Assistance Team (DTAT) Video Series

    Leadership: Data Driven LeadershipPart III of III

    Judy Johnston, LaVonne Kunkel, & Steve DeGaetani

  • *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

  • LeadershipSession 1 The Principal

    Session 2 Teachers and Teams

    Session 3 Data-Driven Leadership

  • Leadership SeriesThe 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.*

  • *PurposeSeries:To identify components of effective leadershipTo examine best practices that result in effective leadership To build leadership capacity in your school

    Todays Video Presentation:To examine the importance of data-based decision making in leadership

  • Todays Focus To examine the importance of data-based decision making in leadership by: Using student learning dataUsing operational data*

  • Why:Curriculum/PacingPersonnel Student Learning Where:Summative assessmentsFormative assessmentsClassroom observations

    Data-Based Leadership:Student Learning Data*

  • Provides an instant check for understanding Used to adjust teaching and learning as it is happening Provides descriptive feedbackWhat is rightWhat is wrongHow to fix it

    Data-Based Leadership:Student Learning Data: Formative*

  • 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.

    *

  • Assures alignment with standardsState National Reveals gaps in achievement PacingProvides trend data Students Personnel

    Data-Based Leadership:Student Learning Data: Summative*

  • Activity/DiscussionThink 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?

    *

  • Improve instructional practicesFollow up on professional developmentEnsure fidelity in the use of programsMonitor pacing and curriculum

    Data-Based Decision Making:Student Learning Data: Observational*

  • Documents SchedulesProgramsPolicies (attendance)Procedures (dismissal, attendance)SIPLesson plans, grade books, report card review

    Data-Based Decision Making:Operational Data*

  • Data-Based Decision Making:Operational Data

    Program EvaluationReading or math audits Gifted educationSpecial educationTitle 1Remediation/InterventionEnrichment English language learner instruction

    *

  • Observational DataClassroom observationsWalk throughsMeasures of achievementPerceptions DataSurveysParents, teachers, studentsOrganized chats with community, parents, staffData-Based Decision Making:Operational Data*

  • Data-Based Decision Making:Operational Data

    Team Proceedings

    Agendas

    Minutes

    Work products*

  • 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.

    *

  • Using Your DataReplacing a poor teacher with an average one would raise a single classrooms lifetime income earnings by about $266,000, economists estimate. Multiply that by a careers worth of classrooms. - Annie Lowrey, Big Study Links Good Teachers to Lasting Gain, 2012*

  • Using Your DataElementary 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.*

  • 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?*

  • What was one idea I learned during todays video that I plan to share with teachers at my school?*

  • *Questions?If you come up with a question today, or even later when you share content from this video in your school, please contactThe OSI staff at osita@doe.virginia.gov

  • 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. 2008 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

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    Instructional DeliverySession 1 The Principal

    Session 2 Teachers and Teams

    Session 3 Data-Driven Leadership

    Session Leader:***Why:Curriculum/PacingPersonnel Student Learning Where:Summative assessmentsFormative assessmentsClassroom observations*What does the data tell us?

    Formative

    Summative

    Observational

    Formative data must be used daily to adjust instruction to meet individual needs or make day to day, sometimes minute to minute changes that will lead us to our goal. This is what helps us fine tune only instruction:

    An important note about formative assessment is that it provides descriptive feedback. Descriptive feedback is very specific: it includes three components: What the student did correctly.What the student did wrong.Precise steps to correct the mistake.

    It never includes a grade; including a grade defeats the purpose.

    *What does the data tell us?

    Formative

    Summative

    Observational

    **

    ******

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